Process for the Appointment of a Bilingual Psychologist and/or
Bilingual Speech/Language Clinician to an IEP Team
POLICY
When an IEP evaluation has been initiated for a student who is learning English as a second language, a non-biased, multicultural assessment must be completed. To assist with this process, a bilingual psychologist and/or a bilingual speech/language clinician may be appointed to the IEP team for evaluations Pre-K through 12.
The MMSD employs a Spanish speaking bilingual psychologist and a Spanish speaking speech/language clinician to assist with IEP evaluations. These staff members are primarily appointed to IEP evaluations when a student speaks Spanish and needs a bilingual assessment.
When a student needs a bilingual assessment in a language other than Spanish, the following may occur:
•The MMSD bilingual psychologist and/or bilingual speech/language clinician may be appointed to the IEP team, or
•A trained individual outside of the district may be asked to complete the evaluation in conjunction with MMSD staff, or
•If a trained individual is not available to complete a bilingual assessment, an interpreter may be assigned to assist with the language interpretation during the evaluation.
PROCEDURE
The following steps are completed when requesting the appointment of a bilingual psychologist and/or bilingual speech/language clinician to an IEP evaluation team when one is initiated for a student who is learning English as a second language.
1.
The Request for an Appointment of a Bilingual Psychologist and/or Speech/Language
Clinician to an IEP Team form is completed by school-based staff knowledgeable about the student’s language development and educational history.
2.
The form is faxed to the Department of Educational Services. a.
For initial referrals, the Request for an Assignment of a Bilingual Psychologist and/or Bilingual Speech/Language Clinician to an IEP Team form is submitted with the Referral Form-Special Education and Related Services Fax Transmission sheet. b.
For re-evaluations, the Request for an Assignment of a Bilingual Psychologist and/or Bilingual Speech/Language Clinician to an IEP Team form is submitted with the Central Office Assignment Request Form.
3.
The Bilingual Review Committee reviews the Request for an Appointment of a
Bilingual Psychologist and/or Speech/Language Clinician to an IEP Team form and appoints bilingual staff as needed. The committee meets Thursday of each week.
4.
When the MMSD bilingual psychologist and/or bilingual speech/language clinician is appointed to the IEP team, the following occurs:

a) The bilingual psychologist and/or bilingual speech/language clinician complete the testing identified by the IEP team in the student’s primary language and
English. b) The bilingual psychologist and/or bilingual speech/language clinician participate in the IEP evaluation meetings. c) The school-based psychologist and/or speech language clinician do not participate in the IEP evaluation meetings. d) The bilingual psychologist and/or speech/language clinician participate in the
development of the IEP as needed under the following circumstances:
•
The IEP is developed immediately following the eligibility determination at the same IEP team meeting , or
•
The unique perspective of a bilingual psychologist is needed when psychology services are considered as part of the student’s special education and related services, or
• The unique perspective of a bilingual speech/language clinician is needed when speech/language services are considered as part of the student’s special education and related services. e) The school-based psychologist and/or speech/language clinician participate in the development of the IEP as needed when the bilingual psychologist and/or speech/language clinician do not participate. f) The Bilingual Review Committee notifies the school in writing that the schoolbased psychologist and/or school-based speech/language clinician are not needed to complete the IEP evaluation but may be needed to assist with the development of the IEP. g) The chairperson notifies the school-based psychologist and/or speech/language clinician when they need to assist with the development of the IEP. h) The bilingual psychologist and/or the speech/language clinician do NOT serve as the interpreter at the IEP meetings. If an interpreter is needed and is not present, the meeting is rescheduled.
5.
When a non-MMSD individual completes the bilingual psychology and/or speech/language assessment the following occurs: a) The school-based psychologist is appointed to the IEP team. b) A CCIS speech/language PST or school-based speech/language clinician is appointed to the IEP team. c) The non-MMSD bilingual psychologist and/or non-MMSD bilingual speech/language clinician completes the testing identified by the IEP team in the student’s primary language (and English if applicable). d) The appointed MMSD staff completes the testing identified by the IEP team in
English if applicable. e) The non-MMSD staff do not attend the IEP evaluation and programming meetings. The results of their assessment are reported, both orally and in writing, by the MMSD staff person of the same discipline. f) The school-based psychologist attends the IEP evaluation meetings and programming meetings as needed. g) The CCIS speech/language PST or school-based clinician attends the IEP evaluation meetings and programming meetings as needed.

6.
When an interpreter is used to assist with language interpretation during the evaluation, the following occurs: a) The school-based psychologist is appointed to the IEP team. b) A CCIS speech/language PST or school-based speech/language clinician is appointed to the IEP team. c) The appointed MMSD staff completes the testing identified with the assistance of the interpreter. d) The school-based psychologist attends the IEP evaluation meetings and programming meetings as needed. e) The CCIS speech/language PST or school-based clinician attends the IEP evaluation meetings and programming meetings as needed.
REQUEST FOR SUPPORT
When schools need additional support for students who are bilingual or learning English as a second language, outside of the initial IEP evaluation process, a Request for Support form should be completed. These Requests for Support are reviewed by the Bilingual
Review Committee each week. The bilingual psychologist or other staff members within the department may be assigned to assist with the request for support.

MADISON METROPOLITAN SCHOOL DISTRICT
DEPARTMENT OF EDUCATIONAL SERVICES-SPECIAL EDUCATION
Student # Date of Birth Gender Grade School of Attendance Student
Request for an Assignment of a Bilingual Psychologist and/or
Bilingual Speech/Language Clinician to an IEP Team
This form is completed when an IEP evaluation has been initiated for a student who is learning English as a second language. The information on this form will be used to determine whether a bilingual psychologist and/or bilingual speech/language clinician should be appointed to the IEP team. This form is completed by school staff knowledgeable about the student’s language development and educational history.
Contact Person: Contact Person e-mail address:
1.
Describe the student’s English language skills?
For students K-12, what is his/her English proficiency level per DPI?
For students K-12, what is his/her Woodcock Munoz oral language ability score? and reading/writing ability score? Date of most recent testing?
2.
Describe the student’s language skills in his/her primary langauge:
3.
What is the dominant language spoken by:
Student: Parents/Guardian: Siblings:
4.
What has been the student’s exposure to English at school, daycare or in the community?
5.
How long has the student been in the United States?
6.
How well does the student understand directions in his/her primary language?
7.
Can the student be understood in his/her primary language?
8.
Describe the amount and frequency of intervention (Headstart, ESL, and/or BRS support) the student received in his/her primary language?
For students K-12, describe the academic instruction that has occurred in his/her primary language and the student’s reading and writing skill in the primary language:
FOR OFFICE USE ONLY

Bilingual psychologist appointed _______________________________________________________

School-based psychologist should be appointed

Bilingual speech/language clinician appointed_____________________________________________

School- based or CCIS speech/language clinician should be appointed


Interpreter needed to assist with the assessment
Special Education Coordinator Signature_______________________________________ Date ________