Chapter 2: Evaluation and Assessment
SECTION A: AREAS OF SUSPECTED DISABILITY
SECTION B: ASSESSMENT TOOLS
SECTION C: PRESCHOOL
SECTION D: ENGLISH LANGUAGE LEARNER
SECTION E: EVALUATION OF AFRICAN-AMERICAN STUDENTS
SECTION F: EMOTIONALLY DISTURBED
SECTION G: TRIENNIAL ASSESSMENT
APPENDIX A: LOZANO SMITH ATTORNEYS AT LAW OPINION LETTER ENTITLED: PROPRIETY OF ADMINISTERING I.Q. TESTS TO AFRICAN- AMERICAN STUDENTS
APPENDIX B: OBSERVATION OR SCREENING VS. ASSESSMENT
APPENDIX C: SELPA FORM D/M 119 – TRIENN I AL ASSESSMENT DETERMINATION FORM
APPENDIX D: FLOWCHART: RE-EVALUATION CYCLE – TRIENN I AL IEP
Introduc tion
This sec tion contains the requirements for evaluation and assessment of students who are not progressing in the general education program, even though modifications and accommodations have been provided. Staff or parents may request a child be assessed in all areas of suspected disability. Following a signed assessment plan (D/M 66) giving consent, the evaluation process begins. The initial evaluation and reevaluation are broad terms that apply to all individual testing, which may include observation and other data-gathering activities that result in decisions about a student’ s educational needs. Generally, evaluation may be defined as the process to make an inf ormed choice about a child’s eligibility for special education. Assessment is a process through which the child’s eligibility, educational needs, and present levels of performance are determined. It provi des information that can be used by teachers and other specialists to determine how to develop a program for a student with a disability so that he/she derives educational benefits.
2 – Evaluation and Assessment, Desert/Mountain SELPA
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As of 02/07/2014 Board Approved
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