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Ch 9 Admin Institute-CA Practitioners' Guide for Educating ELs with Disabilities

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ELPAC Accessibility Resource Guide - Paper/Pencil

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ELPAC Accessibility Resource Guide - Paper/Pencil

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ELPAC Accessibility Resource Guide- Computer Based

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ELPAC Accessibility Resource Guide- Computer Based

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Registration Flyer - Hybrid: In-Person & Zoom

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Registration Flyer - Hybrid: In-Person & Zoom

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Reclassification Workbook with Scenarios Chapter 9

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Ch 9 Admin Institute-CA Practitioners' Guide for Educating ELs with Disabilities

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Ch 8 Admin Institute-CA Practitioners' Guide for Educating ELs with Disabilities

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Part II - Ch 7 Admin Institute-CA Practitioners' Guide for Educating ELs with Disabilities (2)

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Summative ELPAC Domain Information Document with CA ELD Standards 6 - 12

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Summative ELPAC Domain Information Document with CA ELD Standards 6 - 12

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New Summative ELPAC Domain Information Document with CA ELD Standards Grades 3 - 5

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New Summative ELPAC Domain Information Document with CA ELD Standards Grades 3 - 5

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New Summative ELPAC Domain Information Document with CA ELD Standards Grade K

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New Summative ELPAC Domain Information Document with CA ELD Standards Grade K

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Removing the Barriers: Planning for ALL!

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Alternate ELPAC Test Blueprint/ELD Connectors

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Alternate ELPAC Test Blueprint/ELD Connectors

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Ch 7 Admin Institute-CA Practitioners' Guide for Educating ELs with Disabilities (1)

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Ch 5 Admin Institute-CA Practitioners' Guide for Educating ELs with Disabilities

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Ch 4 Admin Institute-CA Practitioners' Guide for Educating ELs with Disabilities

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Language vs. disability: Why are students struggling?

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Language vs. disability: Why are students struggling?

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Language vs. disability: Why are students struggling?

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Ch 3 Admin Institute-CA Practitioners' Guide for Educating ELs with Disabilities

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Welcome to the B.E.L.I.E.F. Professional Learning Modules developed by the California ELA/ELD Curriculum and Instruction Subcommittee (CISC)
State Literacy Plan Priority

Transitional kindergarten to grade 5: Build school capacity for effective literacy and English language instruction for English learners, including opportunities to develop biliteracy and primary language instruction whenever possible.

Grades 6 to 12: Increase asset-based teaching in schools, including culturally and linguistically responsive and sustaining pedagogies.

Grades 6 to 12: Build school capacity for effective academic content and literacy instruction for English learners, including opportunities to develop biliteracy and primary language instruction whenever possible.

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Welcome to the B.E.L.I.E.F. Professional Learning Modules developed by the California ELA/ELD Curriculum and Instruction Subcommittee (CISC) State Literacy Plan Priority Transitional kindergarten to grade 5: Build school capacity for effective literacy and English language instruction for English learners, including opportunities to develop biliteracy and primary language instruction whenever possible.

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Video: Under/Over Identification of ELs in Special Education

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Video: Under/Over Identification of ELs in Special Education

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Under- and over-identification of ELLs in special education

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Comprehensive ELD - Venn Diagram Activitiy

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Comprehensive ELD - Venn Diagram Activitiy

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The Correction of Classification Process At-a-Glance - ELPAC (CA Dept of Education).pdf

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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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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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Improving Outcomes for ELs with Disabilities

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Improving Outcomes for ELs with Disabilities

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Tweets by el_swd

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CEEL: Lavadenz & Armas

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Improving Outcomes for ELs with Disabilities Home Page

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ELD Standards

ELA/ELD Framework

Designated and Integrated English Language Development

Letter to District Superintendents from then State Superintendent of Public Education Torlakson about LEAs providing BOTH Integrated and Designated ELD: www.cde.ca.gov/nr/el/le/yr22ltr0111.asp

The CDE English Language Development webpage includes the ELD standards, ELD video series, information, and resources to assist local educational agencies (LEAs) design, implement, and enhance integrated and designated ELD instruction for English learner students.

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Designated and Integrated English Language Development Letter to District Superintendents from then State Superintendent of Public Education Torlakson about LEAs providing BOTH Integrated and Designated ELD: www.cde.ca.gov/nr/el/le/yr22ltr0111.asp The CDE English Language Development webpage includes the ELD standards, ELD video series, information, and resources to assist local educational agencies (LEAs) design, implement, and enhance integrated and designated ELD instruction for English learner students.

