Presentation on theme: "ASSESSMENT Developed by Contra Costa SELPA 2003-2004."— Presentation transcript:
ASSESSMENT Developed by Contra Costa SELPA 2003-2004
Assessment 2-07-02 2 Facilitated by Contra Costa SELPA Staff
Assessment 2-07-02 3 Purpose The purpose of this training is to inform those that conduct special education assessments of the requirements under federal and state law.
Assessment 2-07-02 4 Agenda IDEA ’97 & The Process of Assessment Initial Evaluation Written Reports Special Factors Statewide Testing Program Independent Evaluations Re-Evaluation
Assessment 2-07-02 5 IDEA ’97 on Assessments Modifies the procedures for re-evaluation to include the review of existing data Includes students with disabilities in assessment programs with accommodations Emphasizes access to and progress in the general curriculum Includes parents in decision-making
Assessment 2-07-02 6 The Process of Assessment Documentation Prior To Referral Written Referral Assessment Plan Assessment Including Observation Written Report Eligibility Criteria IEP Team Decision Making
Assessment 2-07-02 7 Initial Evaluations “A variety of assessment tools and strategies are used to gather relevant functional and developmental information about the child, including information provided by the parent, and information related to enabling the child to be involved in and progress in the general curriculum” 35 CFR Part 300
Assessment 2-07-02 8 Questions to be Answered through an Evaluation Does the student have a disability? What are the student’s present levels and unique educational needs? Does the student need special education and related services to address educational needs? Are accommodations or modifications required to participate in general curriculum?
Assessment 2-07-02 10 Assessment Plan Developed by Team with Parent Input Addresses All Areas of Suspected Disability Acknowledges Assessment & Information Submitted Given to Parent within 15 Days of Request Parent has 15 days to sign: Follow up Date Stamp: 50 Day Timeline begins when plan is received back from parent
Assessment 2-07-02 11 Requirements for Assessments Written Consent of parent or guardian Multidisciplinary team involvement Vision & hearing screening Competent, trained assessors, knowledgeable in area of disability, cultural background and primary language Tests administered in primary language, using appropriate modes of communication Conducted in all areas of suspected disability
Assessment 2-07-02 12 Participation of regular teacher in SLD assessments, and observation of student in general education classroom by IEP member Consideration of independent educational evaluations Use of non-discriminatory assessment materials and procedures Tests reflect what they purport to measure No single instrument or procedure used Requirements for Assessments (cont.)
Assessment 2-07-02 13 Assessment of African-American Students Validity requirements Use Alternative Assessments No “IQ” tests, mental ages, standard scores that correlate with IQ No “waivers” from parents Have parents of bi-racial students select designated race (no changes later)
Assessment 2-07-02 14 Requirements for Written Reports Information pertaining to all areas identified on the assessment plan Description of relevant behavior noted during observation in appropriate setting If standardized tests were used: a. A statement regarding the validity of the test results b. The results of the standardized tests
Assessment 2-07-02 15 Relationship of behavior to student’s academic and social functioning as well as area of need Educationally relevant health, developmental and medical findings Determination concerning the effects of environmental, cultural or economic disadvantage, when appropriate Statement as to whether student’s needs can be met in a regular classroom Requirements for Written Reports (cont.)
Assessment 2-07-02 16 Consideration of independent assessments Need for specialized services, materials and equipment for low incidence student Basis for making eligibility determination, for consideration by IEP team Information required for certification for SLD eligibility Whether the assessment was valid Requirements for Written Reports (cont.)
