Assessment is an essential component of educating and supporting students with disabilities and gathering assessment data from multiple sources (i.e., informal and formal) helps educators in identifying the individual strengths and needs of each student. Educators use assessment for a variety of purposes including individual student IEP development, designing and evaluating instruction and monitoring student progress. Context, culture, and linguistic factors are important considerations when selecting and using assessment with students with disabilities in order to best minimize the potential for disproportionate representation of particular student groups in identification for special education, discipline and specific disability categories.
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The goal of this guide is to support school leaders in analyzing the wide range of valuable data provided within the Annual Performance Report in order to improve the quality of education for all students, with an emphasis on students with disabilities.
Fagen, Friedman & Fulfrost LLP (F3) prepared a checklist related to all the legal components needed for the assessment process for special educators.
The CDE Published CA Practitioners' Guide for Educating English Learners with Disabilities Frequently Asked Questions (FAQs) have been extracted from the CA Practitioners' Guide and are easily accessible via the Imperial County SELPA content-lead website.
California Department of Education Resource. The CDE Assessment Accessibility Resources Matrix displays the universal tools, designated supports, and accommodations (embedded & non-embedded) allowed as part of the CAASPP System.