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Includes data-driven IEP scenario content and steps for developing evidence-based alternate assessment IEP goals.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/alternate-assessment-participation-1-threshold/534846/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/alternate-assessment-participation-1-threshold/534846.png","ImageObject",300,407,{"name":42,"@type":43},"Rhys","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-10","2026-10-10",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How do federal evaluation regulations affect alternate assessment participation decisions?","Question",{"text":63,"@type":64},"They require evaluations to be administered in the child’s native language or communication mode and in formats likely to yield accurate information, unless clearly infeasible. 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A  \nALTERNATE ASSESSMENT PARTICIPATION – 1% THRESHOLD  \nJune 10, 2025  \n9 – 9:50 a.m. Redbird Room G  \nLaura Avery-Glover, ISBE Principal Consultant Dana Jamerson, ISBE Principal Consultant Rhonda Marks, ISBE Principal Consultant  \n1  \nAgenda  \n➢ How Evaluation Regulations Impact Alternate Assessment Participation  \n➢ Key Points of Federal Regulations  \n➢ State Regulations: Evaluation Processes and Identifying Disability  \n➢ Results of Recent Evaluation (Data): Individual Student IEP Content (Scenario)  \n➢ Developing Evaluation-Based IEP Goals for Students with Significant Disabilities  \n➢ Required Participation Guidelines  \n➢ ISBE Decision-Making Companion Tool  \n➢ ISBE Resources  \n➢ ISBE Alternate Assessment Survey  \n2  \nHow Evaluation Regulations Impact Alternate Assessment Participation  \nKey Points in Federal Evaluation Regulation  \nState Regulations: Evaluation Processes and Identification of disabilities  \nResults of Recent Evaluation: Individual Student IEP Content  \nEvidence-based IEP Goals  \nRequired Alternate Assessment Participation Guidelines  \n3  \nKey Points in Federal Regulations  \n34 CFR 300.304  \n4  \nKey Points in Federal Regulations  \n34 CFR 300.304: Evaluation Procedures  \n• Assessments 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;  \n• 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.  \n• 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) .  \n5  \nKey Points in Federal Regulations  \n• A 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  \n– 34-57BC: Parent/Guardian Consent for Evaluation-Identification of Needed Assessments (For use with Forms B & C)  \n6  \nState Regulations: Evaluation Processes and Identifying Disability  \n23 IAC 226.110  \n7  \nState Regulations: Evaluation Processes and Identifying Disability Section 226.110 Evaluation Procedures  \n• If an assessment is conducted under nonstandard conditions, a description of the extent to which the assessment varied from standard conditions shall be included in the evaluation report. This information is needed so that the team of evaluators can assess the effects of these variances on the validity and reliability of the information reported and determine whether additional assessments are needed. For example, the use of a translator when a qualified bilingual specialist is not available may create nonstandard conditions.  \n• If any needed portion of the evaluation cannot be completed due to lack of parental involvement, religious convictions of the family, or inability of the child to participate in an evaluative procedure, the district shall note the missing portions in the child's evaluation report and state the reasons why those portions could not be completed.  \n8  \nState Regulations: Evaluation Processes and Identifying Disability  \nSection 226.135   \n• Additional Procedures for Students Suspected of or Having an Intellectual Disability  \n105 ILCS 5/14-8.02  \n• Identification, evaluation, and placement of children. In the development","cbCaiu0iOOm1KuLU","https://ap.wps.com/l/cbCaiu0iOOm1KuLU","pdf",771530,28,"English","# Agenda\n## How Evaluation Regulations Impact Alternate Assessment Participation\n## Key Points of Federal Regulations\n## State Regulations: Evaluation Processes and Identifying Disability\n## Results of Recent Evaluation (Data): Individual Student IEP Content (Scenario)\n## Developing Evaluation-Based IEP Goals for Students with Significant Disabilities\n## Required Participation Guidelines\n## ISBE Decision-Making Companion Tool\n## ISBE Resources\n## ISBE Alternate Assessment Survey\n# Key Points in Federal Regulations\n## 34 CFR 300.304: Evaluation Procedures\n# State Regulations: Evaluation Processes and Identifying Disability\n## 23 IAC 226.110 and 226.135\n## 105 ILCS 5/14-8.02","[{\"question\":\"How do federal evaluation regulations affect alternate assessment participation decisions?\",\"answer\":\"They require evaluations to be administered in the child’s native language or communication mode and in formats likely to yield accurate information, unless clearly infeasible. They also require assessments to best reflect what the child knows and can do rather than skills impairments, when those impairments are not the factors being measured.\"},{\"question\":\"What state rules apply when an evaluation is conducted under nonstandard conditions?\",\"answer\":\"The evaluation report must include a description of how assessment conditions varied from standard conditions, so the evaluation team can judge the effects on validity and reliability and determine whether additional assessments are needed.\"},{\"question\":\"What considerations must be included in an IEP for students with disabilities on the autism spectrum?\",\"answer\":\"The guidance emphasizes considering verbal and nonverbal communication needs, social interaction skills, sensory experience responses, resistance to environmental change, repetitive activities and stereotyped movements, positive behavioral interventions and supports, and other needs affecting progress in the general curriculum including social and emotional development.\"}]","ALTERNATE ASSESSMENT PARTICIPATION - 1% THRESHOLD | PDF",1791599169,71]