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California Practitioners' Guide for Education English Learners with Disabilities

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California Practitioners' Guide for Education English Learners with Disabilities

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Project MuSE: Improving Outcomes for Multilingual Students with Exceptional Needs

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Project MuSE: Improving Outcomes for Multilingual Students with Exceptional Needs

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Students of a national-origin-minority who are limited in English language proficiency (United States Department of Education, Office for Civil Rights, 2016). The acronym ELL or ELLs, is used to refer to students whose home/native language is any language other than English, and who are in the process of learning academic English (CDE, 2015).

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Homepage | Multilingual Students with Exceptional Needs

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Students of a national-origin-minority who are limited in English language proficiency (United States Department of Education, Office for Civil Rights, 2016). The acronym ELL or ELLs, is used to refer to students whose home/native language is any language other than English, and who are in the process of learning academic English (CDE, 2015).

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EL Roadmap Principle 1, Element 1.E: English Learners with Disabilities

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EL Roadmap Principle 1, Element 1.E: English Learners with Disabilities

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While all four principles are crucial for supporting English Learners, we'll be focusing framing our presentation today through Principle 1, specifically Element E.​

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Element 1.E: English Learners with Disabilities

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Schools and districts develop a collaborative framework for identifying English learners with disabilities and use valid assessment practices. Schools and districts develop appropriate individualized education programs (IEPs) that support culturally and linguistically inclusive practices and provide appropriate training to teachers, thus leveraging expertise specific to English learners. The IEP addresses academic goals that take into account student language development, as called for in state and national policy recommendations.​

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"A collaborative identification process using valid assessment practices" is exactly what the OPTEL is supporting practitioners with. By providing a standardized tool for the teacher evaluation component of the statewide reclassification criteria. Additionally, it serves as a tool for formative purposes.​

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Creating and nurturing an inclusive, affirming classroom community is a central priority for educational equity and access for English Learners, made even more critical and urgent in a pandemic climate where social isolation, economic crisis and racial injustice have intensified. It is imperative th…

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California English Learner Roadmap Home | Policy and Printed Document | Research | Principles Overview | Principle One | Principle Two | Principle Three | Principle Four | Characteristics of Examples | Illustrative Case Examples | Crosswalk to Local Control Accountability Plan (LCAP) | Resources | Educator Workforce Investment Grant (EWIG) | Communications and Updates | Archives

California's Vision and Mission of Success for English Learners

The California State Board of Education unanimously approved the California English Learner Roadmap State Board of Education Policy: Educational Programs and Services for English Learners (EL Roadmap Policy) on July 12, 2017. This policy is intended to provide guidance to local educational agencies (LEAs) on welcoming, understanding, and educating the diverse population of students who are English learners attending California public schools. The California English Learner Roadmap: Strengthening Comprehensive Educational Policies, Programs, and Practices for English Learners ( CA EL Roadmap) builds on the EL Roadmap Policy and provides further guidance on educating English learners. The CA EL Roadmap supports LEAs as they implement the EL Roadmap Policy.

Vision

English learners fully and meaningfully access and participate in a twenty-first century education from early childhood through grade twelve that results in their attaining high levels of English proficiency, mastery of grade level standards, and opportunities to develop proficiency in multiple languages.

Mission

California schools affirm, welcome, and respond to a diverse range of English learner (EL) strengths, needs, and identities. California schools prepare graduates with the linguistic, academic, and social skills and competencies they require for college, career, and civic participation in a global, diverse, and multilingual world, thus ensuring a thriving future for California.

Web-based Resources

The resources on this web page are intended to support educators as they implement the EL Roadmap Policy.

These materials are not meant to be exhaustive but rather dynamic. The resources provided here are continually updated as new illustrative case examples become available.

Policy and Printed Document: This page contains the EL Roadmap Policy and the printable guidance document that, together with this web page, make up the CA EL Roadmap.

Research: This page contains research related to EL program development.

CA EL Roadmap Principles: These pages contain information on each of the principles and illustrative examples demonstrating each principle in action.

