2. 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. D. 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. Title 5 of the California Code of Regulations § 3030(b)(4) . The disability
terms used in defining an individual with exceptional needs are as follows…(4) Emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance: (A) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (C) Inappropriate types of behavior or feelings under normal circumstances. (D) A general pervasive mood of unhappiness or depression. (E) A tendency to develop physical symptoms or fears associated with personal or school problems. (F) Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance under subdivision (b)(4) of this section.
E. Transfer Students Assessments of children who transfer from one public agency to another public agency in the same school year are coordinated with those child’s prior and subsequent schools, as necessary and as expeditiously as possible, to ensure prompt completion of full assessments. F. Individuals Conducting the Assessments
Chapter 2 – Assessment and Evaluation, Charter SELPA
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As of 11/18/2016
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