(CMA) Intervention Lists - keydatasys.comCMA) Intervention Lists Report Generated: ... CMA Data Conflict List ... CMA Report 2012 - Sample School 7

Sample DistrictSample School 7

California Modified Assessment (CMA) Intervention Lists

Report Generated:April 01, 2013

20122012

The CMA report provides every school site with a list showing all students who qualify for CMA, along with multiple year proficiency level progress of students taking the CMA. Each report includes a list of students that have missing or conflicting special education data to ensure data integrity.

These reports give sites the information IEP teams need to know to determine proper testing placement for SWD students and monitor CMA results.

CaliforniaModified Assessment (CMA) Informationand Report Suite

The CMA is a modified, standards-aligned assessment for students with an IEP who will not achieve grade-level proficiency within the school year, even withinterventions. CMA was a new addition to the 2008 STAR testing program. It is now functional for all grade levels. In this document, you will find information and up tothree sets of lists to help you best determine testing placement for your students with disabilities.

1. CMA Participation Criteria and List of Students to be Considered for CMA

First, you may find a summary of the CMA participation criteria and other important information about the CMA. Please be sure to read this document carefully toensure proper testing of students with disabilities. Based on the criteria provided by the state, Key Data Systems has generated a list of students who attend yourschool who should be considered for CMA. Please note, as with CAPA, the student's IEP must state that the student shall take CMA; modified IEP's need to be putinto place before the 2013 testing cycle. Because STAR testing materials must be ordered for the CMA, it is recommended that the IEP modifications/addendumsare completed prior to the STAR test materials order deadline of December 1, 2012, though orders can be modified at a later date in the event that a late IEPdecision is made.

2. 2011 and 2012 STAR Results for Students who Took CMA in 2012

Second, you may find a list of students who were assessed with the CMA in 2012 and have STAR results (CMA, CST or CAPA) in 2011 in at least one content area.Where the 2011 results were for CST or CAPA, this will allow you to assess changes in performance as a result of testing placement. In most cases, you should seethat the student who took the CMA in 2012 and the CST in 2011 either had no change or an increase in performance as a result of taking the CMA in 2012. Wherethe student took the CAPA in 2011, you will likely see no change or a decrease in their 2012 STAR performance.

3. CMA Data Conflict List

Last, you may find a list of students that have missing or conflicting special education data. This list should be examined carefully to ensure students are taking theappropriate STAR test and to ensure the accuracy of data provided to the CDE.

CMA Report 2012 - Sample School 7

http:\\www.keydatasys.com (Version: 1.0) April 01, 2013

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CaliforniaModified Assessment (CMA) Participation Criteria

Who is eligible for the CMA?1

Students who previously took a CST and scored Far Below Basic or Below Basic (in any year).Students who have demonstrated that they will not be able to attain proficiency on the CST.Students who took CAPA in Levels 2, 3, 4, or 5 in two previous years and scored Proficient or Advanced.Students with an IEP that specifies they should take the CMA. An amended IEP must be in place prior to 2013 testing in order for the student to be eligible totake the CMA. The IEP must state in which content area, or areas, the student will take the CMA.

Important things to know about the CMA

A student may take the CMA in one content area and the CST in another content area. A student taking a CMA will not take the CST for that content area. Astudent may NOT take the CMA and CST in the same content area.Students eligible for CAPA may not take the CMA.CMA test booklets need to be ordered as part of the 2013 STAR ordering process (due date is December 1, 2012). Orders can be modified until CDE forwards theorder for packaging (see STAR website or contact Key Data Systems for dates).The CMA will be administered during the STAR testing window.

The CMA is a modified tes t, thus NO modificationscan be used while taking the C MA.Scoring proficient or advanced on the CMA in a prior year(s) does not exclude a student from taking CMA in subsequent years. Because the CMA isa modified assessment that is more accessible to students with disabilities,a student's score on the CMA is almost always higher than it was onthe CSTs. Additionally, their score is very likely to be higher on the CMA than it would be if the student went back to taking the CST. It is likely thatthe modified nature of the CMA allowed the student to be more successful, which does not necessarily mean the student should no longer receive

special education services and/or should not take the CMA in future years. Multiple measures should be examined before determining if a studentshould go back to taking the CST; such multiple measures should demonstrate that the student will be able to attain proficiency on the CST.

