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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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Published by the CDE in 2019 - This is a comprehensive guide that includes information and student scenarios regarding the identification, instruction, assessment, referral, programs, intervention, and supports for Dually Identified students. NOTE: The reclassification section of this guide is outdated. LEAs must follow state & federal reclassification criteria and local policy.

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Project MUsE: CA Practioners' Guide Appendices & Translated Documents

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Project MUsE: CA Practioners' Guide Appendices & Translated Documents

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All appendices & forms from the CA Practioners' Guide for Educating ELs with Disabilities are available in English, Spanish, Arabic, and Vietnamese.

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CA Practitioners’ Guide Appendices | Multilingual Students with Exceptional Needs

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Imperial Special Education Local Plan Area

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Accessibility Strategies for Teaching & Learning

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Accessibility Strategies for Teaching & Learning

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This document provides a description of what accessibility resources look like in direct & indirect teaching and learning environments. Direct teaching & learning describes forms of accessibility strategies, instruction, and assessment that occur at the same time, but not in the same place and are supported by teachers or family members. Indirect teaching & learning environment provides students with accessibility strategies, instruction, and assessment that can be used by students independently.

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This offers K-12 ELD teachers high-leverage strategies to boost English proficiency and content learning, focusing on reading, writing, speaking, and listening through methods like scaffolding, explicit vocabulary instruction, using visuals, teaching academic conversation skills

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Integrated ELD Strategies for Content Teachers

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Integrated ELD Strategies for Content Teachers

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A list of helpful Integrated ELD strategies to support ELs, including Dually Identified students, during content instruction. https://www.cde.ca.gov/sp/ml/documents/eldstrategies.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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Slide deck from Project MuSE's CISC Presentation from Jan. 2026.

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ELPAC Domain Exemption Decision-Making Tool

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ELPAC Domain Exemption Decision-Making Tool

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A tool to help 504 and IEP team determine if an EL student or potential EL student has a disability that precludes meaningful participation in one or more of the ELPAC domains.

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Project MuSE: FREE modules for administrators & teachers

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Project MuSE: FREE modules for administrators & teachers

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Recorded 60-minute sessions for administrators & teachers including "must-knows" of dullay identified students an a "to-go" resource for implementation.

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Complete Registration Form for Certificate of Completion

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Alternate Assessment Participation Decision-Making Tool for California

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Alternate Assessment Participation Decision-Making Tool for California

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The individualized education program (IEP) team determines an individual student’s eligibility to participate in an alternate assessment. IEP teams may use this tool to determine if an alternate assessment is appropriate for the student.

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CDE's Student Accessibility Resources webpage

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The California Assessment of Student Performance and Progress (CAASPP) System provides a full range of assessment resources for all students, including those who are English learners and students with disabilities. These resources ensure that the assessments meet the needs of all students. Teachers are encouraged to review these resources early in the school year and provide opportunities for students to experience these resources throughout the year in classroom instruction and assessment.

Some resources are embedded into the technology platform for the computer-administered CAASPP tests. Other resources are considered non-embedded since they are provided by the local educational agency (LEA). The following list defines the four different categories 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 on CAASPP tests to all eligible students if specified in the student's IEP or Section 504 plan.

Unlisted resources are non-embedded and shall be made available if specified in the eligible student's individualized education program (IEP) or Section 504 plan and only on approval by the California Department of Education (CDE)

Learn more about student accessibility resources by selecting the links below:

California Assessment Accessibility Resources Matrix displays the embedded and non-embedded universal tools, designated supports, and accommodations allowed for the CAASPP.

Braille Hybrid Adaptive Test provides a secure mathematics summative assessment option for LEAs to make available to students who use braille.

CAASPP Portal: Student Accessibility Resources and Test Settings provide links to manuals, instructions, and other resources related to accessibility.

Smarter Balanced Student Accessibility Resources provides resources to help educators understand Smarter's approach to assessment accessibility and to implement the use of the universal tools, designated supports, and accommodations for CAASPP.

Individual Student Assessment Accessibility Profile web-based tool that can be used to identify accessibility resources for CAASPP and English Language Proficiency Assessments for California (ELPAC). This tool can also generate a file, to be uploaded in Test Operations Management System (TOMS), that will assign test settings for multiple students prior to testing.

Effective Use of Accessibility Resources(PDF) flyer that explains the optional process for providing appropriate accessibility resources to students.

2022-23 California Student Assessment Accessibility Graphics

Questions: California Assessment of Student Performance and Progress Office | caaspp@cde.ca.gov | 916-445-8765

Last Reviewed: Monday, October 17, 2022

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

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Includes links to Accessibility Resources Matrix, Graphics, Demo Videos, On-Demand Modules, Resources, Translated Test Directions, etc.

