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Presentation Slides for Session 4- Chapter 8: 4/6/22

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Presentation Slides for Session 4- Chapter 8: 4/6/22

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Presentation Slides for Session 3 - Chapters 5, 6, & 7: 3/9/22

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Presentation Slides for Session 3 - Chapters 5, 6, & 7: 3/9/22

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Presentation Slides for Session 1- Chs 1 & 2: 10/6/21

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Presentation Slides for Session 1- Chs 1 & 2: 10/6/21

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Presentation Slides for Session 2-Chs 3 & 4: 2/18/22

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Presentation Slides for Session 2-Chs 3 & 4: 2/18/22

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Under- and Over-identification of ELLs in Special Education

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Under- and Over-identification of ELLs in Special Education

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Under- and over-identification of ELLs in special education

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Tiers of Support Jamboard Activity-Slidedeck

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Tiers of Support Jamboard Activity-Slidedeck

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Reclassification Criteria

The reclassification criteria set forth in California EC Section 313 and 5 CCR Section 11303 remain unchanged. LEAs should continue using the following four criteria to establish reclassification policies and procedures:

Criterion 1: Assessment of English Language Proficiency

Assessment of language proficiency using an objective assessment instrument, including, but not limited to, the English language development test that is developed pursuant to EC Section 60810 :

The English Language Proficiency Assessments for California (ELPAC) constitute the required state assessments for English language proficiency (ELP) administered to students whose primary language is a language other than English. With the possible exception of students with unique needs or who are dually identified, EL students who do not have either a Summative ELPAC or Summative Alternate ELPAC score are not eligible to be reclassified, even if they have met other locally-determined criteria.

The Summative ELPAC Overall Performance Level (PL) 4 was approved by the State Board of Education (SBE) as the statewide standardized ELP criterion for the Summative ELPAC. LEAs shall use ELPAC Overall PL 4 to determine whether a student assessed with the Summative ELPAC has met that criterion.

Students who score at Summative ELPAC Overall PL 4 should be considered for reclassification.

Students who score at Summative ELPAC Overall PL 3 or lower should not be considered for reclassification. However, LEAs are encouraged to convene interest holders for a larger conversation to inform planning, placement, and personal goals for the short term and the next school year. These convenings should include parents, whenever possible, and focus on strengths, growth areas, and opportunities for the student.

Some EL students with unique needs, or dually-identified students, may need specific considerations for how this criterion is met as described in the student's individualized education plan (IEP). In such instances, members of the student's IEP team should confer to document and discuss how the student's unique needs affect their ability to obtain an Overall PL 4.

The Summative Alternate ELPAC is the state test for ELP for students with the most significant cognitive disabilities. LEAs shall use Summative Alternate ELPAC Overall PL 3 (Fluent English Proficient) as the Alternate ELP criterion.
All students with a Summative Alternate ELPAC Overall PL 3 (Fluent English Proficient) are eligible to be considered for reclassification in conjunction with the other three locally determined required reclassification criteria.

Resources to Support Criterion 1

Criterion 2: Teacher Evaluations

Teacher evaluations, including, but not limited to, a review of the pupil's curriculum mastery:

This criterion remains locally determined and LEAs should continue using teacher evaluations per local policy to establish reclassification policies and procedures for Criterion 2. Teacher evaluation is not to be interpreted as teacher opinion and should be based on data as well as the LEA's locally-established process for soliciting teacher evaluation.

For students who score at ELPAC Overall PL 4 or Summative Alternate ELPAC Overall PL 3 (Fluent English Proficient), LEAs should establish a local policy and process to collect feedback on an eligible student's mastery of the curriculum provided by that student's teachers (See Resources to Support Criterion 2).
Because the student may have different language support needs across different subject areas, all teachers and certificated staff with direct responsibility for teaching or placement decisions of the student should be afforded the opportunity to evaluate.

If other reclassification criteria suggest that a student who scored at Summative ELPAC Overall PL 4 or Summative Alternate ELPAC Overall PL 3 (Fluent English Proficient) has learning deficits in other areas, decision-makers are encouraged to discuss these results with those who know the student (e.g., classroom teachers, parents, instructional specialists or coaches) to identify needed services and supports, so as not to preclude a student with unique needs from demonstrating readiness for reclassification.
Please note: Deficits in academic success, although currently unrelated to ELP, may indicate a student has incurred a deficit while learning English. Although this situation does not preclude a student from reclassification, the LEA is obligated to ensure the student is provided ongoing academic support, and any other necessary support, designed to recuperate and remedy any such deficits before reclassification, during the four-year RFEP monitoring period or beyond, until the deficits are remedied.

The CDE is in the process of developing a standardized resource for this criterion. The Observation Protocol for Teachers of English Learners (OPTEL) is an observation protocol currently under development to meet the requirements of EC Section 313.3 .

Resources to Support Criterion 2

Criterion 3: Parent Consultation

Parental opinion and consultation:

This criterion remains locally determined and LEAs should continue using parental opinion and consultation per local policy to establish reclassification procedures for connecting with EL families to answer questions, discuss student performance on each criterion (Criteria 1-4), and set goals for the next school year. Parental consultation and opinion, not consent, is required per EC Section 313 (f)(3). 5 CCR Section 11303 mandates parental involvement through encouragement of the participation of parent(s) or guardian(s) in the school district's reclassification procedure, including seeking their opinion and consultation during the reclassification process, but consent is not required.

