Testing

  • When a child is referred for a special education assessment (testing):

     A multidisciplinary team, including at least one teacher or specialist knowledgeable in the area of suspected disability, conducts assessments. A variety of assessment tools and strategies are used to gather relevant functional information.

    An assessment shall be administered by qualified personnel who are appropriately trained to administer and interpret test results. Qualified personnel should be competent in both oral and written skills in the student‘s primary language or mode of communication, as well as have knowledge and understanding of the student‘s cultural and ethnic background.  If an interpreter must be used the assessment report must document this condition. (Title 5, CCR 3023)

    No single score or product of scores or test procedures shall be used as the sole criterion for the decision of the IEP Team as the student‘s eligibility for special education.

    For pupils with suspected learning disabilities, a regular education teacher shall participate in the assessment, and at least one team member, other than the pupil‘s regular teacher, shall observe the pupil's academic performance in the regular classroom setting. In the case of a child who is less than school age or out of school, a team member shall observe the child in an environment appropriate for a child of that age. (CCR 3030 j (C 3-4), EC56341 (7) (c))

    Assessment results are documented and contain all required information in a written report that is shared with the team at the IEP team meeting.

    When a student receives special education services, the child is reassessed/reviewed for determination of needed evaluation data at least every three years to determine continued eligibility, or more frequently when requested by parent or teacher. (EC 56381(a)(2))

    All assessments must be completed and an Individualized Education Plan (IEP) developed within 60 calendar days after receipt of the signed assessment plan (EC 56043(c)). Vacations or off track days longer than 5 consecutive school days are not counted as part of the 60 calendar days. The number of days prior to the off school time is added to the days starting upon the student‘s return to total the 60 calendar days (EC 56043(f)(1). The evaluation process is not completed until the IEP team meeting is held and the appropriate IEP pages written.