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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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Links to Demostration Videos of Universal Tools, Designated Supports, and Accommodations in English & Spanish

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Includes state, county, LEA, and site level data. Group filters include EL, EO (English Only), SWD (Students with disabilities), LTEL, RFEP, etc.

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What is the FCSS Data Discovery & Insights Toolbox?

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Dually Identified Students MTSS Summit presentation from the FCSS team in Jan. 2026.

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Introductions & Links - Julie Dually Identified Students MTSS Summit 1/27/26 Slides: https://tinyurl.com/mtss26dualid

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SELPA members benefit from trainings covering various special education topics. Areas of training include the understanding of the assessment process, eligibility for special education, legally defensible IEPs, conflict resolution, and alternate dispute resolution.

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SELPA members benefit from trainings covering various special education topics. Areas of training include the understanding of the assessment process, eligibility for special education, legally defensible IEPs, conflict resolution, and alternate dispute resolution. Find the training dates below.

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AFIRM training modules for Paraeducators

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AFIRM training modules for Paraeducators

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AFIRM for Paraeducator modules are for paraeducators working with elementary school students (ages 5-12) on the spectrum. However, special education teachers, general education teachers, other practitioners, and family members find the video examples and activity-based scenarios helpful. Supplemental materials and handouts are available for download.

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AFIRM for Paraeducator modules are for paraeducators working with elementary school students (ages 5-12) on the spectrum. However, special education teachers, general education teachers, other practitioners, and family members find the video examples and activity-based scenarios helpful. Supplemental materials and handouts are available for download.

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CalTog's Counselor's Toolkit for EL Success

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A High School Counselor's Toolkit for English Learner Success

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A High School Counselor's Toolkit for English Learner Success

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A High School Counselor’s Toolkit for English Learner Success: Implementing the English Learner Roadmap supports secondary school counselors in helping English learners, including Dually Identified students, navigate pathways to graduation, ensuring placement into courses that will provide meaningful access and appropriate instruction. This toolkit includes a section that defines and includes considerations to support Dually Identified high school students.

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A list of acronyms for Special Education

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This chart provides descriptions and explanations of the main differences between 504 plans and IEPs.

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Copy of Difference Between 504’s and IEPs from Understood.docx.pdf

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Information and examples of accommodations and modifications

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Information and examples of accommodations from Accommodation Central.

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Feb. 2025: CDE's Reclassification Guidance for Dually Identified Students

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Feb. 2025: CDE's Reclassification Guidance for Dually Identified Students

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This letter provides guidance on the reclassification process for those dually identified students who are identified as EL students and are also students with disabilities under the Individuals with Disabilities Education Act (IDEA) as defined in 20 U.S.C. Section 1401(3)(A). This guidance will assist with the consistent application of federal and state guidelines. All students, including dually identified students or EL students with disabilities, must meet all four state-mandated reclassification criteria to exit EL status.

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Dear County and District Superintendents and Charter School Administrators:

Under Title III, Part A of the Every Student Succeeds Act (20 United States Code [U.S.C.] Section 6821 et seq.), state educational agencies must establish and implement standardized, statewide reclassification procedures for English learner (EL) students to exit from EL programs, services, and status. In California, there are four required criteria that local educational agencies (LEAs) must use to establish reclassification policies and procedures.

This letter provides guidance on the reclassification process for those dually identified students who are identified as EL students and are also students with disabilities under the Individuals with Disabilities Education Act (IDEA) as defined in 20 U.S.C. Section 1401(3)(A). This guidance will assist with the consistent application of federal and state guidelines. All students, including dually identified students or EL students with disabilities, must meet all four state- mandated reclassification criteria to exit EL status. These criteria are:

1. Assessment of English language proficiency (ELP) using an objective assessment instrument developed pursuant to California Education Code (EC) Section 60810, which, in California, is the Summative English Language Proficiency Assessments for California (ELPAC) and Summative Alternate ELPAC (EC Section 313[f][1]);

2. Teacher evaluation, including, but not limited to, a review of the student's curriculum mastery (EC Section 313[f][2]);

3. Parent opinion and consultation (EC Section 313[f][3]); and

4. Comparison of student performance in basic skills against an empirically established range of performance in basic skills of English proficient students of the same age that demonstrates whether the pupil is sufficiently proficient in English to participate in a curriculum designed for pupils of the same age whose native language is English (EC Section 313[f][4]).