For students who score at Summative ELPAC Overall PL 4 or Summative Alternate ELPAC Overall PL 3 (Fluent English Proficient), LEAs are encouraged to convene interested parties (including the student's current teachers, teachers from the previous school year, and relevant academic coordinators) to discuss the eligible student's performance and recommend goals for the next school year.
These consultations should lead to a reclassification discussion, held prior to decisions, that includes parents and yield collaboratively developed ideas, plans, and decisions for any change in classification as well as support to be provided during the four-year RFEP monitoring period.

Access issues should not be a justification for failing to connect with parents. LEAs can think strategically about connecting with parents, including through alternative means (e.g., direct phone calls; one-on-one conferences) if needed. An interpreter should be provided for the parent, when necessary.

LEAs can reach out to parents of all students eligible for reclassification to consult via phone, virtual school platforms, or other technology that is available to parents in order to give parents the opportunity to discuss progress and data or to voice any concerns and questions about their child's likely reclassification.

LEAs should focus on the information that makes the student eligible, any necessary supports for the student to succeed in rigorous, grade-level learning, and how to monitor and meet these needs via the RFEP monitoring process.

It can be productive to ensure that parent consultations involve everyone who knows and will be supporting the student in the coming school year: parents, decision-makers, as well as all relevant teachers and support staff, in order to address parent questions about how the school's instructional environments and supports will continue to benefit the student's academic success. Hearing parent concerns, responding to their questions, and then collaboratively identifying strategies to address those questions is an appropriate use of parent consultation time.

The CDE is in the process of developing a standardized resource for use when addressing this criterion. The OPTEL is an observation protocol currently under development to meet the conditions of California EC Section 313.3 .

Resources to Support Criterion 3

The following resources may be helpful for LEAs looking for tools to support parent consultations during the COVID-19 pandemic.

Criterion 4: Basic Skills Relative to English Proficient Students

Comparison of the performance of the pupil in basic skills against an empirically established range of performance in basic skills based upon the performance of English proficient pupils of the same age, which demonstrates whether the pupil is sufficiently proficient in English to participate effectively in a curriculum designed for pupils of the same age whose native language is English:

LEAs establish the empirical range of performance in basic skills when setting the locally established criteria for reclassification and consider the overall achievement goals set for all students. In doing so, the following definitions of related terms may be helpful:

Performance in basic skills: The score and/or performance level resulting from a recent administration of an objective assessment of basic skills in English (e.g., Smarter Balanced assessments, district benchmarks).

Range of performance in basic skills: A range of scores on the assessment of basic skills in English that corresponds to a performance level or a range of scores within a performance level.

Students of the same age: English-proficient students who are enrolled in the same grade as the student who is being considered for reclassification.

Smarter Balanced Assessment Consortium English language arts scores, LEA benchmarks, or other assessments identified by the LEA that measures progress in English language arts can be used to meet the requirements for Criterion 4. Progress can be measured by a set score or point span depending upon the educational research and value.

The selected assessment must be administered to all students, not solely to English learner students.

The Interim Assessment Blocks (IABs) may not be used to satisfy this criterion per EC Section 60642.7 (b).

If other reclassification criteria suggest that a student who scored at Summative ELPAC Overall PL 4 or Summative Alternate ELPAC Overall PL 3 (Fluent English Proficient) has learning deficits in other areas, decision-makers are encouraged to discuss these results with those who know the student (e.g., classroom teachers, parents, instructional specialists or coaches) to identify needed services and supports, so as not to preclude a student with unique needs from reclassification or reclassify too soon.
Please note, deficits in academic success, although currently unrelated to ELP, may indicate a student has incurred a deficit while learning English. Although this situation does not preclude a student from reclassification, the LEA is obligated to ensure the student is provided ongoing academic support, and any other necessary support, designed to recuperate and remedy any such deficits before reclassification, during the four-year RFEP monitoring period or beyond, until the deficits are remedied.

Resources to Support Criterion 4

The following resources may be helpful for LEAs looking for tools to support the basic skills criterion during the COVID-19 pandemic.

Smarter Balanced Website
The Smarter Balanced assessment system is designed to support instruction and give teachers better information about their students' progress.

California Assessment of Student Performance and Progress (CAASPP)
Students in grades three through eight and grade eleven will receive full-length summative tests for both English language arts/literacy and mathematics, with approximately seven to eight hours of total testing time for each student.

State Board of Education Approved Content Standards
Content standards were designed to encourage the highest achievement of every student, by defining the knowledge, concepts, and skills that all students should acquire at each grade level.

Legislation

Reclassification procedures shall utilize multiple criteria in determining whether to reclassify a pupil as proficient in English, including, but not limited to, all of the following:

Assessment of language proficiency using an objective assessment instrument, including, but not limited to, the English language development test that is developed or acquired pursuant to Section 60810.

Teacher evaluation, including, but not limited to, a review of the pupil's curriculum mastery.

Parental opinion and consultation.

Comparison of the performance of the pupil in basic skills against an empirically established range of performance in basic skills based upon the performance of English proficient pupils of the same age, that demonstrates whether the pupil is sufficiently proficient in English to participate effectively in a curriculum designed for pupils of the same age whose native language is English.

EC Section 313(f)
English Language Proficiency (ELP) Assessment requirements are specified in California EC sections 313, 60810, and 60812.

