Policy – Category 5000 (Students) BP 5002 – Assessment and Evaluation
11. A statement regarding the validity of the assessment if the assessment was administered through an interpreter; and 12. A copy of the assessment report shall be given to the parent. Best practices suggest that the parent receive the report in sufficient time prior to the IEP meeting to read and assimilate the information. Assessment of Students with Specific Learning Disabilities (SLD) For a child suspected of having a specific learning disability (SLD), the documentation of the determination of eligibility must contain a statement that the learning disability is not primarily the result of visual; hearing; motor disability; intellectual disability; emotional disturbance; cultural, environmental or economic disadvantage; and that the disability is due to a disorder in one or more of the basic psychological processes (Complete SELPA form D/M 154 – Specific Learning Disability). When standardized tests are considered to be invalid for a specific child, the discrepancy between ability and achievement shall be measured by alternative means as specified on the assessment plan. Each member conducting the assessment must certify in writing whether the report reflects the member’s conclusion. If it does not reflect the member’s conclusion, the member must submit a separate statement presenting the member’s conclusion. Additional considerations for a child who is: 1. Suspected of having a specific learning disability a. At least one member of the IEP team shall be qualified to conduct individual diagnostic examinations of children, such as a school psychologist, speech-language pathologist, or remedial reading teacher: and b. At least one team member other than the child’s general education teacher shall observe the child’s academic performance in the general classroom setting. In the case of a child who is less than school age or out of school, a team member shall observe the child in an environment appropriate for a child of that age. 2. Receiving postsecondary services a. The LEA will invite the child to attend the IEP meeting if the purpose of the meeting will be the consideration of the needed transition services for the child. If the child does not attend the IEP meeting, the LEA shall take
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BP 5002 – Assessment and Evaluation
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Desert Mountain Charter Special Education Local Plan Area (DMCS) (rev. 11/16)
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