1For complete CMA Participation Criteria and Definition of Terms, please see http://www.cde.ca.gov/TA/tg/sr/participcriteria.asp or the last three pages of thisdocument.



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What is the accountability impact of the CMA?

At a district-level, the combined percentage of non-mobile students scoring proficient or advanced on the CAPA plus the CMA must not exceed 3% of the totalnumber of non-mobile students tested. The 1% cap for CAPA continues to apply. If the percent of non-mobile students scoring proficient or advanced on the CAPAis less than 1%, then the percentage of non-mobile students scoring proficient or advanced on the CMA may exceed 2%, as long as the combined CAPA and CMApercentage does not exceed 3%.As with CAPA, CMA scores will be treated the same as a CST score for AYP and API purposes.The 3% cap only applies to AYP, thus in no way can it affect the API.It is important to understand that students qualify for the CMA only if they scored below or far below basic on a CST, AND are not expected toreach grade level proficiency. Thus, the cap is extremely unlikely to negatively impact a district; it simply does not allow credit for more than 3%of proficient or advanced scores from a group of students who, based on past performance, would not have scored proficient or higher on the CST.

Students should be assessed with the test(s) most appropriate to meet their individual needs. The accountability impact should not be used todetermine proper testing placement of students.

CMA resources provided by the California Department of Education:

Blueprints for the CMA are available on the CDE website.

http://www.cde.ca.gov/ta/tg/sr/cmablueprints.asp

A comparison of CMA and CST test questions is available on the CDE website.

http://www.cde.ca.gov/be/ag/ag/yr07/documents/bluenov07item14a6.pdf



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Sample CountySample District

Sample School 7

Students to be considered for CMA Testing in Spring 2013

IEP Must be Amended Prior to 2013 Testing for Student to be EligibleEnrollment: 2013/04/01

English Language Arts Mathematics Projected

Disability 2010 2011 2012 2010 2011 2012 2013 CMA Testing

Grade Student ID Last Name First Name Code Test Prof Test Prof Test Prof Test Prof Test Prof Test Prof ELA Math Gr Sci

6 00910698 290 CMA 3 CMA 5 CMA 2 CMA 3 Y Y

8 00910274 290 CST 2 CST 3 CST 3 CST 1 Y Y Y

8 00910269 290 CMA 2 CMA 1 CMA 2 CST 1 Y Y Y

6 00910785 290 CMA 2 CMA 2 Y Y

7 00910384 260 CMA 3 CMA 4 CST CMA CMA 2 CST 2 Y Y

6 00910854 240 CMA 2 CMA 3 CMA 3 CMA 3 Y Y


7 00919316 330 CST 2 CMA 4 CMA 2 CST 1 CMA 4 CMA 3 Y Y

7 00913903 280 CMA 5 CST 2 CMA 3 CST 2 Y Y

8 00910218 290 CST 3 CMA 4 CST 3 CMA 2 Y Y Y

7 00910217 290 CMA 2 CMA 1 CMA CMA 1 CMA 1 CST 1 Y Y


6 00910908 240 CST 2 CST 3 CST 2 CST 4 Y Y

7 00912282 290 CST 4 CST 3 CST 3 CST 3 CST 3 CST 2 Y

7 00913564 290 CMA 3 CMA 2 CMA 2 CMA 2 CMA 4 CMA 4 Y Y


6 00914716 290 CST 2 CST 3 Y


8 00976064 290 CST 2 CST 3 CST 3 CST 4 Y Y

7 00912036 290 CMA 3 CMA 4 CMA 1 CST 2 Y Y

7 00910080 290 CMA 1 CMA 2 CMA 2 CMA CMA 1 CMA 3 Y Y

6 00910821 240 CST 1 CST 2 CST 2 CST 2 Y Y

6 00910222 290 CMA 3 CMA 4 CMA 3 CMA 2 Y Y



8 00910140 290 CMA 4 CST 2 CST 3 CST 2 Y Y Y


7 00913267 290 CMA 2 CMA 1 CMA 1 CMA 2 Y Y



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Sample School 7

Students to be considered for CMA Testing in Spring 2013

IEP Must be Amended Prior to 2013 Testing for Student to be EligibleEnrollment: 2013/04/01

