Appendix C: California Alternate Assessment (CAA) Worksheet)
CAA Guidance for IEP Teams
IEP teams should use the CAA Participation Decision Worksheet to determine whether a student is eligible to participate in the CAAs. The CAAs for ELA, and math are administered each year to students in grades three through eight and grade eleven whose IEPs determine participation in the alternate assessments, and who meet the required criteria. The CAA for Science is administered in grades five, eight, and once in high school. As reflected in the CAA guidelines, to participate in the CAAs, a student must meet all three of the following criteria: 1. A student with a significant cognitive disability . Review of t he student’s school records indicates a disability or multiple disabilities that significantly impact intellectual functioning and adaptive behavior essential for someone to live independently and to function safely in daily life. 2. The student is learning content derived from the CA CCSS and CA NGSS. Goals and instruction listed in the IEP for the student are linked to the enrolled grade-level CCSS and address knowledge and skills that are appropriate and challenging for this student. 3. The student’s need for extensive, direct individualized instruction and substantial supports to achieve measurable gains in the grade-level and age-appropriate curriculum. The student:
a. Requires extensive, repeated, individualized instruction and support that is not of a temporary or transient nature; and
b. Uses substantially adapted materials and individualized methods of accessing information in alternative ways to acquire, maintain, generalize, demonstrate, and transfer skills across multiple settings.
Participation Descriptions
1. A student with a significant cognitive disability is one whose school records indicate a disability or multiple disabilities that significantly impact intellectual functioning and adaptive behavior. Adaptive behavior is defined as actions essential for an individual to live independently and to function safely in daily life. Having a significant cognitive disability is not determined by an IQ test score; rather, a holistic understanding of the student is required. IEP teams should be careful to consider…
• Conceptual skills — language and literacy; money, time, and number concepts; and self- direction.
• Social skills — interpersonal skills, social responsibility, self-esteem, gullibility, naïveté (i.e., wariness), social problem solving, and the ability to follow rules/obey laws and to avoid being victimized.
BP 2004 – State and District Assessment Programs
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Desert Mountain Special Education Local Plan Area (DMSELPA) (rev. 09/18)
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