Policy – Category 5000 (Students) BP 5002 – Assessment and Evaluation
• Not making expected progress in their special education programs. • Have undergone a serious illness or serious life-changing event. • A change of special education placement may be anticipated, including children anticipated to exit their special education program. • Special education eligibility/disabling condition is no longer apparent. • Previous assessments have contained unusual variability in results; or • Under the age of nine years.
11.0 Protection in Assessment Procedures
11.1 Conducting the Assessment
a. Use a variety of assessment tools and strategies to gather relevant functional, developmental, and academic information about the child, including information provided by the parent that may assist in determining: 1. Whether the child has a disability; and 2. The content of the child’s IEP, including information related to enabling the child to be involved in and progress in the general education curriculum (or for a preschool child, to participate in appropriate activities). b. Do not use any single measure or assessment as the sole criterion for determining whether a child has a disability or for determining an appropriate educational program for the child; and c. Use technically sound instruments that may assess the relative contribution of cognitive and behavioral factors, in addition to physical and developmental factors.
11.2 Selecting Tools
Use assessments and other assessment materials that are: a. Nondiscriminatory – selected and administered so as not to be discriminatory on a racial or cultural basis.
BP 5002 – Assessment and Evaluation
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Desert Mountain Charter Special Education Local Plan Area (DMCS) (rev. 11/16)
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