English Language Arts Mathematics Projected

Disability 2010 2011 2012 2010 2011 2012 2013 CMA Testing

Grade Student ID Last Name First Name Code Test Prof Test Prof Test Prof Test Prof Test Prof Test Prof ELA Math Gr Sci

8 00938739 260 CST 4 CST 4 CST 4 CST 2 Y Y

7 00027824 290 CST 2 CMA 3 CMA 3 CMA 3 CMA 3 CMA 3 Y Y

7 00090343 280 CMA 3 CMA 4 CST 2 CMA 4 CMA 3 CST 2 Y Y


7 00932368 290 CST 3 CST 2 CST 3 CST 3 CST 2 CST 1 Y Y

7 00925910 240 CST 2 CMA 5 CST 3 CST 1 CMA 4 CMA 4 Y Y

6 01042727 280 CST 3 CST 1 CST 3 CST 1 Y Y

7 00924191 210 CMA 1 CMA 1 CMA 1 CMA 1 CMA 1 CST 2 Y Y

8 00066430 240 CST 1 CST 2 CST 1 CMA 3 Y Y Y

7 00026503 260 CST 2 CST 1 CMA 5 CMA 2 CMA 1 CST 1 Y Y

6 00042610 240 CST 3 CST 3 CST 2 CST 2 Y


7 00915403 290 CMA 2 CMA 2 CMA 1 CMA 1 Y Y

7 00910032 290 CMA 2 CMA 3 CMA 5 CST 3 CST 3 CST 1 Y Y

6 00915678 290 CST 2 CMA 5 CST 3 CST 3 Y

7 00937360 220 CMA 3 CMA 2 CST 1 CMA 3 Y Y

7 00912162 290 CST 3 CST 4 CST 3 CST 2 CMA 4 CST 2 Y

8 00910632 290 CST 1 CMA 3 CST 3 CST 2 Y Y Y



6 00910932 290 CMA 3 CMA 4 Y Y

7 00910561 240 CST 2 CST 2 CST 3 CST 2 CST 3 CST 2 Y Y

6 00912096 240 CMA 3 CMA 2 CMA 2 CMA 3 Y Y




7 00910284 260 CMA 2 CMA 4 CMA 5 CMA CMA 4 CMA Y Y

7 00910442 290 CST 4 CST 4 CST 3 CST 2 CMA 5 CMA 2 Y



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California ModifiedAssessmentData Conflict List

In the creation of the CMA Eligible report, inconsistent and possibly conflicting data may be identified from the various data sources provided (e.g., 2012 STAR file andschool enrollment file). The following page(s) contains a listing of student records that contain inconsistent or conflicting data.

What conditions result in a student record appearing on the Data Conflict List and what should be done?

1. The student has no disability code, yet took the CMA or CAPA. This would indicate based on the data provided, that a non-special education student took theCAPA or CMA. This in not allowed under the STAR testing program since the CMA requires that a student have an IEP. It is expected that all eligible student records,both in the enrollment and STAR files, contain a valid state disability code (a table of valid codes follows the student list below). If a student took the CMA or CAPA in aprevious STAR administration or is otherwise determined to qualify for the CMA in 2013, and there is no disability code in any of the data files used, the student isincluded in the following list. Action: If a record with such a discrepancy is found on the list, it should be determined whether a valid disability code should be in thestudent's file. (a) If the student is found to have no valid disability, the student should be considered ineligible to take the CMA or CAPA. If the student wasinappropriately marked as having a disability code in the previous data, and it is confirmed that the student does not have an IEP, be sure that the student is notflagged to take the CMA or CAPA. (b) If the student is missing a disability code, but does have a valid disability, the student's data should be corrected to accuratelyreflect his/her current disability and special education placement.

2. The student had a disability code in one year, but no disability code in a subsequent year and no special education exit date. If the student's recordshows a disability code in a prior year, but no disability code in subsequent year(s), they should have a special education exit date in both the STAR data and enrollmentfiles. Action: (a) If the exit date is blank, and the student ceased receiving special education services, the exit date should be provided. Students who exit receiving

special education services continue to count in the Students with Disabilities Subgroup for an additional two years after exiting. If the exit date is not provided, thestudent will not continue to count for the Students with Disabilities Subgroup. (b) If the student currently has a valid disability, his/her disability code should becorrected/provided in the Student Information System. Additionally, it may be necessary to do STAR data corrections.

