No single measure for evaluation will be used as the sole criterion for determining an educational program for a student with exceptional needs. The assessment of the individual, including individuals with suspected low incidence disabilities, is conducted by appropriate personnel who are knowledgeable of that disability. Consideration is given to the need for specialized services, materials, and equipment consistent with students who experience a low incidence disability. See also Guidelines for Individual Evaluation of California Students with Disabilities, birth through age 21, a document produced by the California Department of Education, Sacramento, 1999.
Section B – Assessment Tools
Once a student has been identified for special education, it is mandated that ongoing assessments provide direction for individualized planning. An annual review is conducted to review goals through the IEP process. The student’s present level of performance is identified from classroom observation, progress monitoring, checklists, student work, and valid, norm-referenced assessment tools. Additionally, goals are reviewed continually during the year for completion or modification. A variety of ecological and empirical data is reviewed to obtain an appropriate learning environment for each student who receives special services. Norm-Referenced Tests Assessments that are produced by publishers include inventories and assessment tools that have been normed for a specific population, developmental age group, and/or grade level expectancies. Norm- referenced assessment gives standardized scores useful in planning the student’s instructional program. Initially, the assessment is analyzed to determine eligibility. The development of goals for the IEP depends upon assessment data. Norm-referenced assessments provide baseline data that can be compared to post- test data to determine a student’s academic growth and progress towards goals. Curriculum-Based Assessment In addition to norm-referenced tests, educators use curriculum-based assessment to conduct on- going assessment of student progress toward educational goals. Examples of curriculum-based assessment include: unit tests, portfolios, progress monitoring tools, oral interviews, presentations, rubric scoring, informal inventories, written tests, checklists, or student produced product. These measurements are useful to educators for preparing lessons that shape classroom-based instruction. Curriculum-based assessment is used to check and report progress towards IEP goals. Alternative Assessment Alternative testing is the utilization of specialized techniques for students with particular needs or disabilities that cannot be met through traditional testing. Students tested by alternative assessment often do not participate in learning through the core curriculum. Their IEP is structured around a life skills or functional curriculum. Examples of alternative assessments include portfolios, community-based observation, accommodations and modifications to assessments that are used with non-disabled peers, problem-based measurement, and charting. As of July 1, 2000, federal regulations require that students with a curriculum that is an alternative to the core curriculum must have a specified plan for alternative assessment. See also Chapter 16 for information about state and LEA assessment programs.
Chapter 2 – Evaluation and Assessment, Desert/Mountain SELPA
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As of 02/07/2014 Board Approved
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