Iowa Code r. 281-41.304 - Evaluation procedures
(1)
Notice. The public agency must provide notice to the parents
of a child with a disability, in accordance with rule
281-41.503 (256B, 34CFR300 ),
that describes any evaluation procedures the agency proposes to
conduct.
(2)
Conduct of
evaluation. In conducting the evaluation, the public agency must:
a. Use a variety of assessment tools and
strategies to gather relevant functional, developmental, and academic
information about the child, including information provided by the parent, that
may assist in determining:
(1) Whether the
child is a child with a disability under this chapter; and
(2) The content of the child's IEP, including
information related to enabling the child to be involved in and progress in the
general education curriculum (or for a preschool child, to participate in
appropriate activities);
b. Not use any single measure or assessment
as the sole criterion for determining whether a child is a child with a
disability and for determining an appropriate educational program for the
child; and
c. Use technically sound
instruments that may assess the relative contribution of cognitive and
behavioral factors, in addition to physical or developmental factors.
(3)
Other evaluation
procedures. Each public agency must ensure that:
a. Assessments and other evaluation materials
used to assess a child under this chapter:
(1)
Are selected and administered so as not to be discriminatory on a racial or
cultural basis;
(2) 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 so provide or administer;
(3) Are used for the purposes for which the
assessments or measures are valid and reliable;
(4) Are administered by trained and
knowledgeable personnel; and
(5)
Are administered in accordance with any instructions provided by the producer
of the assessments.
b.
Assessments and other evaluation materials include those tailored to assess
specific areas of educational need and not merely those that are designed to
provide a single general intelligence quotient.
c. Assessments are selected and administered
so as best to ensure that if an assessment is administered to a child with
impaired sensory, manual, or speaking skills, the assessment results accurately
reflect the child's aptitude or achievement level or whatever other factors the
test purports to measure, rather than reflecting the child's impaired sensory,
manual, or speaking skills (unless those skills are the factors that the test
purports to measure).
d. The child
is assessed in all areas related to the suspected disability, including, if
appropriate, health, vision, hearing, social and emotional status, general
intelligence, academic performance, communicative status, and motor
abilities.
e. Assessments of
children with disabilities who transfer from one public agency to another
public agency in the same school year are coordinated with those children's
prior and subsequent schools, as necessary and as expeditiously as possible,
consistent with paragraph 41.301(4)"b" and subrule 41.301(5),
to ensure prompt completion of full evaluations.
f. The evaluation of each child with a
disability under rules
281-41.304 (256B, 34CFR300 ) to
281-41.306 (256B, 34CFR300 ) is
sufficiently comprehensive to identify all of the child's special education and
related services needs, whether or not commonly linked to the disability
category in which the child has been classified.
g. Assessment tools and strategies that
provide relevant information that directly assists persons in determining the
educational needs of the child are provided.
Notes
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