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EL teachers attend IEP meetings

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Communication between all stake holders

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collaboration & communication of student needs over time

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IEP team needs to include ESL every time and get their data

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IEP team needs to include ESL every time and get their data

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EL Teacher attends IEP meeting to ensure ML and IEP plans are aligned.

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EL Teacher attends IEP meeting to ensure ML and IEP plans are aligned.

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Ensure the EC teacher and ML teacher have a common planning and PLC time

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Ensure the EC teacher and ML teacher have a common planning and PLC time

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Collaboration of ML and EC teams for plan writing.

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Communicate with our ESL teacher.

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Collaboration on language acquisition strategies

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Meet together to set goals and try to write plans at the same time.

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Discuss during PLC's and MTSS team meetings as well

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Collaborative teams can meet as a "Support Team" PLC that includes EC, ML, school psychologist, Speech, etc. During this time, dually-certified scholars can be discussed. Include demographic information, ML goals, as well as IEP goals.

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Require ML representation at the IEP meeting or at least to provide input in advance.

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Aligning the goals to grade level standard with PLAAFP and required supports for student to access grade level curriculum.

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Ongoing and clear collaboration between ESL and EC.

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to make sure all parties involved with the student to attend IEP meetings to ensure the student's needs are fully met.

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Review ACCESS Scores and WIDA when targeting students needing more support

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Review ACCESS Scores and WIDA when targeting students needing more support

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Meet with EC teacher. Share can-do descriptors. Ask for EC Snapshot. Have collaborative discussions.

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Meet with EC teacher. Share can-do descriptors. Ask for EC Snapshot. Have collaborative discussions.

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Shared list of ML students quarterly to EC teachers in the event that an EL student qualifies for EC during the year. We don’t want those kids to fall through the cracks.

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At Surry ML we use an IEP/504 Input for ML Specialists form that addresses ELD Standards and goals along with accommodations provided by ML and EL. Being present at the IEP meeting is required.

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The federal legislation timeline is so helpful! Definitely want to share that with my school/county.

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Legal and Policy is a must not a should.

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Multilingual learners with disabilities are entitled to BOTH language instruction and special education services. These policies ensure equitable access to education.

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At BOY reiterate for EC teachers and related service providers to collaborate with ML teachers and drive home idea about joint goals.

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Parents have the right (not just the privilege) to receive information in their preferred language. 

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Parents have the right (not just the privilege) to receive information in their preferred language. 

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Can you address SLIFE students? Often students with disabilities do not attend school in their native countries. What about the part of the EC process where it asks above if provided with appropriate instruction?

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Dually identified students (ML/EC) need to receive both services.

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Setting a time to meet with each grade level during their planning time to help give supports and strategies.

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Collaboration and communication (throughout the year) between all people invoved with that student are extremely important.

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Collaboration and communication (throughout the year) between all people invoved with that student are extremely important.

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Definitely informative!! We’ve been told to hold off before (2 years), so the importance of starting the MTSS & EC referral process simultaneously is helpful.

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Interpreters who participate in IEP meetings should be trained with specific vocabulary, terms, and language about IEPs.

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EC simultaneously as MTSS

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To teachers who have been resistant to change their practice, I hope it will be compelling to say "DPI told me..."

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Silvia's suggestion to make a poster of the one SDI slide and put it in the workroom - who designs it and who assists with it.

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Yes/no activities; think more about it in depth

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Yes/no activities; think more about it in depth

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I will collaborate with EC, Speech, and general education teachers to support dually-identified students.