OCR Self-Assessment Guide - Special Education Programs

This KnowledgeBase archive includes content and external links that were accurate and relevant as of September 30, 2019.

This guide is designed to provide the District with a comprehensive overview of its practices and procedures. Please circle the answer under each statement that best responds to the statement, indicating in the Comments if a statement does not apply. Other comments may also be provided to explain an answer.

SPECIAL EDUCATION

1. Does the district utilize special procedures for identifying LEP students who may need special education services?

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2. Does the district utilize special procedures for assessing whether LEP students need special education services?

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3. Do the district's procedures for identifying and assessing LEP students for special education take into account language and cultural differences?

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4. Does the district use assessment instruments in a language other than English?

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5. Have testing instruments used to assess LEP students for special education placement been validated for the purpose they are being used?

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6. Are persons who administer special education assessment tests to LEP students especially trained in administering the tests?

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7. Are staff who conduct special education assessments for LEP students fluent in the LEP student's primary language?

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8. Has the district assured itself that LEP students are being placed in the special education program because of actual qualifying conditions, and not simply because of cultural differences or a lack of English-language skills?

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9. Have all students who receive special education services and have difficulty speaking, reading, writing, or understanding English (because of the influence of another language) been identified as LEP?

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10. Does the instructional program for LEP students in special education take into account their language needs?

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11. Does the district ensure coordination between the regular and the special education programs in meeting the particular needs of LEP students who are in special education?

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12. Does the reevaluation process for special education LEP students take into account their language differences?

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13. Are notations about the home language and background of LEP students regularly recorded in the special education students' files?

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14. If the district lacks resources to assess an LEP student in a particular language, does the district seek assistance from outside experts?

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15. Are the parents or guardians of special education LEP students notified of their procedural safeguards in a language they can best understand?

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16. Does the district identify and place all LEP students who need special education services in a timely manner?

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17. Are district staff mindful of the need to safeguard against inappropriate placement of LEP students in special education programs?

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18. Are parents of LEP students well informed of the district's special education program?

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For the complete document click on OCR Self Assessment Guide.

Source:Office for Civil Rights, U.S. Department of Education

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