With high school students, include grades and teacher comments and observations. Also include aspects of the student s reading or written expression ability, for example, and how it presents in the class. With more severely impaired students, break these academic areas down into various skill areas, i.e., language skills, fine motor, gross motor, social, self help, etc., as well as academic skills, as appropriate. This is a place to draw in other specialists input, as well as parents, and will help form the basis for eliminating unnecessary testing, while focusing assessment on areas where further assessment is needed. In the final narrative, it may be eliminated entirely, or responded to without the appearance of question-answer format.
Total history is less the goal than a well justified rationale for decision making.
This question is obviously redundant with the one before and reflects some indecisiveness, which is resolved at time of writing. One or the other may be more applicable to the student being assessed. No need to respond to or include both. The questions reflect direct input from NASP Best Practices books. It may often be useful to the team to frame the questions in this way.