Policy – Category 5000 (Students)
BP 5005 – Supports and Services
An “educational interpreter” provides communication facilitation between students who are deaf or hard of hearing, and others, in the general education classroom and for other school-related activities, including extracurricular activities, as designated in a student's IEP. An educational interpreter shall be certified by the national Registry of Interpreters for the Deaf (RID), or equivalent; in lieu of RID certification or equivalent, an educational interpreter must have achieved a score of 4.0 or above on the Educational Interpreter Performance Assessment (EIPA), the Educational Sign Skills Evaluation-Interpreter and Receptive (ESSE-I/R), or the National Association of the Deaf/American Consortium of Certified Interpreters (NAD/ACCI) assessment. If providing Cued Language transliteration, a transliterator shall possess Testing/Evaluation and Certification Unit (TECUnit) certification, or have achieved a score of 4.0 or above on the EIPA - Cued Speech. Specialized services for pupils with low-incidence disabilities shall be provided only by personnel who possess a credential that authorizes services in special education or clinical rehabilitation services in the appropriate area of disability.
All services currently listed in California Education Code section 56363(b) are available to students with disabilities within the DMSELPA based upon what the student needs to benefit from their instructional program. Services are offered to appropriately identified students. Care is continually taken in order to ensure a uniformity of meaningful and appropriate services. Caseload assignments to various related services personnel are periodically reviewed to ensure compliance with state regulations and adherence to program guidelines. There are basic tasks performed by related services personnel: first, to assist with the diagnosis of students with disabilities; and second, to conduct therapeutic and remedial work that attempts to offset or to mitigat e the effects of the student’s disability. The emphasis is to extend education services provided by the general education classroom teacher, and personnel designated to provide special academic instruction. These specialized educational services promote student success with standards and frameworks through appropriate application of the core curriculum or the alternate curriculum. The IEP substantiates the need for specific related services and identifies the goals and objectives to be reached. When the student has reached the objectives specified, the student is reviewed by the appropriate assessment service. Related services that are normally provided through public and private agencies, such as California Children’s Services (CCS), continue to be provided by these agencies when appropriate. When
BP 5005 – Supports and Services
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Desert Mountain Special Education Local Plan Area (DMSELPA) (rev. 10/19)
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