EC Section 60810
California law requires that the assessment for initial identification of an English learner and the summative assessment shall include, but not be limited to, an assessment of achievement of these pupils in English reading, speaking, and written skills.

LEAs Monitor RFEP Students for Four Years

The CDE released guidance regarding RFEP monitoring in a letter to LEAs titled Monitoring of Reclassified Students. State and federal laws require LEAs to monitor students who have exited EL status for a period of four years after they have RFEP status (20 United States Code Section 6841[a][4][5]; Title 5 California Code of Regulations [5 CCR] Section 11304). After students have exited an EL program through the locally-approved reclassification process, LEAs must monitor the academic progress of those RFEP students for at least four years to ensure that:

The students have not been prematurely exited;

Any academic deficit they incurred as a result of learning English has been remedied; and

The students are meaningfully participating in the standard instructional program comparable to their English-only peers.

In preparation for and during the four-year RFEP monitoring period, LEAs can continue to use the results of Criteria 2-4 to inform areas of focus for reclassified students. To this end, LEAs should establish rigorous monitoring systems that include benchmarks for expected growth in acquiring academic content knowledge during the academic year and take appropriate steps to assist students who are not adequately progressing toward those goals. During this monitoring time, LEAs must ensure that RFEP students have met the same academic achievement goals set for all students.

If RFEP students do not yet meet the same academic achievement goals set for all students during the four monitoring years or beyond, intervention and support are to be provided. These services are not dependent on specialized funds. When an LEA's monitoring of an RFEP student indicates that academic deficits were incurred while the student learned English, the LEA should take affirmative steps to provide remedy of those deficiencies and continue to provide support until resolved. For example, RFEP students who score below the adjusted range of performance on Criterion 4, during the four-year monitoring period, should receive focused support to ensure that they reach and maintain parity with native-English peers.

Letters to the Field

Guidance for Reclassification with the Summative Alternate English Language Proficiency Assessments for California for 2022-23
This letter provides updated guidance for reclassification with the Summative Alternate English Language Proficiency Assessments for California for 2022-23.

Reclassification Guidance for 2020-21 and Statewide Testing Window Extension (June 14, 2021)
This letter provides continued reclassification guidance and notifies LEAs of adjustments to the Summative ELPAC testing schedule.

COVID-19 Reclassification Guidance for 2019-20 and Fall Administration (July 1, 2020)
This letter provides guidance regarding ELPAC testing and reclassifying students from English learner to fluent English proficient status for 2019-20.

Letter to Local Educational Agencies Regarding the Monitoring of Reclassified Students (December 20, 2019)
This letter reminds LEAs about requirements of monitoring reclassified students.

Reclassification Guidance for 2019-20 (September 2, 2019)
This letter provides guidance to LEAs regarding reclassifying students from English learner to fluent English proficient status.

Updated Letter to Local Educational Agencies Regarding Reclassification Guidance for 2018-19 (January 18, 2019)
This letter updates the guidance previously provided to local educational agencies regarding reclassifying students from English learner to fluent English proficient status.

Letter to Local Educational Agencies Regarding Interim Reclassification Guidance for 2018-19 (September 14, 2018)
This letter updates to interim guidance provided to LEAs regarding reclassifying students from English learner to fluent English proficient status.

Frequently Asked Questions (FAQs) and Additional Resources

Reclassification FAQs
The above link provides frequently asked questions regarding English learner reclassification.

Surveying the Landscape of California's English Learner Reclassification Policy
This report shares results from a survey of district policies for measuring English learner progress and for removing the English learner designation, before and during school closures due to COVID-19.

English Learners Resources Web Page
The above link provides FAQs regarding English learners in California and appropriate teacher authorizations and links to websites with information about developing programs for linguistically and culturally diverse students.

Federal Program Monitoring (FPM) Instrument California Department of Education (CDE) Web Page
The California Department of Education Monitoring Tool is a web-based system, which allows LEAs to facilitate a response to state and federal requirements for program monitoring.

U.S. Department of Education English Learner Toolkit Web Page
Office of English Language Acquisition's EL Tool Kit was published in 2015 as a companion to support the January 7, 2015 Dear Colleague Letter (PDF) produced by the Department of Education, Office for Civil Rights, and the Department of Justice, outlining legal obligations for English learner students. Some chapters of the tool kit have been updated related to the Every Student Succeeds Act (ESSA) of 2015.

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Information on how a local educational agency (LEA) determines whether or not an English learner (EL) student has sufficient English proficiency to be reclassified as a fluent English speaker.

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The Alternate English Language Proficiency Assessments for California (ELPAC)

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The Alternate English Language Proficiency Assessments for California (ELPAC)

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ELPAC Computer Based Accessibility Resource Graphic

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ELPAC Computer Based Accessibility Resource Graphic

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OCDE Home Page

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California MTSS is built on the premise that universal support must be provided for all students while recognizing that some students may need supplemental support at various times and a few students may require more intensified support some of the time to be successful in the most inclusive and equ…

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Activity

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CEEL: Lavadenz & Armas

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Universal Design for Learning Guidelines

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Universal Design for Learning Guidelines

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CAST Home Page

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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Social & Emotional Learning Guiding Principles

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Social & Emotional Learning Guiding Principles

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Summary

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What is the Least Restrictive Environment (LRE)?

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What is the Least Restrictive Environment (LRE)?

