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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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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 4- Chapter 8: 4/6/22

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

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Improving Outcomes for ELs with Disabilities

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EL SWD | Imperial County Office of Education

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As a recipient of a California Department of Education (CDE) and California Collaborative for Educational Excellence (CCEE) SELPA content lead grant, the Imperial County SELPA is committed to be of assistance to the statewide system of support by offering collaborative consultation services to SELPA…

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Improving Outcomes for ELs with Disabilities

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Tweets by el_swd

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Improving Outcomes for ELs with Disabilities

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Ca Practitioners' Guide for Educating ELs with Disabilities

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Ca Practitioners' Guide for Educating ELs with Disabilities

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Infographic

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CA PG EL SWD Chapters and sections infographic.pdf

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Relationship between ELPAC & ELD levels

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Summative ELPAC Level Descriptors

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ELD Proficiency Level Descriptors: Emerging Level

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California’s MTSS: Systemically Supporting All Students

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MTSS: All Means All

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Resources for Dual-
Language Learners in Preschool

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Appendix Introduction 1.1- Resources for Dual- Language Learners in Preschool.pdf

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California’s MTSS Design Elements: Three Tiers of High Quality Core Instruction, Supports, and
Interventions5

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Classroom Qualities Promoting Social-Emotional Learning and Growth

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Social-Emotional Supports for Identified English Learner Populations

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Culturally and Linguistically Sustaining Pedagogy

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Critical Principles of the California English Language Development Standards

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Tier I Core Instruction—What It Is and Is Not

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Universal Design for Learning

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Framing Questions for Instructional Planning

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Tier II Intervention—What It Is and Is Not

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Differences Between Tier II and Tier III Support

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Broad Areas of Pre-Referral Review

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Chapter 2

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An educational interpreter shall be certified by the national Registry of Interpreters for the Deaf (RID), or equivalent; in lieu of RID certification or equivalent, an educational interpreter must have achieved a score of 4.0 or above on the Educational Interpreter Performance Assessment (EIPA), the Educational Sign Skills Evaluation-Interpreter and Receptive (ESSE-I/R), or the National Association of the Deaf/American Consortium of Certified Interpreters (NAD/ACCI) assessment.

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Chapter 1

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An educational interpreter shall be certified by the national Registry of Interpreters for the Deaf (RID), or equivalent; in lieu of RID certification or equivalent, an educational interpreter must have achieved a score of 4.0 or above on the Educational Interpreter Performance Assessment (EIPA), the Educational Sign Skills Evaluation-Interpreter and Receptive (ESSE-I/R), or the National Association of the Deaf/American Consortium of Certified Interpreters (NAD/ACCI) assessment.

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Pre-Referral Data Sources

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General Progression of the ELD Continuum

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Language Difference Versus Disability

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English Learner Intervention Summary

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English Learners Initial Referral and Decision Making Process

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English Learner Student Questionnaire: Language Use

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English Language Development Proficiency Level Continuum and Mode of Communication

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English Learner Classroom Observation Checklist

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Potential Bilingual Assessment Tools
Inventory

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Appendix 4.1 - Potential Bilingual Assessment Tools Inventory.pdf

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English Learner–Parent Questionnaire

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Appendix 4.2 - English Learner–Parent Questionnaire.pdf

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English Learner Student Questionnaire:
Language-Use

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Appendix 4.3 - English Learner Student Questionnaire= Language-Use.pdf

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English Learner Teacher Questionnaire

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Appendix 4.4 - English Learner Teacher Questionnaire.pdf

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Transdisciplinary Observations

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English Learner Classroom
Observation Checklist

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Appendix 4.6 - English Learner Classroom Observation Checklist.pdf

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Focused Observation of English
Learner during English Instruction

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Appendix 4.7- Focused Observation of English Learner during English Instruction.pdf

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Parent Report Individual Education
Program Development

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Appendix 4.8 - Parent Report Individual Education Program Development.pdf

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Chapter 4

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An educational interpreter shall be certified by the national Registry of Interpreters for the Deaf (RID), or equivalent; in lieu of RID certification or equivalent, an educational interpreter must have achieved a score of 4.0 or above on the Educational Interpreter Performance Assessment (EIPA), the Educational Sign Skills Evaluation-Interpreter and Receptive (ESSE-I/R), or the National Association of the Deaf/American Consortium of Certified Interpreters (NAD/ACCI) assessment.

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Strategies to Support Active Parent Engagement

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Parent Report

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Example of Linguistically Appropriate Goals: 3rd Grade

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Example of Linguistically Appropriate Goals: 7th Grade

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Example of Linguistically Appropriate Goals: High School

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IEP Team Checklist For English
Learners (ELs)

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Appendix 5.1 - IEP Team Checklist For English Learners (ELs).pdf

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Chapter 5

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An educational interpreter shall be certified by the national Registry of Interpreters for the Deaf (RID), or equivalent; in lieu of RID certification or equivalent, an educational interpreter must have achieved a score of 4.0 or above on the Educational Interpreter Performance Assessment (EIPA), the Educational Sign Skills Evaluation-Interpreter and Receptive (ESSE-I/R), or the National Association of the Deaf/American Consortium of Certified Interpreters (NAD/ACCI) assessment.

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California’s Values for Educating English Learners with Disabilities

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California English Learner Roadmap Vision, Mission, and Principles

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General Stages of English Language Development in the California ELD Standards

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Comprehensive English Language Development: Integrated and Designated ELD

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What Is Formative Assessment?

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Language Analysis Framework for Writing

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Grade Seven Collaborative Conversations Observation Notes

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ELPAC Universal Tools, Designated Supports, and Accommodations

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Sample Districtwide Plan for Monitoring English Language Development Progress

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ELA/ELD Framework Circles of Implementation

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Models of Co-Teaching

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Co-Teaching Models for Elementary Grades with Integrated and Designated ELD

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Sample High School Course Schedules for English Learners with Disabilities

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California Code of Ethics for English Learners with Disabilities

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English Learner Roadmap Rubric for Self-Reflection

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California LRE Self-Assessment and Continuous Improvement Activities—District Level

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Fresno Unified School District English Learner Master Plan—Integrated and Designated ELD

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Assessing and Improving Special Education: A Program Review Tool for Schools and Districts
Engaged in Rapid School Improvement

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Chapter 6

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An educational interpreter shall be certified by the national Registry of Interpreters for the Deaf (RID), or equivalent; in lieu of RID certification or equivalent, an educational interpreter must have achieved a score of 4.0 or above on the Educational Interpreter Performance Assessment (EIPA), the Educational Sign Skills Evaluation-Interpreter and Receptive (ESSE-I/R), or the National Association of the Deaf/American Consortium of Certified Interpreters (NAD/ACCI) assessment.

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ELA/ELD Framework Circles of Implementation

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Culturally and Linguistically Responsive and Sustaining Pedagogy

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California’s Social-Emotional Learning Guiding Principles

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UDL Principles and Guidelines

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How Traditional Classrooms Differ from UDL

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Using UDL to Clarify Learning Goals

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California Multi-Tiered System of Supports and English Learners

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Key Themes of Literacy and ELD Instruction Across the Content Areas

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Framing Questions for Lesson Planning: English Learners with Disabilities