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Assessment and Evaluation
Evaluation means the collecting and bringing together information about a child used to determine whether a child has a disability, the child’s strengths and weaknesses, and the extent of special education and related services the child needs. The information may come from health and medical histories, psychological and developmental tests, academic and performance tests, speech and language evaluations, social and emotional tests and interviews, observations and feedback from the members of the assessment team, including parents, observations, records and reports about the child.
All evaluations are individually completed and reports are written when the evaluation is completed by each of the specialists that have worked with the student. Evaluation is conducted by a multidsciplinary team. The members of the multidsciplinary team are determined by the age and suspected disability of the child. All assessment is provided at no cost to the parent. The Kern County Superintendent of Schools Office has assessment personnel that provide specialized evaluation to children referred from the local school districts being considered for programs and services and to assist with the district personnel in working with student in the district programs.
If you think you know a child who needs assessment and possibly specialized instruction, you may obtain more information and discuss your concerns by calling “Search and Serve”, 661.636.4817 or contact us through E-mail: firstname.lastname@example.org
- Glossary of Assessment Terms
- Handbook on Assessment and Evaluation in Early Childhood Special Education Programs
- Assessing Children for the Presence of a Disability
- The Role of a Parent in Assessment
- Statewide Assessment and IEPs
California’s Standardized Testing and Reporting (STAR) program requires that all students in grades 2 through 11 take the CAT-6 each year. Students may take several other tests as part of the accountability model for the state.
Students with disabilities can be appropriately included in statewide tests. Many students with disabilities may take tests under the same conditions as their nondisabled peers. Some students with disabilities should take tests with accommodations. A small number of students with significant disabilities will not be able to take the same tests as other students, but may take an alternate test (CAPA).
Every IEP must address how the student will be given the state required test and identify the needed modifications and accommodations. No IEP team may exclude a child from taking a test.
SELPA offers a workshop designed for administrators, directors and coordinators of Special Education and IEP designees and Coaches. The workshop will be an overview of CAT-6, CELDT, CAPA, CAHSEE, and SABE and other state tests. Test administration, accommodations and modifications for students with special education needs will be reviewed.
- Standardized Testing and Assessment for Special Education