Characteristics of Examples: This page describes the characteristics of examples for inclusion in the CA EL Roadmap.

Illustrative Case Examples: This page contains illustrative case examples from the field that illustrate the CA EL Roadmap principles and elements in action.

Crosswalk to LCAP: This page contains a crosswalk between the CA EL Roadmap principles and the LCAP state priorities.

Resources: This page contains frequently asked questions about the CA EL Roadmap and resources for LEAs and the public to use. This page includes an "At a Glance" information sheet and presentations on the CA EL Roadmap.

Communications and Updates: This page contains letters and other communications on the CA EL Roadmap. This page also includes dates and locations of upcoming regional presentations and workshops.

Archives: This page contains previous EL Roadmap information including workgroup members and meetings that were held.

Last Reviewed: Monday, April 24, 2023

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English Learner Roadmap - English Learners (CA Dept of Education)

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Guide to assist local educational agencies to implement California’s 21st century college-and-career-ready standards, curriculum, instruction programs, and assessments.

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LEAs can use this self-reflection tool to support strategizing integrating OPTEL into local reclassification procedures.

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Learning from the Speech-Language Pathologist

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Learning from the Speech-Language Pathologist

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Clip 2- Learning from the Speech-Language Pathologist

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Accommodations in Content Area Classrooms

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Accommodations in Content Area Classrooms

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Accommodations in Content Area Classrooms

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“Parity with English Proficient  Grade-Level Peers” 

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“Parity with English Proficient  Grade-Level Peers” 

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All CAASPP and ELPAC tests, including alternate assessments, provide a wide range of resources to ensure that tests meet the needs of all students. To learn about why accessibility resources are so important, watch the Importance of Implementing CAASPP and ELPAC Accessibility Resources: Voices from Educators (08:31) video.

Common Links

Learn About Common Links

Types of Student Accessibility Resources

Universal tools are available to all students on the basis of student preference and selection.

Designated supports are available to all students when determined for use by an educator or team of educators (with parent/guardian and student input, as appropriate) or specified in the student's individualized education program (IEP) or Section 504 plan.

Accommodations must be permitted to all eligible students taking CAASPP and ELPAC tests if specified in the student's IEP or Section 504 plan.

Unlisted resources are not universal tools, designated supports, or accommodations. Unlisted resources shall be made available if specified in the eligible student's IEP or Section 504 plan and only with approval from the California Department of Education (CDE).

How to Assign Accessibility Resources

Coordinators

In the Test Operations Management System (TOMS), accessibility resources are called test settings. Test settings for summative assessments can be applied by local educational agency (LEA) coordinators or site-level coordinators in TOMS.

LEA and site coordinators can use the following videos to learn how to assign student test settings and request unlisted resources.

Coordinators can also find more information about test settings in the Students chapter of the TOMS User Guide and in the CAASPP and ELPAC Accessibility Guide.

Educators

Students' preset test settings from TOMS will be present in the TA Interface for summative assessments as well as all interim assessments. In addition, educators can temporarily assign test settings in the TA Interface for a specific interim assessment, but they will be set only for the administration of that specific test. Refer to the CAASPP and ELPAC Interim Assessments web page for more information about administering interim assessments.

If a student should be assigned a test setting for summative assessments, educators should communicate with their LEA or site coordinator to assign it in TOMS.

Accessibility Resource Tools and Instructions

Alternate Response Options

Research and Tips on Accessibility Usage

Determining Student Accessibility Needs

Printable Resources for Use with Students

Nonembedded Resources

Keyboard Commands for Students Multiplication Table 100s Number Table CAST Grade Eight Reference Sheet-English CAST High School Reference Sheet-English CAST Grade Eight Reference Sheet-Spanish CAST High School Reference Sheet-Spanish

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All CAASPP and ELPAC tests, including alternate assessments, provide a wide range of accessibility resources to ensure that tests meet the needs of all students. Accessibility resources include universal tools, designated supports, and accommodations.