• Interventions implemented were scientifically research-based and implemented with fidelity as documented by data sheets, computer records, or other permanent products; • Progression Monitoring: Documentation supports that data was collected at reasonable intervals; • Data: Identify the extent to which the child exhibited adequate progress based on local or national norms; • Systemic Observation(s): Observe the child and document his/her interaction with teacher(s) in the environment(s) in which the he/she is experiencing difficulties; • Student Interview: Conduct a student interview, as appropriate, to obtain the child’s perceptions of his/her academic, behavioral, and social performance; and • Core Teacher(s) Interview: Talk to the child’s core teachers to obtain information regarding referral concerns and the child’s academic performance, behavior, and peer interactions. Section F – Assessment Reports Personnel who assess children suspected of having a disability shall prepare a written report, or reports, as appropriate, of the results of each assessment. The report shall include, but not be limited to, all of the following: 1. Whether the child may need special education and related services; 2. The basis for making the determination based on the eligibility criteria; 3. The relevant behavior noted during the observation of the child in an appropriate setting; 4. The relationship of that behavior to the child’s academic and social functioning; 5. The educationally-relevant health and development, and medical findings, if any; 6. For a child with a learning disability, whether there is such a discrepancy between achievement and ability that it cannot be corrected without special education and related services; 7. A determination concerning the effects of environmental, cultural, or economic disadvantage, where appropriate; 8. The need for specialized services, materials, and equipment for a child with a low incidence disability, consistent with guidelines established pursuant to Education Code § 56136; 9. Information related to enabling the child to be involved in and progress in the general curriculum or, for a preschool child, to participate in appropriate activities;
Chapter 2 – Assessment and Evaluation, Charter SELPA
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As of 11/18/2016
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