Policy – Category 5000 (Students)
BP 5002 – Evaluation and Assessment
3.2
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.
3.3
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.
3.4
Present Level of Educational Performance (PLOP)
According to the law the IEP must include: a statement of the child’s present levels of educational performance, including how the child’s disability affects the child’s involvement and pro gress in the general curriculum; or for preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities. Title 20 of the United States Code § 1414 (d)(l)(A) The present level of educational performance is a summary that describes the student’s current achievement in the areas of identified need. It specifically addresses the student’s strengths, concerns and other supplementary aides or services that provide student success. It explains the student’s educat ional needs and states how learning and the ability to progress in the core curriculum could be impacted by the student’s identified disability. Clear, specific, measurable, objective, baseline information links evaluation results and expectations of the core or alternative curriculum. This information forms the basis for goals for the student. If the student is age 16 or older, the PLOP also addresses the student’s
BP 5002 – Evaluation and Assessment
Page 4
Desert Mountain Special Education Local Plan Area (DMSELPA) (rev. 02/14)
Made with FlippingBook interactive PDF creator