Present levels of academic achievement and functional performance, goals, and short- term objectives Circumstances of a student with individualized and substantial communication needs or modes (from multiple data sources) Circumstances of a student who may be learning English as a second or other language (i.e., an English learner), which may interfere with an accurate assessment of his or her academic, social, or adaptive abilities Some issues, such as those listed below, may affect a student’s learning experience and his or her ability to learn that are not appropriate to consider during the decision-making process for the CAAs. Do not use the following as criteria for participation/eligibility decisions: 1. A disability category or label 2. Poor attendance or extended absences 3. Native language/social/cultural or economic difference 4. Expected poor performance on the general education assessment
5. Academic and other services student receives 6. Educational environment or instructional setting 7. Percent of time receiving special education
8. Student identification as an English learner (EL); as above, this is a consideration of how the student’s English fluency may affect their performance – as opposed to their disability 9. Low reading level/achievement level 10. Anticipated disruptive behavior 11. Impact of test scores on accountability system 12. Administrator decision 13. Anticipated emotional distress 14.Need for accommodations (e.g., assistive technology/augmentative and alternative communication) to participate in assessment For information about the CAAs, contact the Science and Alternate Assessments Office at 916- 445-8765 or by e-mail at: CalALT@cde.ca.gov. NOTE: The following pages contain an image of the California Alternate Assessment Participation Worksheet template/format offered by the California Department of Education:
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Chapter 7 – Participation in Assessments, Charter SELPA As of 09/14/2018 CAHELP Steering Committee Review
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