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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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Meet Charlie! OPTEL Student Profile (1).pdf

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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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Clip 2- Learning from the Speech-Language Pathologist.mp4

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Clip 2- Learning from the Speech-Language Pathologist.mp4

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Menlo Park OPTEL Considerations Resource

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Menlo Park OPTEL Considerations Resource

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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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Other Helpful Resources: Sentence Unpacking a Word Problem

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Other Helpful Resources: Sentence Unpacking a Word Problem

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This video models a type of "sentence unpacking."

1. How might you use it with a focus on accommodations in Charlie's IEP?

2. How might you use it with a focus on making academic language explicit? How might you adjust the extent of that linguistic support by OPTEL level (substantial, moderate, light, minimal)?

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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.

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Clip 5- “Parity with English Proficient  Grade-Level Peers” 

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Clip 5- “Parity with English Proficient  Grade-Level Peers” 

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Clip 7- OPTEL Observations Benefit Case Managers

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Clip 7- OPTEL Observations Benefit Case Managers