8. Assessment must be conducted by those competent to perform the assessment, as determined by the Charter LEA, County Office, or Charter SELPA. (a) Any psychological assessment must be conducted by a credentialed school psychologist, capable of assessing cultural and ethnic factors pertaining to the child being assessed; (b) Any health assessment must be conducted by a credentialed school nurse or physician, capable of assessing cultural and ethnic factors pertaining to the child being assessed. 9. Assessment must include observations of the child according to the following criteria: (a) For a child with suspected learning disabilities, at least one person other than the child’s regular teacher shall observe his/her performance in the regular classroom setting; or (b) If the child is younger than four years, nine months or is out of school, an assessment team member shall observe him/her in an environment appropriate for a child. 10. Vision and hearing screenings must be conducted for all initial assessments and three-year (triennial) reevaluations, unless parental permission was denied. Title 5 of the California Code of Regulations § 3027 . All pupils being assessed for initial and three-year review for special education services shall have had a hearing and vision screening, unless parental permission was denied. 11. The assessment must include consideration of information and private assessments provided by the parent. 12. Assessments must include information related to enabling the child to be involved in and progress in the general curriculum. 13. Charter LEAs must ensure that Intelligence Quotient (IQ) tests are not administered to African-American children. Alternative assessments to IQ tests will be used to obtain information about these students’ cognitive development. Under the Larry P. v. Riles decision of 1979, assessment of intelligence of African- American children referred for special education is not allowed. Additionally, there is no criterion or a process for selecting acceptable instruments. According to the California Department of Education (CDE), Special Education Division, African-American students cannot be assured that decisions about their eligibility for special education will be based on technically or educationally-adequate instruments. To provide equal treatment and effective educational decisions for African-American children in special education, according to a presentation to the Advisory Committee on Special Education, November 20, 1998:
Chapter 2 – Assessment and Evaluation, Charter SELPA
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As of 11/18/2016
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