communication, the person first learned, or the language which is used in the person’s home.
According to the California Department of Education publication, Guidelines for Individual Evaluations of California Students with Disabilities, Birth Through Age Twenty-One, 1999, changes occurred in IDEA 1997 that relate to evaluation requirements for English learners who are suspected of having a disability. Per that document: a. The definition of native language was changed in IDEA 1997 to refer to the language normally used by the parents of the English-learning child. If a disability is suspected, school districts should provide and administer tests and other evaluative procedures using the child’s native language or other mode of communication, unless it is clearly not feasible to do so. 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. Section E – Response to Intervention (RtI) and Progress Monitoring Data 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:
Chapter 2 – Assessment and Evaluation, Charter SELPA
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As of 11/18/2016
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