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Understood Home Page

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At a glance

Least restrictive environment (LRE) means kids who get special education should be in the same classrooms as other kids as much as possible.

LRE isn't a place - it's a principle that guides a child's education program.

The LRE for each child may look different because kids are unique.

When people think about special education, they sometimes think about separate classes or schools. But public schools are supposed to have kids who get special education services learn in the same classrooms as other kids as much as possible.

Unless there's a strong reason, kids should be in those general education classrooms. This principle is called LRE, or least restrictive environment. LRE is an important part of the Individuals with Disabilities Education Act (IDEA), the U.S. special education law.

The word environment makes it sound like a place. But where a child learns is only part of the equation. LRE applies to a student's entire education program, including services.

A student's Individualized Education Program (IEP) describes their special education and related services. The IEP must also address LRE. And the IEP must explain if and why a student is being placed outside of a general education classroom.

About the author

About the author

Amanda Morin is the author of "The Everything Parent's Guide to Special Education" and the former director of thought leadership at Understood. As an expert and writer, she helped build Understood from its earliest days.

Reviewed by

Reviewed by

Andrew M.I. Lee, JD is an editor and attorney who strives to help people understand complex legal, education, and parenting issues.

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Least restrictive environment (LRE) means kids who get special education should be in the same classrooms as other kids as much as possible. LRE isn't a place - it's a principle that guides a child's education program. The LRE for each child may look different because kids are unique.

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Accessibility Resource Matrix & Graphics

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Accessibility Resource Matrix & Graphics

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Improving Outcomes for ELs with Disabilities Home Page

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CAASPP/ELPAC Accessibility Resources | Imperial County Office of Education

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The California Assessment of Student Performance and Progress (CAASPP) System provides a full range of assessment supports for all students, including those who are English learners and students with disabilities. These supports ensure that the assessments meet the needs of all students.

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Digital Sort Activity

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BELIEF Module Integrated & Designated ELD Digital Sort (Venn & Sorting Strips on slide)

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Designated & Integrated ELD Digital Sort Venn Diagram Compare and Contrast Activities based on the work of CCSESA & CISC: Blueprints for Effective Leadership and Instruction for our English Learners' Future (B.E.L.I.E.F.) Modules

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Website

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CDE Memo

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Dear County and District Superintendents and Charter School Administrators:

English learners face the unique challenge of learning English as they are also learning grade-level content through English. The California Department of Education (CDE) and the State Board of Education recognize that both Designated and Integrated English language development (ELD) are an integral part of a comprehensive program for every English learner to meet the linguistic and academic goals at their grade level. The purpose of this letter is to provide guidance for instruction and additional resources.

As a comprehensive approach to ELD, the English Language Arts/English Language Development (ELA/ELD) Framework for California Public Schools states:

"English learners at all English proficiency levels and at all ages require both Integrated ELD and specialized attention to their particular language learning needs, or Designated ELD." (p. 119)

Designated ELD is defined as instruction provided during a time during the regular school day for focused instruction on the state-adopted ELD standards to assist English learners to develop critical English language skills necessary for academic content learning in English. ( California Code of Regulations, Title 5 [5 CCR] Section 11300[a])

Integrated ELD is defined as instruction in which the state-adopted ELD standards are used in tandem with the state-adopted academic content standards. Integrated ELD includes specifically designed academic instruction in English. ( 5 CCR Section 11300[c])

5 CCR Section 11309(c)(1) states:

"Any language acquisition program provided by a local educational agency (LEA) shall:

(1) Be designed using evidenced-based research and include both Designated and Integrated ELD."

Designated and Integrated ELD instruction is a component of Tier I instruction for all English learners under the Multi-Tiered System of Supports and incorporates the principles of Universal Design for Learning.

Many resources are available to support Designated and Integrated ELD instruction.

Resources for the ELD standards are available on the CDE English Language Development Standards web page at https://www.cde.ca.gov/sp/el/er/eldstandards.asp.

The ELA/ELD Framework is on the CDE All Curriculum Frameworks web page at https://www.cde.ca.gov/ci/cr/cf/allfwks.asp.

Information regarding ELA/ELD instructional materials is on the CDE 2015 ELA/ELD Adoption web page at https://www.cde.ca.gov/ci/rl/im/sbeadoptedelaeldprogs.asp.

Information on the Multi-Tiered System of Support and Universal Design for Learning is available on the CDE Multi-Tiered System of Supports web page at https://www.cde.ca.gov/ci/cr/ri/.

If you have any questions regarding programs and services for English learners, please contact Elena Fajardo, Administrator, [Note: the preceding contact information is no longer valid] the Language Policy and Leadership Office at 916-319-0845.

If you have any questions regarding curriculum frameworks, content standards, and instructional materials, please contact the Curriculum Frameworks and Instructional Resources Division at 916-319-0881.

Sincerely,

Tony Thurmond

TT:lk
2019-06703

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Designated and Integrated ELD - Letters (CA Dept of Education)

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Letter to County and District Superintendents and Charter School Administrators regarding Designated and Integrated English Language Development.

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Center for Culturally Responsive Teaching and Learning

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Center for Culturally Responsive Teaching and Learning

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VABB Home Page

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The explicit validation and affirmation of your students, around their cultural behaviors, is the key to CLR. VA-ing your students triggers the building and bridging and by extension, your students buy-in to being situationally appropriate. Your VA has to be intentional and purposeful, consistent and authentic, and proactive and reactive (i.e., using teachable moments). When do your students have the opportunity to be who they are in the instructional context? BeYou is the acronym that I share with teachers to actively encourage their students to view their cultural and linguistic behaviors as assets and not liabilities, in school.

