# data[].attributes.headline
Intersection of Language Difference or Disability

# data[].attributes.subject
Intersection of Language Difference or Disability

# data[].attributes.headline
Culturally Responsive IEPs for Bilingual ELs

# data[].attributes.subject
Culturally Responsive IEPs for Bilingual ELs

# data[].attributes.headline
Disentangle difference from disability in Bilingual ELs

# data[].attributes.subject
Disentangle difference from disability in Bilingual ELs

# data[].attributes.body
Claudia Rinaldi -crinaldi@lasell.edu
Maria de Lourdes Serpa -mserpa@lesley.edu
Julie Esparza Brown JEBrown@pdx.edu
Diana Morales -dmorales@lasell.edu
Sara V Niño -snino@lasell.edu
Joni Magee- jmagee@lasell.edu

# data[].attributes.headline
Graduate Certificate in Teaching Bilingual Special Education (6 credits/100% online)  Enroll today www.lasell.edu/ell

# data[].attributes.subject
Graduate Certificate in Teaching Bilingual Special Education (6 credits/100% online)  Enroll today www.lasell.edu/ell

# data[].attributes.headline
CCSSO Guide on ELs with Disabilities (2017)

# data[].attributes.subject
CCSSO Guide on ELs with Disabilities (2017)

# data[].attributes.attachment_link.title
CCSSO English Learners with Disabilities Guide | CCSSO

# data[].attributes.attachment_link.description
The purpose of the Guide is to offer recommendations to states developing policies and procedures on 1) the identification of English learners with disabilities, and 2) Individualized Education Program (IEP) development for English learners with disabilities. The Guide focuses on English learners with disabilities whose language proficiency and disability may be related within an educational context.

# data[].attributes.headline
OSEP Responsiveness to Intervention IN SLD Identification (2018)

# data[].attributes.subject
OSEP Responsiveness to Intervention IN SLD Identification (2018)

# data[].attributes.attachment_link.title
Responsiveness to Intervention in the SLD Determination Process | OSEP Ideas That Work

# data[].attributes.attachment_link.description
Earlier statutes regarding the determination of SLD included a provision for evaluating the extent to which students had received appropriate learning experiences. However, no systematic process was outlined in the earlier regulations for ensuring that the "learning experiences" provided before referral for evaluation were those that have been found to be typically effective for the child's age and ability levels (i.e., "appropriate").

# data[].attributes.attachment_link.readable_text
English Learner Tool Kit Updated with ESSA references. OELA's EL Tool Kit was published in 2015 as a companion to support the 2015 Dear Colleague Letter (DCL) produced by the Department of Education, Office for Civil Rights, and the Department of Justice, outlining legal obligations for ELs. Some chapters of the tool kit have been updated related to the Every Student Succeeds Act of 2015 (ESSA).

The English Learner Tool Kit helps state and local education agencies help English Learners (ELs) by fulfilling these obligations.

The Toolkit has 10 chapters (one for each section of the DCL), and contains an overview, sample tools, and resources.

New Download the entire English Learner Tool Kit (PDF, 9MB)

Introduction

Chapters

To request the tool kit in an alternate format as a reasonable accommodation, i.e. Braille, large print, CD Rom or audio, please contact Melissa Escalante by phone, 202-401-1407 or via email at: Melissa.Escalante@ed.gov.

# data[].attributes.attachment_link.keywords[]
bilingual education; school reform; language proficiency; english (second language); multicultural education;

# data[].attributes.attachment_link.description
The Office of English Language Acquisition's English Learner Tool Kit.

# data[].attributes.headline
Strand d. Session: How Can I show the intersection of language difference or learning disabilities in bilinguals

# data[].attributes.subject
Strand d. Session: How Can I show the intersection of language difference or learning disabilities in bilinguals

# data[].attributes.headline
Assistive Technology MDCPS sample tool available online as well

# data[].attributes.subject
Assistive Technology MDCPS sample tool available online as well

# data[].attributes.headline
Linguistically Appropriate IEP Goals: MABE

# data[].attributes.subject
Linguistically Appropriate IEP Goals: MABE

# data[].attributes.attachment_link.title
ELL Assessment for Linguistic Differences vs. Learning Disabilities

# data[].attributes.headline
Teaching Bilingual English Learners With Disabilities Certificate

# data[].attributes.subject
Teaching Bilingual English Learners With Disabilities Certificate

# data[].attributes.attachment_link.description
Learn more about our Bilingual/English Learners with Disabilities (ELL/SPED) Certificate, and review our courses and other master degree programs at Lasell College located in Massachusetts.

# data[].attributes.headline
Analyzing Linguistically AppropriateIEP Goals in Dual LanguagePrograms 

# data[].attributes.subject
Analyzing Linguistically AppropriateIEP Goals in Dual LanguagePrograms 

# data[].attributes.headline
Considerations for RTI-Based SLD Identification of ELs

# data[].attributes.subject
Considerations for RTI-Based SLD Identification of ELs

# data[].attributes.body
Look for link on Considerations for ELs

# data[].attributes.attachment_link.description
RTINetwork.org guides educators and families in the effective implementation of Response to Intervention (RTI) as a means to improve educational outcomes for all students.

