Policy – Category 5000 (Students) BP 5002 – Assessment and Evaluation
b. Provided and administered in the child’s native language or other mode of communication and in the form lost likely to yield accurate information on what the child knows and can do academically, developmentally, and functionally, unless it is clearly not feasible to so provide or administer. c. Valid and Reliable – used for the purposes for which the assessments or measures are valid and reliable. d. Administered by trained and knowledgeable personnel. e. Administered in accordance with any instructions provided by the producer of the assessments; and f. Assessments are selected and administered to best ensure that if an assessment is administered to a child with impaired sensory, manual, or speaking skills, the assessment results accurately reflect the child’s aptitude or achievement level or whatever other factors the test purports to measure, rather than reflecting the child’s impaired sensory, manual, or speaking skills (unless those skills are the factors that the test purports to measure).
11.3 Comprehensive Assessment
a. Ensure that the assessment is sufficiently comprehensive to identify all of the child’s special education and related service needs whether or not they are commonly linked to the disability category in which the child has been classified; and b. The child is assessed in all areas related to the suspected disability including, if appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities.
11.4 Emotional Disturbance
Children with emotional disturbance are assessed in the same way that nondisabled children are assessed. Assessment options include state and Charter LEA-selected assessments, other norm-referenced tests, curriculum-based assessments, and alternative assessments. If modifications or accommodations are needed for classroom work, then those modifications or accommodations are recorded on the IEP and are appropriate for the evaluation or assessment process. If the behavior is unpredictable, an alternative assessment can be determined by the IEP team and documented on the IEP.
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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