BeYou, as a concept, is a challenge to us all to ensure that students can be who they are at school. It is a direct rebuttal to the often used SLANT protocol (Sit up tall, Listen, Ask questions, Nod your head, and Track the teacher) that has become ubiquitous in schools. Note that there are many variations of SLANT. We want students to BeYou (VA) and to SLANT (BB) situationally. As it stands now, the use of SLANT is imbalanced when looking through a CLR lens. Its overemphasis on the alignment with school cultural behaviors and expectations can be limiting or detrimental to efforts to embrace students' home cultures. BeYou is not meant to counter efforts to build and bridge toward situational appropriateness; it is intended to create more structured opportunities at school for students to be themselves culturally and linguistically.

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The explicit validation and affirmation of your students, around their cultural behaviors, is the key to CLR. VA-ing your students triggers the building and bridging and by extension, your students buy-in to being situationally appropriate. Your VA has to be intentional and purposeful, consistent and authentic, and proactive and reactive (i.e., using teachable moments).

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Improving Outcomes for ELs with Disabilities Home Page

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English Learner Roadmap | Imperial County Office of Education

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This policy is intended to assist the California Department of Education in providing guidance to local educational agencies (LEAs) in welcoming, understanding, and educating the diverse population of students who are English learners attending California public schools.

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Activity

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Understood Home Page

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At a glance

Assistive technology can help people who learn and think differently work around their challenges.

One example is an app that reads text aloud.

Assistive technology can empower people to do things for themselves.

People who learn and think differently can use technology tools to work around their challenges. These tools are called assistive technology (AT).

AT is any device, software, or equipment that helps people with disabilities learn, communicate, or function better. AT can be as high-tech as a computer. Or as low-tech as a walking stick.

Here are more examples of AT:

Students who struggle with learning can use AT to help with subjects like reading, writing, and math. AT can also help kids and adults with the tasks of daily life. And many workers use these tools on the job.

Using AT can help people become more confident and independent. That's because AT empowers people to do things for themselves.

About the author

About the author

Andrew M.I. Lee, JD is an editor and attorney who strives to help people understand complex legal, education, and parenting issues.

Reviewed by

Reviewed by

Jamie Martin is an assistive technology specialist at the New England Assistive Technology Center (NEAT) in Hartford, Connecticut.

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Assistive technology can help people who learn and think differently work around their challenges. One example is an app that reads text aloud. Assistive technology can empower people to do things for themselves. People who learn and think differently can use technology tools to work around their challenges.

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Understood Home Page

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At a glance

The Individuals with Disabilities Education Act (IDEA) requires public schools to provide special education services to eligible students.

IDEA covers 13 disability categories.

Not every student who struggles in school qualifies.

The Individuals with Disabilities Education Act (IDEA) requires public schools to provide special education and related services to eligible students. But not every child who struggles in school qualifies. To be covered, a child's school performance must be "adversely affected" by a disability in one of the 13 categories below.

1. Specific learning disability (SLD)

The "specific learning disability" (SLD) category covers a specific group of learning challenges. These conditions affect a child's ability to read, write, listen, speak, reason, or do math. Here are some examples of what could fall into this category:

SLD is the most common category under IDEA. In the 2018-19 school year, around 33 percent of students who qualified did so under this category.

2. Other health impairment

The "other health impairment" category covers conditions that limit a child's strength, energy, or alertness. One example is ADHD, which impacts attention and executive function.

3. Autism spectrum disorder (ASD)

ASD is a developmental disability. It involves a wide range of symptoms, but it mainly affects a child's social and communication skills. It can also impact behavior.

Various mental health issues can fall under the "emotional disturbance" category. They may include anxiety disorder, schizophrenia, bipolar disorder, obsessive-compulsive disorder, and depression. (Some of these may also be covered under "other health impairment.")

5. Speech or language impairment

This category covers difficulties with speech or language. A common example is stuttering. Other examples are trouble pronouncing words or making sounds with the voice. It also covers language problems that make it hard for kids to understand words or express themselves.

6. Visual impairment, including blindness

A child who has eyesight problems is considered to have a visual impairment. This category includes both partial sight and blindness. If eyewear can correct a vision problem, then it doesn't qualify.

Kids with a diagnosis of deafness fall under this category. These are kids who can't hear most or all sounds, even with a hearing aid.

The term "hearing impairment" refers to a hearing loss not covered by the definition of deafness. This type of loss can change over time. Being hard of hearing is not the same thing as having trouble with auditory or language processing.

Kids with a diagnosis of deaf-blindness have both severe hearing and vision loss. Their communication and other needs are so unique that programs for just the deaf or blind can't meet them.

10. Orthopedic impairment

An orthopedic impairment is when kids lack function or ability in their bodies. An example is cerebral palsy.

11. Intellectual disability

Kids with this type of disability have below-average intellectual ability. They may also have poor communication, self-care, and social skills. Down syndrome is one example of a condition that involves an intellectual disability.

12. Traumatic brain injury

This is a brain injury caused by an accident or some kind of physical force.

