Kennett Consolidated School District Procedures for the Evaluation of Students Identified as Culturally and Linguistically Diverse, or Whose Primary or Home Language is Other than English

In evaluating culturally and linguistically diverse students, the Kennett Consolidated School District utilizes a comprehensive approach for determining the instructional needs of each student and possible eligibility for special education. The district also provides for translation of all documents and interpreter services, as needed, in order to assure parent participation in, and understanding of the evaluation process. All state and federal special education regulations are in place.

Students with limited English proficiency will not be evaluated for a suspected learning disability or mild mental retardation until the following criterion has been met:

The student has received a minimum of two full years of verifiable instruction in the approved curriculum in the area(s) of concern using documented, research-based practices, in a language the student could understand, without making reasonable educational progress.

The Evaluation Report is compiled utilizing the following data, with careful consideration of all factors that could impact student achievement.

I. Educational History

Completed by classroom teacher, guidance, ESL teacher and/or IST teacher and parent:

• Early Childhood experiences
• Number of schools attended
• Grades retained
• History of attendance
• Success/difficulties in school
• Number of years of formal education/language used to instruct

II. Physical History

Completed by school nurse and/or parent:

• Previous major illnesses
• Medications
• Last physical exam results
• Hearing/Vision screening results
• Health – related absences (number)

III. Observation

Completed by team member other than classroom teacher:

• Observation should contain qualitative and quantitative data, across educational environments, as needed

IV. Social History

Completed by guidance counselor and/or ESL teacher and parent:

• Family constellation
• Parental support
• Peer relations
• Adaptive behavior
• Cultural factors
• Home Language Use Patterns

V. Current Educational Performance

Completed by classroom, ESL teacher, reading specialist, IST teacher, and/or bilingual specialist:

• Instructional assessment including reading, writing and math
• Ability to work independently
• Persistence to task/attention
• Behavior indicators/discipline referrals/li>

VI. Psychoeducational Assessment

Completed by psychologist or bilingual psychologist and ESL teacher or bilingual/ specialist, as needed:

• Language fluency assessment
• Culturally sensitive cognitive assessment
• Culturally sensitive academic assessment