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CDE Memo

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Dear County and District Superintendents and Charter School Administrators:

English learners face the unique challenge of learning English as they are also learning grade-level content through English. The California Department of Education (CDE) and the State Board of Education recognize that both Designated and Integrated English language development (ELD) are an integral part of a comprehensive program for every English learner to meet the linguistic and academic goals at their grade level. The purpose of this letter is to provide guidance for instruction and additional resources.

As a comprehensive approach to ELD, the English Language Arts/English Language Development (ELA/ELD) Framework for California Public Schools states:

"English learners at all English proficiency levels and at all ages require both Integrated ELD and specialized attention to their particular language learning needs, or Designated ELD." (p. 119)

Designated ELD is defined as instruction provided during a time during the regular school day for focused instruction on the state-adopted ELD standards to assist English learners to develop critical English language skills necessary for academic content learning in English. ( California Code of Regulations, Title 5 [5 CCR] Section 11300[a])

Integrated ELD is defined as instruction in which the state-adopted ELD standards are used in tandem with the state-adopted academic content standards. Integrated ELD includes specifically designed academic instruction in English. ( 5 CCR Section 11300[c])

5 CCR Section 11309(c)(1) states:

"Any language acquisition program provided by a local educational agency (LEA) shall:

(1) Be designed using evidenced-based research and include both Designated and Integrated ELD."

Designated and Integrated ELD instruction is a component of Tier I instruction for all English learners under the Multi-Tiered System of Supports and incorporates the principles of Universal Design for Learning.

Many resources are available to support Designated and Integrated ELD instruction.

Resources for the ELD standards are available on the CDE English Language Development Standards web page at https://www.cde.ca.gov/sp/el/er/eldstandards.asp.

The ELA/ELD Framework is on the CDE All Curriculum Frameworks web page at https://www.cde.ca.gov/ci/cr/cf/allfwks.asp.

Information regarding ELA/ELD instructional materials is on the CDE 2015 ELA/ELD Adoption web page at https://www.cde.ca.gov/ci/rl/im/sbeadoptedelaeldprogs.asp.

Information on the Multi-Tiered System of Support and Universal Design for Learning is available on the CDE Multi-Tiered System of Supports web page at https://www.cde.ca.gov/ci/cr/ri/.

If you have any questions regarding programs and services for English learners, please contact Elena Fajardo, Administrator, [Note: the preceding contact information is no longer valid] the Language Policy and Leadership Office at 916-319-0845.

If you have any questions regarding curriculum frameworks, content standards, and instructional materials, please contact the Curriculum Frameworks and Instructional Resources Division at 916-319-0881.

Sincerely,

Tony Thurmond

TT:lk
2019-06703

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Designated and Integrated ELD - Letters (CA Dept of Education)

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Letter to County and District Superintendents and Charter School Administrators regarding Designated and Integrated English Language Development.

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Center for Culturally Responsive Teaching and Learning

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Center for Culturally Responsive Teaching and Learning

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VABB Home Page

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The explicit validation and affirmation of your students, around their cultural behaviors, is the key to CLR. VA-ing your students triggers the building and bridging and by extension, your students buy-in to being situationally appropriate. Your VA has to be intentional and purposeful, consistent and authentic, and proactive and reactive (i.e., using teachable moments). When do your students have the opportunity to be who they are in the instructional context? BeYou is the acronym that I share with teachers to actively encourage their students to view their cultural and linguistic behaviors as assets and not liabilities, in school.

BeYou, as a concept, is a challenge to us all to ensure that students can be who they are at school. It is a direct rebuttal to the often used SLANT protocol (Sit up tall, Listen, Ask questions, Nod your head, and Track the teacher) that has become ubiquitous in schools. Note that there are many variations of SLANT. We want students to BeYou (VA) and to SLANT (BB) situationally. As it stands now, the use of SLANT is imbalanced when looking through a CLR lens. Its overemphasis on the alignment with school cultural behaviors and expectations can be limiting or detrimental to efforts to embrace students' home cultures. BeYou is not meant to counter efforts to build and bridge toward situational appropriateness; it is intended to create more structured opportunities at school for students to be themselves culturally and linguistically.

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The explicit validation and affirmation of your students, around their cultural behaviors, is the key to CLR. VA-ing your students triggers the building and bridging and by extension, your students buy-in to being situationally appropriate. Your VA has to be intentional and purposeful, consistent and authentic, and proactive and reactive (i.e., using teachable moments).

