San Bernardino City Unified School District
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California Modified Assessment (CMA)

The development and implementation of an alternate assessment of the California content standards based on modified achievement standards.

In April 2007 the United States Department of Education enacted regulations for an alternate assessment based on modified achievement standards. The California Department of Education (CDE), in response to the federal regulations, developed an alternate assessment of the California content standards based on modified achievement standards for children with disabilities who have an Individualized Education Program (IEP).

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

Previous Participation

·        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 by the CMA and may have taken the CST with modifications.

Or

·        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.

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’s performance on the CST and other assessments that can validly document academic achievement within the year covered by the student’s IEP plan. The determination of the student’s progress must be based on multiple measurements, over a period of time that are 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 objective measures of student progress (or lack of progress)

 

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 the student’s individual needs, is such that, even if significant growth occurs, the IEP team is reasonably certain that the student will not achieve grade-level proficiency within the year covered by the student’s IEP plan.

  • 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 plan 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

 

High School Diploma

The student who takes alternate assessments based on modified academic achievement standards is not precluded from attempting to complete requirements, as defined 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 public high school.

 

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 achievement standards.

Note:   The test, while based on grade level content, is less rigorous than the CST.

California Modified Assessment
Additional Decision Making Considerations for 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.

 

State Information on California Modified Assessment

 

Information on California Modified Assessment (CMA) http://www.cde.ca.gov/ta/tg/sr/cmastar.asp

 

CMA Participation Criteria and Definition of Terms 

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

 

Differences Between CST and CMA

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

 

What is on the CMA?

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

 


San Bernardino City Unified School District, 777 North F Street, San Bernardino, CA 92410, (909) 381-1100
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