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Investigate the Commutative File
A.  Physical and Psychological Factors
B.  Personal and Cultural Factors
C.  Language Development
D.  Previous and Current Learning

Identify Extrinsic Factors
A.  How long in school
B. Medical Reason
Intervention Summary Data
A.  Performance Based Measures
B.  Observations of Multiple Tasks
C.

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When general education interventions are documented and exhausted refer student for 504 Plan and/or IEP consideration.  SST Coordinator, using the "Student Success Team Referral to Special Education" form, will submit all SST documentation and review the case notes with SPED Director.

Student strengths
Note issues
Prior interventions
Seek parent input
Assessment data
Report progress
Interventions
Offer plan to parent
Collection of data

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As the SST process is initiated, the gen ed teacher demonstrates data of interventions that have been used and what interventions will be implemented and for how long.

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A child’s English learner status should never be seen as a barrier to referral for special education.
It is important to remember that some English learners have disabilities, just as English-only
students do, that make them eligible to receive special education and related services.

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include an IEP team member with English language development expertise who is
knowledgeable about cultural competence and is able to interpret ELPAC results;

When  developing the IEP you have to develop the IEP by collaborating with educators who have expertise in SPED and language acquisition.

ELs must annually take the ELPAC

Pre-IEP interviews with family members who can work on goals.

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Collaborate with partners
ID state assessments
Special Factors
IEP Goals
ID supports and services
Safeguards/Medi-cal info
Interpreter
Parent consent

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All goals, services, objectives and programs need to be linguistically appropriate.

Collaboration with other stakeholders and parents is key.

IEP team detrmines if student takes ELPAC or an alternative assesment if significant cognitive disability is present

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The IEP should document the type of language acquisition program the student will be provided to ensure she continues to receive appropriate English learner services after she becomes eligible and starts receiving special education services.

Services should include integrated and designated ELD instruction.

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As per federal guidelines and California education codes, all English learners with disabilities
have a right to a free appropriate public education (FAPE).

Integrated and designated ELD.

Least restrictive environment (LRE).

Beyond LRE, educational programs for English learner students with disabilities “must be appropriately ambitious in light of his or her
circumstances, and every child should have the chance to meet challenging objectives.”

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They may be performing
academically at or above grade level in their primary language or in English, or they may have
disrupted educational backgrounds or be performing below grade level.

Principles
Asset's Oriented and Needs-Responsive Schools

Intellectual Quality of Instructions and Meaningful Access

System Conditions that Support Effectiveness

Alignment and Articulation Within and Across Systems

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Global Calif. 2030 is an initiative by the former State
Superintendent of Public Instruction to vastly expand the teaching and learning of world
languages and the number of students proficient in more than one language by the year 2030.