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Improving Outcomes for ELs with Disabilities Home Page

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English Learner Roadmap | Imperial County Office of Education

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This policy is intended to assist the California Department of Education in providing guidance to local educational agencies (LEAs) in welcoming, understanding, and educating the diverse population of students who are English learners attending California public schools.

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Video

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Shelley Moore: Transforming Inclusive Education

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Universal Design for Learning Guidelines

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Universal Design for Learning Guidelines

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CAST Home Page

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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Video

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Multi-Tiered System of Support, or MTSS, is an inclusive system of support for all students, and encompasses Universal Support, Additional Support, and Intensified Support. First in the MTSS trilogy, this SWIFT clip by Dan Habib highlights how SWIFT schools implement Universal Support, which relies on a core curriculum aligned with academic standards. School leaders apply Universal Design for Learning (UDL) principles, which helps teachers provide instruction using diverse methods in order to include every child in the general education classroom. Schoolwide Integrated Framework for Transformation (SWIFT) is a national K through 8 technical assistance center that builds school capacity to provide academic and behavioral support to improve outcomes for all students through equity-based inclusive education. To learn more about SWIFT, visit http://www.swiftschools.org

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Tiers of Support Jamboard Activity-Slidedeck

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Tiers of Support Jamboard Activity-Slidedeck

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video

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OCDE Home Page

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California MTSS is built on the premise that universal support must be provided for all students while recognizing that some students may need supplemental support at various times and a few students may require more intensified support some of the time to be successful in the most inclusive and equ…

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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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Broad Areas of Pre-Referral Review

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Differences Between Tier II and Tier III Support

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Tier II Intervention—What It Is and Is Not

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Framing Questions for Instructional Planning

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Universal Design for Learning

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Tier I Core Instruction—What It Is and Is Not

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Critical Principles of the California English Language Development Standards

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Culturally and Linguistically Sustaining Pedagogy

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Social-Emotional Supports for Identified English Learner Populations

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Classroom Qualities Promoting Social-Emotional Learning and Growth

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

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MTSS: All Means All

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California’s MTSS: Systemically Supporting All Students

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Understood Home Page

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At a glance

Assistive technology can help people who learn and think differently work around their challenges.

One example is an app that reads text aloud.

Assistive technology can empower people to do things for themselves.

People who learn and think differently can use technology tools to work around their challenges. These tools are called assistive technology (AT).

AT is any device, software, or equipment that helps people with disabilities learn, communicate, or function better. AT can be as high-tech as a computer. Or as low-tech as a walking stick.

Here are more examples of AT:

Students who struggle with learning can use AT to help with subjects like reading, writing, and math. AT can also help kids and adults with the tasks of daily life. And many workers use these tools on the job.

Using AT can help people become more confident and independent. That's because AT empowers people to do things for themselves.

About the author

About the author

Andrew M.I. Lee, JD is an editor and attorney who strives to help people understand complex legal, education, and parenting issues.

Reviewed by

Reviewed by

Jamie Martin is an assistive technology specialist at the New England Assistive Technology Center (NEAT) in Hartford, Connecticut.

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Assistive technology can help people who learn and think differently work around their challenges. One example is an app that reads text aloud. Assistive technology can empower people to do things for themselves. People who learn and think differently can use technology tools to work around their challenges.

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What is the Least Restrictive Environment (LRE)?

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What is the Least Restrictive Environment (LRE)?

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Understood Home Page

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At a glance

Least restrictive environment (LRE) means kids who get special education should be in the same classrooms as other kids as much as possible.

LRE isn't a place - it's a principle that guides a child's education program.

The LRE for each child may look different because kids are unique.

When people think about special education, they sometimes think about separate classes or schools. But public schools are supposed to have kids who get special education services learn in the same classrooms as other kids as much as possible.

Unless there's a strong reason, kids should be in those general education classrooms. This principle is called LRE, or least restrictive environment. LRE is an important part of the Individuals with Disabilities Education Act (IDEA), the U.S. special education law.

The word environment makes it sound like a place. But where a child learns is only part of the equation. LRE applies to a student's entire education program, including services.

A student's Individualized Education Program (IEP) describes their special education and related services. The IEP must also address LRE. And the IEP must explain if and why a student is being placed outside of a general education classroom.