13. Multiple disabilities

A child with multiple disabilities has more than one condition covered by IDEA. Having multiple issues creates educational needs that can't be met in a program designed for any one disability.

Having a disability is not enough to qualify for special education. The disability has to have an "adverse effect" on a child's education.

Key takeaways

Each of the 13 disability categories in IDEA can cover a range of difficulties.

Dyslexia, dyscalculia, and written expression disorder fall under the "specific learning disability" category.

"Other health impairment" can cover ADHD.

About the author

About the author

Andrew M.I. Lee, JD is an editor and attorney who strives to help people understand complex legal, education, and parenting issues.

Reviewed by

Reviewed by

Rayma Griffin, MA, MEd has spent 40 years working with children with learning and thinking differences in the classroom and as an administrator.

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The Individuals with Disabilities Education Act (IDEA) requires public schools to provide special education services to eligible students. IDEA covers 13 disability categories. Not every student who struggles in school qualifies. The Individuals with Disabilities Education Act (IDEA) requires public schools to provide special education and related services to eligible students.

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What is the Least Restrictive Environment (LRE)?

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What is the Least Restrictive Environment (LRE)?

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Understood Home Page

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At a glance

Least restrictive environment (LRE) means kids who get special education should be in the same classrooms as other kids as much as possible.

LRE isn't a place - it's a principle that guides a child's education program.

The LRE for each child may look different because kids are unique.

When people think about special education, they sometimes think about separate classes or schools. But public schools are supposed to have kids who get special education services learn in the same classrooms as other kids as much as possible.

Unless there's a strong reason, kids should be in those general education classrooms. This principle is called LRE, or least restrictive environment. LRE is an important part of the Individuals with Disabilities Education Act (IDEA), the U.S. special education law.

The word environment makes it sound like a place. But where a child learns is only part of the equation. LRE applies to a student's entire education program, including services.

A student's Individualized Education Program (IEP) describes their special education and related services. The IEP must also address LRE. And the IEP must explain if and why a student is being placed outside of a general education classroom.

About the author

About the author

Amanda Morin is the author of "The Everything Parent's Guide to Special Education" and the former director of thought leadership at Understood. As an expert and writer, she helped build Understood from its earliest days.

Reviewed by

Reviewed by

Andrew M.I. Lee, JD is an editor and attorney who strives to help people understand complex legal, education, and parenting issues.

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Least restrictive environment (LRE) means kids who get special education should be in the same classrooms as other kids as much as possible. LRE isn't a place - it's a principle that guides a child's education program. The LRE for each child may look different because kids are unique.

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The English Language Proficiency Assessments for California (ELPAC) website serves as the portal for resources that a local educational agency (LEA) will need to administer the ELPAC and the Alternate ELPAC.

News and Tips for the ELPAC Administration

CAST and ELPAC Interim Assessments Now Available to Administer

The CAST and ELPAC Interim Assessments are now available to administer in the test delivery system. Visit the CAASPP Interim Assessment Administration Resources web page, the ELPAC Interim Assessment Administration Resources web page, and the Interim Assessment User Guide for more information.

2023-24 California Assessment Accessibility Matrix Now Available

The California Assessment Accessibility Resources Matrix has been updated for 2023-24 and can be accessed from the Accessibility Resources web page.

October 4 Deadline: CBEDS Reminder

For newly enrolled students to be included in the 2023-24 Unduplicated Pupil Count used to determine funding for the supplemental and concentration grants under the Local Control Funding Formula, students must complete the entire Initial ELPAC (all four domains) or the Initial Alternate ELPAC on or before Census Day, which is October 4, 2023. For more information regarding Census Day, visit the California Basic Educational Data System (CBEDS) website.

ELPAC Administration for Transitional Kindergarten Students

For 2023-24, LEAs are required to administer the Initial ELPAC or Initial Alternate ELPAC to all eligible students enrolled in kindergarten-including students in transitional kindergarten (TK), which is defined as year one of a two-year kindergarten program. LEAs will continue to follow the same process for identifying potential EL students and annually assessing EL students.

Initial ELPAC RSVP Must Use Scannable K-2 Answer Books

LEAs that are selected for RSVP, must use scannable K-2 Answer Books. LEAs that are part of RSVP cannot use answer books from previous years. View the list of LEAs that are participating in 2023-24 on the Rotating Score Validation Process for the Initial ELPAC Web page.

Useful Reference Guides

The Pause Rules Guide and the Expiration Rules Guide were updated and can be found on the Videos and Quick Reference Guides web page.

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english language proficiency assessments for california

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The English Language Proficiency Assessments for California (ELPAC) Web site serves as the portal for resources that a local educational agency will need to administer the ELPAC.

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Website

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The Individuals with Disabilities Education Act (IDEA) was enacted by the federal government to ensure that all children with disabilities are provided with "equality of [educational] opportunity, full participation, independent living, and economic self-sufficiency."

Originally adopted in 1975 and amended in 2004, the IDEA aims to curb educational problems associated with low expectations and insufficient focus on alternative research, teaching methods, and tools. Following are the six major principles of the IDEA, focusing on students' rights and the responsibilities of public schools to children with disabilities.

1. Free Appropriate Public Education

Under the IDEA, every child with a disability is entitled to a Free Appropriate Public Education (FAPE). The IDEA emphasizes special education and related services, which should be designed to meet a child's "unique needs and prepare them for further education, employment, and independent living."