# data[].attributes.headline
Bilingual English Learner Individual Learning Plan

# data[].attributes.subject
Bilingual English Learner Individual Learning Plan

# data[].attributes.headline
Bilingual English Learner Individual Learning Plan

# data[].attributes.subject
Bilingual English Learner Individual Learning Plan

# data[].attributes.headline
U.S. DOE English Language Learner Parent Toolkit (ncela) 

# data[].attributes.subject
U.S. DOE English Language Learner Parent Toolkit (ncela) 

# data[].attributes.body
New tool

# data[].attributes.headline
Promoting the Educational Success of Children and Youth Learning English: Promising Futures - Chapter 10

# data[].attributes.subject
Promoting the Educational Success of Children and Youth Learning English: Promising Futures - Chapter 10

# data[].attributes.headline
CEC 2019 Session 1: Culture Language Brief Activity

# data[].attributes.subject
CEC 2019 Session 1: Culture Language Brief Activity

# data[].attributes.attachment_link.title
CEC 2019 Strand D (Session 1) Guidelines- Culture Language Brief ELSP703 (1)

# data[].attributes.headline
ATELLA: Individualized Education Programs for English Learners With Significant Cognitive Disabilities

# data[].attributes.subject
ATELLA: Individualized Education Programs for English Learners With Significant Cognitive Disabilities

# data[].attributes.headline
Rinaldi (2019). Special Education Referral Evaluation Checklist for Bilingual English Learners

# data[].attributes.subject
Rinaldi (2019). Special Education Referral Evaluation Checklist for Bilingual English Learners

# data[].attributes.body
The special education referral team can use this checklist to evaluate high quality instruction and intervention

# data[].attributes.headline
MTSSTimed Protocol for Progress monitoring and instructional planning for bilingual English learners

# data[].attributes.subject
MTSSTimed Protocol for Progress monitoring and instructional planning for bilingual English learners

# data[].attributes.headline
Presentation on Culturally Relevant IEPs

# data[].attributes.subject
Presentation on Culturally Relevant IEPs

# data[].attributes.attachment_link.title
Nino^J Serpa ^0 Magee CEC 2019 A Session2_How Can I Develop Culturally Responsive IEPs_Feb3

# data[].attributes.headline
Please post any questions or feedback to our Strand presentations.  We are also happy to discuss consulting online or in person. Learn more at www.lasell.edu/ell

# data[].attributes.subject
Please post any questions or feedback to our Strand presentations.  We are also happy to discuss consulting online or in person. Learn more at www.lasell.edu/ell

# data[].attributes.body
Please visit my blog

# data[].attributes.attachment_link.readable_text
Graduate programs today are starting to look very different. In fact, there is a growing effort on encouraging teachers to seek the professional development that they need, to build professional networks by social media, and to still complete traditional master of education programs. What is real is that as professionals we need to continue to learn about the latest research, evidence-based practices and other instructional approaches that help us address the changing demographics in our schools and classrooms. We need to engage in an ongoing cycle of teaching and learning.

Last week my colleagues and I presented at the National Bilingual Education Association conference in Orlando, FL. The title of our presentation was the Conceptualization of a Graduate Certificate on Teaching Bilingual English Learners with Disabilities. My colleagues Diana Morales, district leader and lecturer, Joni Magee, former district administrators, teacher, and state leader, and myself presented the program we have developed at Lasell College.

We investigated the most effective professional development practices within the teacher preparation programs and created four courses fully online that address bilingual special education. The program includes content-focus, active learning, coherence and duration on the topic, active participation, and application based on need at school sites. Our program is focused on building the background knowledge for educators working with Bilingual English Learners and giving them the tools for them to advocate for better practices like collaboration, MTSS, co-teaching, progress monitoring and truly embedded culturally responsive pedagogy. The products and outcomes are focused on change in their schools. This means that the classroom products may be developing a new way to track data in their schools, or creating a case study using a student IEP to show how you can address language and academic goals.

The presentation was our way to give back to the community of education professionals who are asking for more strategies to address the needs of bilingual students with and without disabilities. Let me know if you would like to see more information on our session.

# data[].attributes.attachment_link.description
Graduate programs today are starting to look very different. In fact, there is a growing effort on encouraging teachers to seek the professional development that they need, to build professional networks by social media, and to still complete traditional master of education programs. What is real is that as professionals we need to continue to learn about the latest research, evidence-based practices and other instructional approaches that help us address the changing demographics in our schools and classrooms. We need to engage in an ongoing cycle of teaching and learning.

# data[].attributes.headline
REL Webinar Julie Esparza Brown and Claudia Rinaldi

# data[].attributes.subject
REL Webinar Julie Esparza Brown and Claudia Rinaldi

# data[].attributes.body
MTSS: Toward a Culturally and Linguistically Appropriate Model for English Learners (2015)

# data[].attributes.attachment_link.title
MTSS: Toward a Culturally and Linguistically Appropriate Model for English Learners

# data[].attributes.headline
Free Webinar- AFT & ColorinColorado Claudia Rinaldi & Lydia Breiseth (2019) 

# data[].attributes.subject
Free Webinar- AFT & ColorinColorado Claudia Rinaldi & Lydia Breiseth (2019) 