3. An enrollment file was provided that includes no valid disability codes. If an enrollment file was included and has no valid disability codes, the CMA Eligiblelist will contain no records. This is because the CMA requires the existence of an IEP, which means that a disability code is required. In this case, the Data Conflict Listwill contain all eligible students. Action: A new enrollment file, including disability codes, should be provided. If no enrollment file containing disability codes can beprovided, the CMA Eligible list may be created without using the enrollment data.

The following list may include students who are in the CMA Eligible list above in addition to students who are not otherwise CMA eligible, but who may have other datainconsistencies or data conflicts discovered during the creation of the CMA Eligible list. Students appearing on both lists are printed in red.



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Sample School 7

Students with Conflicting Disability Info

Enrollment: 2013/04/01

Disability STAR 2010 Disability STAR 2011 Disability STAR 2012 Disability

Grade StudentID SSID LastName FirstName Code Exit Date Code Exit Date Test Code Exit Date Test Code Exit Date Test6 00911006 000 999 CMA

6 00910356 000 999 CST 000 CST

8 00910900 000 000 CST 999 CMA

6 00910387 000 000 CST 999 CST

7 00910324 000 000 CST 999 CST 000 CST

6 00910430 000 000 CST 999 CMA

6 00910989 000 999 CST 000 CST

6 00995629 000 999 CMA

7 00086644 000 000 CST 000 CST 290 CMA

7 00063433 000 000 CST 999 CMA

6 00520414 000 000 CST 290 CMA

6 00910104 000 000 CST 999 CST

7 00910362 000 000 CST 999 CST 000 CST

7 00998158 000 999 CMA

6 00910762 000 999 CST 000 CST



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Sample School 7

Glossary

Test Descriptions

Code Description

CAPA California Alternate Performance Assessment

CMA California Modified AssessmentCST California Standards Test

Disability Codes

Code Description000 Student does not have an IEP plan

210 Mental Retardation (MR)

220 Hard of Hearing (HH)

230 Deafness (DEAF)240 Speech or Language Impairment (SLI)

250 Visual Impairment (VI)

260 Emotional Disturbance (ED)270 Orthopedic Impairment (OI)

280 Other Health Impairment (OHI)

290 Specific Learning Disability (SLD)

300 Deaf-Blindness (DB)310 Multiple Disabilities (MD)

320 Autism (AUT)

330 Traumatic Brain Injury (TBI)

999 Unknown Disability+++ Multiple Marks



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Taken from: http://www.cde.ca.gov/TA/tg/sr/participcriteria.aspLast Reviewed: Tuesday, March 27, 2012

CMA Participation Criteria and Definition of TermsCalifornia Modified Assessment Participation Criteria and Definition of Terms.

CaliforniaModified Assessment ParticipationCriteria

These criteria for guiding individualized education program (IEP) teams in making decisions about which students with disabilities should participate in the CaliforniaModified Assessment (CMA) are based, in part, on Title 34 of the Code of Federal Regulations, Part 200-Title I-Improving the Academic Achievement of theDisadvantaged.

1. Previous Participation

CST

The student shall have taken the California Standards Test (CST) in a previous year and scored Below Basic or Far Below Basic in the subject area being assessed bythe CMA and may have taken the CST with modifications.

CAPA

Previous participation in the California Alternate Performance Assessment (CAPA) shall not preclude a student from participation in the CMA.The student shall have taken the CAPA Level 2-5 in two previous years and received a performance level of either Proficient or Advanced

Note: The student shall not be allowed to take both the CAPA and CMA. Students shall take either:

- CAPA in all subject areas;

- CST in all subject areas;

- CMA in all subject areas; or

- a combination of CST and CMA in the subject areas being assessed.

2. Progress Based On Multiple Measures and Objective Evidence

The student's disability has precluded the student from achieving grade-level proficiency, as demonstrated by such objective evidence as the student'sperformance on the CST and other assessments that can validly document academic achievement within the year covered by the student's IEP. The determinationof the student's progress must be based on multiple measurements, over a period of time that is valid for the subjects being assessed.