Furthermore, courts have held that the IDEA requires schools to prepare Individualized Education Plans, which confer "meaningful educational benefit" to children with disabilities. The "meaningful educational benefit" requirement includes a focus on raised student expectations, appropriate progress, and transition into postsecondary education and independent living.

Public schools and local school boards are responsible for ensuring that every child with a disability receives a FAPE.

2. Appropriate Evaluation

The IDEA requires that schools conduct "appropriate evaluations"of students who are suspected of having a disability. An appropriate evaluation must be implemented by a team of knowledgeable and trained evaluators, must utilize sound evaluation materials and procedures, and must be administered on a non-discriminatory basis.

Children should not be subjected to unnecessary assessments or testing, and evaluations must be geared toward planning for the child's education and future instruction. Finally, an appropriate evaluation must determine and make recommendations regarding a child's eligibility for special education services in a timely manner.

3. Individualized Education Plan

The Individualized Education Plan (IEP) was established by the IDEA to help ensure every child's access to a Free Appropriate Public Education. The IEP is a written document, developed by an IEP team, which draws upon existing evaluation information in order to meet a student's unique educational needs.

Under the IDEA, an IEP must include information regarding a student's present levels of educational performance, annual goals and benchmarking objectives, services and supplementary aids to be received, and a detailed explanation of instances where a student is not participating in the general classroom and why.

An IEP is also required to include information regarding consistent reporting on student progress as well as "transition" to adult life. Finally, it is required that an IEP account for the planning concerns of the parents and child, the strengths of a particular child, and the specific "academic, developmental, and functional needs" of the child.

4. Least Restrictive Environment

The IDEA places a strong emphasis on placement in a general education setting. Under the IDEA, a student is guaranteed placement in the Least Restrictive Environment (LRE) possible. Therefore, an IEP team must explore a number of alternatives for enabling a student to participate in the general education classroom. These may include: classroom modifications, supplemental aids and services, alternative instructional methods, etc.

If an IEP team determines that a student cannot be satisfactorily educated in a general education setting, then the team must make responsible efforts to determine the LRE for that student outside of the general classroom.

5. Parent Participation

The IDEA has a special provision for "parent participation in placement decisions." Under this provision, state educational agencies and local school boards must ensure that the parents of a child with a disability are members of any group that makes decisions regarding the placement and LRE of that child.

Parents have the right to equal participation in this process, and are entitled to notification of a planned evaluation, access to planning and evaluation materials, and involvement in all meetings regarding their child's placement. Additionally, parents retain the right to refuse further evaluation of their child. Both students and parents must be invited to IEP meetings, and the IDEA explicitly establishes a role for the parent as equal participant and decision maker.

6. Procedural Safeguards

Finally, the IDEA establishes procedural safeguards to help parents and students enforce their rights under federal law. The primary purpose of this requirement is twofold: safeguards protect parental access to information pertaining to placement and transition planning; and procedures are put in place to resolve disagreements between parents and schools regarding the placement of a student.

Under the IDEA procedural safeguards, parents have a right to review all educational records pertaining to their child, receive notice prior to meetings about their child's evaluation, placement, or identification, and to obtain an Independent Educational Evaluation (IEE) for consideration at such meetings.

If disagreements arise, parents have the right to request mediation or due process hearings with state-level education agencies, and beyond that may appeal the decision in state or federal court.
Matthew Saleh is a Research Fellow at Cornell University's Employment and Disability Institute and a Research Associate at the Campaign for Educational Equity at Teachers College, Columbia University. He received his J.D. from the Syracuse University College of Law and is currently a doctoral candidate at Columbia University.
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The files and programs listed on this web site are Copyright © Ortiz, Flanagan, & Alfonso and may not be published or distributed elsewhere without expressed permission from the authors and copyright holders. However, permission is freely granted for reproduction and use for personal, non-commercial, not-for-profit, educational purposes.

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ELD Standards

ELA/ELD Framework

Designated and Integrated English Language Development

Letter to District Superintendents from then State Superintendent of Public Education Torlakson about LEAs providing BOTH Integrated and Designated ELD: www.cde.ca.gov/nr/el/le/yr22ltr0111.asp

The CDE English Language Development webpage includes the ELD standards, ELD video series, information, and resources to assist local educational agencies (LEAs) design, implement, and enhance integrated and designated ELD instruction for English learner students.

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Designated and Integrated English Language Development Letter to District Superintendents from then State Superintendent of Public Education Torlakson about LEAs providing BOTH Integrated and Designated ELD: www.cde.ca.gov/nr/el/le/yr22ltr0111.asp The CDE English Language Development webpage includes the ELD standards, ELD video series, information, and resources to assist local educational agencies (LEAs) design, implement, and enhance integrated and designated ELD instruction for English learner students.

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CDE Memo

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Dear County and District Superintendents and Charter School Administrators:

English learners face the unique challenge of learning English as they are also learning grade-level content through English. The California Department of Education (CDE) and the State Board of Education recognize that both Designated and Integrated English language development (ELD) are an integral part of a comprehensive program for every English learner to meet the linguistic and academic goals at their grade level. The purpose of this letter is to provide guidance for instruction and additional resources.

