CAASPP Testing Participation
A student’s Individualized Education Program, or IEP, team is responsible for determining how the student will participate in statewide testing. When making this decision, the IEP team should consider the student’s day-to-day accommodation and modification needs.
The IEP team makes this decision each year regarding how the student should participate in statewide testing. Many students with special needs can take tests under the same conditions as their non-disabled classmates. Accommodations or modifications used in the classroom should also be used during testing, when appropriate.
The goal is to level the playing field, not to give an unfair advantage. Accommodations or modifications should be based on the individual child’s needs and should help students with disabilities show what they can do.
California Alternate Assessment State Testing
The California Alternate Assessment, or CAA, is a statewide test designed for students with significant cognitive disabilities who are unable to participate in the general state assessments, even with accommodations. It measures what students know and can do in English language arts, mathematics, and science, based on alternate achievement standards that are aligned with California’s academic expectations.
Instead of traditional multiple-choice tests, the CAA is individually administered by a trained teacher who works one-on-one with the student. The assessment is flexible and allows students to respond in ways that best suit their communication and learning styles, such as through speech, gestures, or assistive technology.
Accommodations and Modifications
The term accommodation is commonly used to describe changes in format, response, timing, or scheduling that do not significantly alter what the test measures or the comparability of scores.
When changes in the assessment alter what the test is intended to measure or the comparability of scores, they may be referred to as modifications.
Accommodations and modifications should be necessary to give the student access to the test. Individuals who know the student’s strengths and weaknesses should make decisions about accommodations. The student and their parent should be comfortable with the accommodations or modifications.
The student’s assessment participation should be reviewed annually and, if necessary, modified. Information about the student’s test behavior can guide future use of accommodations or modifications.
Questions
For additional information, please contact your school’s Special Education staff.