5. Add a requirement that evaluation procedure be administered in form that is most likely to yield the most accurate information.

Each public agency must ensure that assessments and other evaluation materials used to
assess a child under Part 300 are provided and administered in the child’s native language or other mode of communication and in the form most likely to yield accurate information on what the child knows and can do academically, developmentally, and functionally, unless it is clearly not feasible to provide or administer.
[34 CFR 300.304(c)(1)(ii)] [20 U.S.C. 1414(b)(3)(A)(ii)]

Dialogue Starter - Cross-stakeholder

Reaction Questions

  1. What does your district currently do to ensure accurate results for the student without violating standardized test administration? What do you consider allowable accommodations to standardized assessments?

  2. When might an interpreter be utilized? What might be some cautions in the use of an interpreter?

  3. In your experience, what are some examples of situations when it might not be “feasible” to provide or administer an evaluation?

Application Questions

  1. If traditional assessment procedures are not feasible, what are some other methods a team might employ to determine what the child can do academically, developmentally, and functionally?

    These questions were developed by the following stakeholders working together:

    Role: Teacher
    Location: West Virginia

    Role: Service Provider
    Location: Maryland

    Role: Administrator
    Location: Georgia

    Role: Family
    Location: Georgia

    Role: Teacher
    Location: Colorado

    Role: Higher Education
    Location: Indiana

    Role: Administrator
    Location: California

    Role: Teacher
    Location: Florida

    Role: Service Provider
    Location: Kentucky