Assessment 2-07-02 17 SLD Eligibility Summary Alternative Means Discrepancy: Ability/Achievement Psychological Processing Disorder Other Possible Causes of Discrepancy Classroom Behavior Attach Documentation if No Discrepancy Certification of Conclusions
Assessment 2-07-02 18 Requires Consideration of Special Factors: Behavior impeding learning Communication needs for limited English proficient students Need for assistive technology Communication needs for visually impaired Communication needs for hearing impaired
Assessment 2-07-02 19 Functional Assessment of Behavior Required if student’s behavior impacts his learning or the learning of others Not the same requirements as California’s “Hughes Bill” Requires observation and hypothesis Replacement behavior must serve same function as target behavior Replacement behavior must be taught
Assessment 2-07-02 20 Assessment of Bilingual Students Administered by qualified personnel who are competent in student’s primary language or mode of communication, and have knowledge and understanding of cultural and ethnic background of the pupil If it is clearly not feasible to do so, an interpreter must be used and assessment report must document suspected invalidity
Assessment 2-07-02 21 The normal process of second-language acquisition, as well as manifestations of dialect and socio-linguistic variance shall not be diagnosed as a handicapping condition Parent notifications, parent rights, IEP and reports should be provided in the parent’s primary language. If written translation is not available, provide alternate means Assessment of Bilingual Students (cont.)
Assessment 2-07-02 22 Assistive Technology Needs AT must be considered for every student at every IEP meeting An “Assessment” can consist of the IEP team looking at: Student Strengths Environmental Requirements Tasks (adaptations & modifications) Tools necessary to accomplish tasks
Assessment 2-07-02 23 Is the use of assistive technology required for the student to perform the required tasks in the least restrictive environment, or perform successfully with less personal assistance? Examine options from low-tech to high-tech Try out possible device options Consider AAC/AT teams and other options Assistive Technology Needs (cont.)
Assessment 2-07-02 24 Communication Needs for Visually and Hearing Impaired Students For Visually Impaired Students, consider the use of large print, Braille, directions read aloud, etc. For Hearing Impaired Students, consider the use of amplification, closed captioning device, interpreters, etc.
Assessment 2-07-02 25 Inclusion in Statewide Testing “Children with disabilities are included in general State and district-wide assessment programs, with appropriate accommodations, where necessary” State requires that the IEP team determine if a student will take the CAT 6 or alternative assessments program.
Assessment 2-07-02 26 Accommodations Category1: Available to any student who regularly uses accommodations in the classroom Flexible setting On-task reminders Magnification Category 2: Available only to special ed. students with accommodations written on their IEP. These accommodations cannot fundamentally alter what is tested.
Assessment 2-07-02 27 Accommodations Cont. Category 3: These accommodations DO fundamentally alter what is tested on the CAT 6. Ex. Use of calculator Students who receive Category 3 accommodations will be reported as Non-Proficient and their scores will not be included in the school’s API
Assessment 2-07-02 28 Alternate Assessment IEP teams may no longer exempt a student from STAR testing The IEP team may determine whether the student should take the CAT 6 with Level 1,2 or 3 accommodations or take the California Alternative Performance Assessment Parents may exempt their children from the STAR Program testing, but this is NOT an IEP issue. Direct parent inquiries regarding exemption to the school principal.
Assessment 2-07-02 29 Independent Educational Evaluations District Board Policy in Place Parent has right to IEE IF they disagree with an assessment obtained by LEA District must have an assessment that is one year old or less for the parent to disagree with. IF the assessment is old or does not exist, the district should conduct a new one
Assessment 2-07-02 30 If parent provides an independent educational evaluation, district must convene an IEP according to usual timelines to consider the results of this evaluation Independent educational evaluation must meet the same standards as a district provided evaluation, and must be performed by a qualified educational provider Independent Educational Evaluations (cont.)
Assessment 2-07-02 31 Re-evaluation Requirements Use existing assessment data Use current classroom-based assessments and observations Use teacher and related services providers observations Use information from parents
Assessment 2-07-02 32 Questions for Re-evaluations Continues to have a disability? Present levels of performance and needs? Continues to need special education and related services? Need modifications to the program to enable the child to meet annual goals and participate in the general curriculum?
Assessment 2-07-02 33 If there IS Sufficient Information: Parents are notified of the decision and the reasons for it Parents are informed that they have the right to request an assessment, if they desire An assessment report documents the evaluation information
Assessment 2-07-02 34 If there IS NOT Sufficient Information: An assessment plan is developed and sent for parent approval, along with a copy of parent rights An assessment is conducted and a report documents the evaluation information