Policy – Category 5000 (Students) BP 5002 – Assessment and Evaluation
b. Procedural safeguards during the evaluation process are the same for all students, with these additional requirements: (1) the plan for evaluation shall be provided in the native language of the parent or other mode of communication used by the parent, unless doing so is clearly not feasible; (2) the plan for evaluation must indicate the student’s primary language; and (3) procedures and test materials for use with pupils having limited English proficiency, as defined in Education Code § 52163(m), shall be in the individual’s primary language. c. To consider whether an English language learner suspected of having a disability is eligible for special education, the IEP team determines whether the learning disability is demonstrated in his/her native language and in English. Test procedures and interpretation of results must cover the child’s achievement in the district curriculum and in the district-adopted sheltered or structured English immersion program. In addition, the IEP team must consider whether a lack of instruction in reading or mathematics, temporary physical disabilities, social maladjustment, or environmental, cultural, or economic factors contribute to the child’s performance. Response to Intervention (RtI) and Progress Monitoring Response to Intervention (RtI) is a general education approach of high-quality instruction, early intervention, and prevention and behavioral strategies aligned with Multi-Tiered Systems of Support. In the context of an RtI prevention model, progress monitoring is used to assess a child’s progress or performance in areas in which he/she were identified by universal screening as being at-risk for failure. RtI is a process that is highly dependent on accurate and timely data collection. The use of informal assessments during the course of instruction can provide teachers with additional information on which to base instructional decisions. Teachers may use progress monitoring to design more effective, individualized instructional programs for struggling learners. The following are important components in the RtI data collection process: • Interventions implemented were scientifically research-based and implemented with fidelity as documented by data sheets, computer records, or other permanent products. • Progression Monitoring: Documentation supports that data was collected at reasonable intervals. • Data: Identify the extent to which the child exhibited adequate progress based on local or national norms. • Systemic Observation(s): Observe the child and document his/her interaction with teacher(s) in the environment(s) in which he/she is experiencing difficulties.
6.0
BP 5002 – Assessment and Evaluation
Page 9
Desert Mountain Charter Special Education Local Plan Area (DMCS) (rev. 11/16)
Made with FlippingBook - professional solution for displaying marketing and sales documents online