Criterion 1 Guidance

In January 2019, the State Board of Education (SBE) adopted the use of Summative ELPAC Overall Performance Level (PL) 4 as the ELP criterion for reclassification decision-making. In May 2023, the SBE adopted the Summative Alternate ELPAC Overall PL 3 to satisfy the ELP criterion for reclassification decision-making for EL students with the most significant cognitive disabilities. To be eligible for reclassification for California's standardized Criterion 1, an EL student must achieve a Summative ELPAC Overall PL 4 or Summative Alternate ELPAC Overall PL 3, and educators making reclassification decisions, including Individual Education Program (IEP) teams, must utilize these thresholds. For more information, please see Item 09 on the California Department of Education (CDE) SBE January 2019 Agenda web page at https://www.cde.ca.gov/be/ag/ag/yr19/agenda201901.asp and Item 03 on the CDE SBE May 2023 Agenda web page at https://www.cde.ca.gov/be/ag/ag/yr23/agenda202305.asp.

Several resources are available to assist IEP teams in making informed decisions about the most appropriate assessment to use for different groups of dually identified students. For more information, please see the following:

Reclassification for Dually Identified Students

The IEP team may be designated, in accordance with local policy, to make reclassification decisions provided that team members utilize codified state reclassification criteria and apply those criteria to students with disabilities according to state guidelines. IEP teams may not modify Criterion 1 for reclassification, which requires meeting the SBE-adopted Overall PL 4 on the Summative ELPAC or PL 3 on the Summative Alternate ELPAC. This allows for all students to be held to a consistent and rigorous standard in demonstrating ELP in order to be exited from EL services.

LEAs establish policies and procedures to designate the staff responsible for reclassification of dually identified students. The IEP team should include an EL specialist with knowledge of second language acquisition. Best practices suggest following a collaborative and integrated approach with English learner or multilingual departments and IEP teams that place the student's individual needs and abilities at the forefront. For more information, please see the

U.S. Office of Special Education Programs (OSEP) Policy Letter 21-03 at https://sites.ed.gov/idea/idea-files/policy-letter-november-15-2021-to-boals/, as well as the U.S. Department of Education, Office for Civil Rights, and the U.S. Department of Justice, Civil Rights Division's Dear Colleague Letter: English Learner Students and Limited English Proficient Parents, at https://www.ed.gov/laws-and-policy/civil-rights-laws/race-color-and-national-origin-discrimination/race-color-and-national-origin-discrimination-key-issues/equal-education-opportunities-english.

IEP teams have a significant role in identifying when domain exemptions on the ELPAC are necessary, ensuring that the assessment process accurately reflects the student's abilities in alignment with their IEP goals. Furthermore, IEP teams are responsible for ensuring that appropriate accommodations are provided during state assessments, such as determining specific accommodations for the ELPAC and other standardized tests. Parental participation is an important element of the IEP team to ensure that the dually identified student's needs are considered when developing the student's IEP (34 Code of Federal Regulations [ CFR] sections 300.320-300.324).

Dually identified students are entitled to both language assistance and disability-related services under federal law (20 U.S.C. 6811 et seq.; 34 CFR Part 300). A parent declining disability-related services under IDEA or Section 504 does not affect the student's access to language assistance services, including the required participation in the annual language assessment and the goal/expectation of reclassification (20 U.S.C. 6821; EC Section 313). For more information, see the following:

Prior Criterion 1 Guidance

Previous guidance found in the California Practitioners' Guide for Educating English Learners with Disabilities as it relates to Criterion 1 is now obsolete and superseded by the SBE adoption of the Summative Alternate ELPAC Overall PL 3. However, the remaining three other reclassification criteria continue to be locally determined. Educational professionals are encouraged to familiarize themselves with the updated guidelines for reclassification to ensure equitable and appropriate reclassification processes for dually identified students and effective implementation of Criterion 1. LEAs are encouraged to use their legal counsel to determine whether local programs meet current statutory requirements.

Additional Resources

For the most up-to-date information, please refer to the CDE Multilingual Learners, Reclassification web page at https://www.cde.ca.gov/sp/ml/reclassification.asp.

Questions related to the reclassification of dually identified students can be directed to the following contacts.

For questions regarding programs and services for EL students, please contact the Language Policy and Leadership Office at LPLO@cde.ca.gov.

For questions regarding the ELPAC assessment, the informational guide, or assessment materials, please contact the English Language Proficiency and Spanish Assessments Office at ELPAC@cde.ca.gov.

For questions regarding special education and dually identified students, please contact Focused Monitoring and Technical Assistance Unit V at SpecialEducationLeads@cde.ca.gov.

We appreciate your dedication to supporting our diverse learner population and thank you for your attention to these important clarifications.

Sincerely,

Dr. Ingrid Roberson
Chief Deputy Superintendent
California Department of Education

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Guidance Letter on Dually Identified Students - Multilingual Learners (CA Dept of Education)

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Letter to County and District Superintendents and Charter School Administrators for Guidance on Reclassification for Dually Identified Students.