Appendix C: California Alternate Assessment (CAA) Worksheet)
CAA Guidance for IEP Teams
❖ 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)
❖ Circumstances of a student who may be learning English as a second or other language (i.e., an English learner), which may interfere with an accurate assessment of his or her academic, social, or adaptive abilities Some is sues, such as those listed below, may affect a student’s learning experience and his or her ability to learn that are not appropriate to consider during the decision-making process for the CAAs. Do not use the following as criteria for participation/eligibility decisions:
1. A disability category or label
2. Poor attendance or extended absences
3. Native language/social/cultural or economic difference
4. Expected poor performance on the general education assessment
5. Academic and other services student receives
6. Educational environment or instructional setting
7. Percent of time receiving special education
8. Student identification as an English learner (EL); as above, this is a consideration of how the student’s English fluency may affect their performance – as opposed to their disability
9. Low reading level/achievement level
10. Anticipated disruptive behavior
11. Impact of test scores on accountability system
12. Administrator decision
13. Anticipated emotional distress
14. Need for accommodations (e.g., assistive technology/augmentative and alternative communication) to participate in assessment
BP 2004 – State and District Assessment Programs
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Desert Mountain Special Education Local Plan Area (DMSELPA) (rev. 09/18)
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