The student will not receive a proficient score on the CST (even with provision of accommodations) based on evidence from multiple, valid, and objectivemeasures of student progress (or lack of progress)



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3. Response To Appropriate Instruction

The student's progress to date in response to appropriate grade-level instruction, including special education and related services designed to address thestudent's individual needs, is such that, even if significant growth occurs, the IEP team is reasonably certain that the student will not achieve grade-levelproficiency within the year covered by the student's IEP.

The student who is assessed with the CMA has access to the curriculum, including instruction and materials for the grade in which the student is enrolled.The student's IEP includes grade-level California Content Standards-based goals and support in the classroom for a subject or subjects assessed by the CMA.The student has received special education and related services to support access to and progress in the general curriculum in which the student is enrolled.The IEP team has determined that the student will not achieve grade-level proficiency even with instructional intervention.

4. High SchoolDiploma

The student who takes alternate assessments based on modified academic achievement standards is not precluded from attempting to complete requirements, asdefined by the State, for a regular high school diploma.Note: Students must continue to meet the California High School Exit Examination (CAHSEE) requirement in order to receive a diploma from a California publichigh school.

5. Parents Are Informed

Parents of the students selected to be assessed with the CMA are informed that their child's achievement will be measured based on modified achievementstandards.Note: The test, while based on grade level content, is less rigorous than the CST.

CaliforniaModified Assessment AdditionalDecisionMaking Considerationsfor CMA

1. The decision to participate in the CMA is not based on the amount of time the student is receiving special education services.2. The decision to participate in the CMA is not based on excessive or extended absences.3. The decision to participate in the CMA is not based on language, culture, or economic differences.4. The decision to participate in the CMA is not based solely on the student's disability (i.e., deafness/blindness, visual, auditory, and or motor disabilities) but

rather the student's inability to appropriately demonstrate his or her knowledge on the California Content Standards through the CST.5. The decision to use the CMA is an IEP team decision based on student needs.



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CaliforniaModified Assessment Definition of Terms

CAPA is designed to assess those students with significant cognitive disabilities who cannot participate in the CST or the CMA even with accommodations and/ormodifications. The CDE developed CAPA to comply with the requirements of the No Child Left Behind Act of 2001. CAPA links directly to the California academic contentstandards at each grade level and accurately reflects the portions of the content standards from Kindergarten through high school that are accessible to students withsignificant cognitive disabilities. CAPA is given in grade spans (Levels I-V).

CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California Content Standards withor without accommodations. The CMA has been developed to provide more access so students can better demonstrate their knowledge of the California Content Standards.

The CDE developed CMA to comply with the flexibility offered through the provisions of the No Child Left Behind Act of 2001.

CST in English-language arts, mathematics, science, and history-social science are administered only to students in California public schools. Except for a writing componentthat is administered as part of the grade four and seven English-language arts tests, all questions are multiple-choice. These tests were developed specifically to assess

students' knowledge of the California Content Standards.

California Content Standards were adopted by the State Board of Education and specify what all California children are expected to know and be able to do in each gradeor course.

Goals are those written by the IEP team, while not inclusive, for reading, writing, and mathematics and may include support for those areas in additional courses or study.

Grade-level proficiency refers to the student's level of knowledge and degree of mastery of the California Content Standards for the subjects being assessed. Thisgrade-level proficiency should not be confused with the STAR Performance Levels as reported on the STAR student report

Objective evidence is the most recent data available for the student's performance on the California Standards Test (CST), CAPA, or CMA and locally used assessmentsand/or assignments, whether used for placement, diagnosis or to track student progress throughout the year.

Modified academic achievement standards are used to measure the student's achievement on the California Modified Assessment; are aligned to the California ContentStandards, but less difficult than the grade-level academic achievement standards; and are developed through a validated standard setting process.

Multiple Measures are various assessments and/or instruments, including STAR program assessments, as well as locally used assessments and/or assignments, whetherused for placement, diagnosis or to track student progress throughout the year.

Valid refers to the degree to which evidence and theory support the intended purpose of the test and the interpretation of test scores for the individuals being assessed.

Questions: Standardized Testing and Reporting Program | [email protected] | 916-445-8765



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Documents

(CMA) Intervention Lists - keydatasys.comCMA) Intervention Lists Report Generated: ... CMA Data Conflict List ... CMA Report 2012 - Sample School 7