• Instruction and support that are not of a temporary or transient nature; and • Substantially adapted materials and individualized methods of accessing information in alternative ways to acquire, maintain, generalize, demonstrate, and transfer skills across multiple settings; The IEP team also should consider the following information to determine whether the CAAs are appropriate for an individual student: • Description of the student’s curriculum and instruction, including data on progress Classroom work samples and data; • Examples of performance on assessment tasks to compare with classroom work; • Results of districtwide assessments; and • Results of individualized reading assessments. IEP information, including: • Present levels of academic achievement and functional performance, goals, and short- term objectives; • Circumstances of a student with individualized and substantial communication needs or modes (from multiple data sources); and • Circumstances of a student who may be learning English as a second or other language (i.e., an EL), which may interfere with an accurate assessment of the student’s academic, social, or adaptive abilities. Examples of inappropriate criteria: Some issues may affect a student’s learning experience and ability to learn but are not appropriate to consider during the decision-making process for the CAAs and the Alternate ELPAC. Do not use the following as criteria for participation/eligibility for alternate assessment decisions: • A disability category or label; • Poor attendance or extended absences; • Native language/social/cultural or economic difference; • Expected poor performance on the general education assessment;
• Academic and other services the student receives; • Educational environment or instructional setting; • Percent of time the student receives special education;
• Student identification as an EL; as with the percent of time a student receives special education, this is a consideration of how the student’s English fluency may affect the student’s performance—as opposed to their disability; • Low reading level/achievement level; • Disruptive behavior; • Impact of test scores on the accountability system;
Chapter 3 – Instructional Planning and the IEP, Charter SELPA As of 04/17/2025 CAHELP Governance Council Approval
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