Policy – Category 5000 (Students) BP 5002 – Assessment and Evaluation
11.7 Determining Mode of Communication and Cultural Identification
a. Before the assessment, the case manager and assessment team members ensure that the child’s native language, general cultural identification, and mode of communication are determined. b. Native language is the primary language used in the child’s home (i.e., language typically used for communication between the child and parents, siblings, and other family members). c. English proficiency if the child has non-English speaking background, his/her proficiency in English must be determined (California English Language Development Test (CELDT)). d. Mode of communication – mode of communication is determined by assessing the extent to which the child uses verbal expressive language and the use of other modes of communication (e.g., gestures, signing, unstructured sounds) as a substitute for verbal expressive language; and e. Note the language-use pattern, proficiency in English, mode of communication, and general cultural identification in the child’s record. This information is used to design the assessment and develop and implement the IEP.
12.0 Appendices
A. Lozano Smith Opinion Letter: Propriety of Administering I.Q. Tests to African American Students dated March 18, 2002 B. Fagen, Friedman & Fulfrost LLP: Consent for Observations of Students (Observation or Screening vs. Assessment) C. SELPA Form DM 119: Triennial Assessment Determination D. Flow Chart: Reevaluation Cycle (Triennial IEP)
13.0 Legal References
• California Education Code
o § 56136, § 56320(b), § 56320(f), § 56322, § 56327, § 56381(a)(1), §
• Title 34 of the Code of Federal Regulations (CFR) o §§ 300.304 – 300.305, § 300.321(b)(1) • Title 20 of the United States Code (USC)
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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