As a comprehensive approach to ELD, the English Language Arts/English Language Development (ELA/ELD) Framework for California Public Schools states:

"English learners at all English proficiency levels and at all ages require both Integrated ELD and specialized attention to their particular language learning needs, or Designated ELD." (p. 119)

Designated ELD is defined as instruction provided during a time during the regular school day for focused instruction on the state-adopted ELD standards to assist English learners to develop critical English language skills necessary for academic content learning in English. ( California Code of Regulations, Title 5 [5 CCR] Section 11300[a])

Integrated ELD is defined as instruction in which the state-adopted ELD standards are used in tandem with the state-adopted academic content standards. Integrated ELD includes specifically designed academic instruction in English. ( 5 CCR Section 11300[c])

5 CCR Section 11309(c)(1) states:

"Any language acquisition program provided by a local educational agency (LEA) shall:

(1) Be designed using evidenced-based research and include both Designated and Integrated ELD."

Designated and Integrated ELD instruction is a component of Tier I instruction for all English learners under the Multi-Tiered System of Supports and incorporates the principles of Universal Design for Learning.

Many resources are available to support Designated and Integrated ELD instruction.

Resources for the ELD standards are available on the CDE English Language Development Standards web page at https://www.cde.ca.gov/sp/el/er/eldstandards.asp.

The ELA/ELD Framework is on the CDE All Curriculum Frameworks web page at https://www.cde.ca.gov/ci/cr/cf/allfwks.asp.

Information regarding ELA/ELD instructional materials is on the CDE 2015 ELA/ELD Adoption web page at https://www.cde.ca.gov/ci/rl/im/sbeadoptedelaeldprogs.asp.

Information on the Multi-Tiered System of Support and Universal Design for Learning is available on the CDE Multi-Tiered System of Supports web page at https://www.cde.ca.gov/ci/cr/ri/.

If you have any questions regarding programs and services for English learners, please contact Elena Fajardo, Administrator, [Note: the preceding contact information is no longer valid] the Language Policy and Leadership Office at 916-319-0845.

If you have any questions regarding curriculum frameworks, content standards, and instructional materials, please contact the Curriculum Frameworks and Instructional Resources Division at 916-319-0881.

Sincerely,

Tony Thurmond

TT:lk
2019-06703

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The explicit validation and affirmation of your students, around their cultural behaviors, is the key to CLR. VA-ing your students triggers the building and bridging and by extension, your students buy-in to being situationally appropriate. Your VA has to be intentional and purposeful, consistent and authentic, and proactive and reactive (i.e., using teachable moments). When do your students have the opportunity to be who they are in the instructional context? BeYou is the acronym that I share with teachers to actively encourage their students to view their cultural and linguistic behaviors as assets and not liabilities, in school.

BeYou, as a concept, is a challenge to us all to ensure that students can be who they are at school. It is a direct rebuttal to the often used SLANT protocol (Sit up tall, Listen, Ask questions, Nod your head, and Track the teacher) that has become ubiquitous in schools. Note that there are many variations of SLANT. We want students to BeYou (VA) and to SLANT (BB) situationally. As it stands now, the use of SLANT is imbalanced when looking through a CLR lens. Its overemphasis on the alignment with school cultural behaviors and expectations can be limiting or detrimental to efforts to embrace students' home cultures. BeYou is not meant to counter efforts to build and bridge toward situational appropriateness; it is intended to create more structured opportunities at school for students to be themselves culturally and linguistically.

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The explicit validation and affirmation of your students, around their cultural behaviors, is the key to CLR. VA-ing your students triggers the building and bridging and by extension, your students buy-in to being situationally appropriate. Your VA has to be intentional and purposeful, consistent and authentic, and proactive and reactive (i.e., using teachable moments).

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Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The English Language Proficiency Assessments for California (ELPAC) website serves as the portal for resources that a local educational agency (LEA) will need to administer the ELPAC and the Alternate ELPAC.

News and Tips for the ELPAC Administration

CAST and ELPAC Interim Assessments Now Available to Administer

The CAST and ELPAC Interim Assessments are now available to administer in the test delivery system. Visit the CAASPP Interim Assessment Administration Resources web page, the ELPAC Interim Assessment Administration Resources web page, and the Interim Assessment User Guide for more information.

2023-24 California Assessment Accessibility Matrix Now Available

The California Assessment Accessibility Resources Matrix has been updated for 2023-24 and can be accessed from the Accessibility Resources web page.

October 4 Deadline: CBEDS Reminder

For newly enrolled students to be included in the 2023-24 Unduplicated Pupil Count used to determine funding for the supplemental and concentration grants under the Local Control Funding Formula, students must complete the entire Initial ELPAC (all four domains) or the Initial Alternate ELPAC on or before Census Day, which is October 4, 2023. For more information regarding Census Day, visit the California Basic Educational Data System (CBEDS) website.

ELPAC Administration for Transitional Kindergarten Students

For 2023-24, LEAs are required to administer the Initial ELPAC or Initial Alternate ELPAC to all eligible students enrolled in kindergarten-including students in transitional kindergarten (TK), which is defined as year one of a two-year kindergarten program. LEAs will continue to follow the same process for identifying potential EL students and annually assessing EL students.

Initial ELPAC RSVP Must Use Scannable K-2 Answer Books

LEAs that are selected for RSVP, must use scannable K-2 Answer Books. LEAs that are part of RSVP cannot use answer books from previous years. View the list of LEAs that are participating in 2023-24 on the Rotating Score Validation Process for the Initial ELPAC Web page.

Useful Reference Guides

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