(a)
Whether the child has a disability; and
(b)
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).
2. 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 3. Use technically sound instruments that may assess the relative contribution of cognitive and behavioral factors, in addition to physical and developmental factors. B. Selecting Tools Use assessments and other assessment materials that are: 1. Nondiscriminatory – selected and administered so as not to be discriminatory on a racial or cultural basis; 2. 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; 3. Valid and Reliable – used for the purposes for which the assessments or measures are valid and reliable; 4. Administered by trained and knowledgeable personnel; 5. Administered in accordance with any instructions provided by the producer of the assessments; and 6. 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). C. Comprehensive Assessment 1. 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
Chapter 2 – Assessment and Evaluation, Charter SELPA
Page 14
As of 11/18/2016
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