Assessments must be administered by qualified personnel who are competent in both the oral and sign-language skills and written skills of the child’s primary language or mode of communication and have a knowledge and understanding of the cultural and ethnic background of the child. If it is clearly not feasible to do so, an interpreter must be used, and the assessment report must document this condition and note that the validity of the assessment may have been affected. G. Determining Mode of Communication and Cultural Identification 1. 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; 2. 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); 3. English proficiency if the child has non-English speaking background, his/her proficiency in English must be determined (California English Language Development Test (CELDT)); 4. 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 5. 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.
Chapter 2 – Assessment and Evaluation, Charter SELPA
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As of 11/18/2016
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