About the author

About the author

Amanda Morin is the author of "The Everything Parent's Guide to Special Education" and the former director of thought leadership at Understood. As an expert and writer, she helped build Understood from its earliest days.

Reviewed by

Reviewed by

Andrew M.I. Lee, JD is an editor and attorney who strives to help people understand complex legal, education, and parenting issues.

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Least restrictive environment (LRE) means kids who get special education should be in the same classrooms as other kids as much as possible. LRE isn't a place - it's a principle that guides a child's education program. The LRE for each child may look different because kids are unique.

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The English Language Proficiency Assessments for California (ELPAC) website serves as the portal for resources that a local educational agency (LEA) will need to administer the ELPAC and the Alternate ELPAC.

News and Tips for the ELPAC Administration

1. CAST and ELPAC Interim Assessments Now Available to Administer

The CAST and ELPAC Interim Assessments are now available to administer in the test delivery system. Visit the CAASPP Interim Assessment Administration Resources web page, the ELPAC Interim Assessment Administration Resources web page, and the Interim Assessment User Guide for more information.

2. 2023-24 California Assessment Accessibility Matrix Now Available

The California Assessment Accessibility Resources Matrix has been updated for 2023-24 and can be accessed from the Accessibility Resources web page.

3. October 4 Deadline: CBEDS Reminder

For newly enrolled students to be included in the 2023-24 Unduplicated Pupil Count used to determine funding for the supplemental and concentration grants under the Local Control Funding Formula, students must complete the entire Initial ELPAC (all four domains) or the Initial Alternate ELPAC on or before Census Day, which is October 4, 2023. For more information regarding Census Day, visit the California Basic Educational Data System (CBEDS) website.

4. ELPAC Administration for Transitional Kindergarten Students

For 2023-24, LEAs are required to administer the Initial ELPAC or Initial Alternate ELPAC to all eligible students enrolled in kindergarten-including students in transitional kindergarten (TK), which is defined as year one of a two-year kindergarten program. LEAs will continue to follow the same process for identifying potential EL students and annually assessing EL students.

5. Initial ELPAC RSVP Must Use Scannable K-2 Answer Books

LEAs that are selected for RSVP, must use scannable K-2 Answer Books. LEAs that are part of RSVP cannot use answer books from previous years. View the list of LEAs that are participating in 2023-24 on the Rotating Score Validation Process for the Initial ELPAC Web page.

6. Useful Reference Guides

The Pause Rules Guide and the Expiration Rules Guide were updated and can be found on the Videos and Quick Reference Guides web page.

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english language proficiency assessments for california

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The English Language Proficiency Assessments for California (ELPAC) Web site serves as the portal for resources that a local educational agency will need to administer the ELPAC.

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Website

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The Individuals with Disabilities Education Act (IDEA) was enacted by the federal government to ensure that all children with disabilities are provided with "equality of [educational] opportunity, full participation, independent living, and economic self-sufficiency."

Originally adopted in 1975 and amended in 2004, the IDEA aims to curb educational problems associated with low expectations and insufficient focus on alternative research, teaching methods, and tools. Following are the six major principles of the IDEA, focusing on students' rights and the responsibilities of public schools to children with disabilities.

1. Free Appropriate Public Education

Under the IDEA, every child with a disability is entitled to a Free Appropriate Public Education (FAPE). The IDEA emphasizes special education and related services, which should be designed to meet a child's "unique needs and prepare them for further education, employment, and independent living."

Furthermore, courts have held that the IDEA requires schools to prepare Individualized Education Plans, which confer "meaningful educational benefit" to children with disabilities. The "meaningful educational benefit" requirement includes a focus on raised student expectations, appropriate progress, and transition into postsecondary education and independent living.

Public schools and local school boards are responsible for ensuring that every child with a disability receives a FAPE.

2. Appropriate Evaluation

The IDEA requires that schools conduct "appropriate evaluations"of students who are suspected of having a disability. An appropriate evaluation must be implemented by a team of knowledgeable and trained evaluators, must utilize sound evaluation materials and procedures, and must be administered on a non-discriminatory basis.

Children should not be subjected to unnecessary assessments or testing, and evaluations must be geared toward planning for the child's education and future instruction. Finally, an appropriate evaluation must determine and make recommendations regarding a child's eligibility for special education services in a timely manner.

3. Individualized Education Plan

The Individualized Education Plan (IEP) was established by the IDEA to help ensure every child's access to a Free Appropriate Public Education. The IEP is a written document, developed by an IEP team, which draws upon existing evaluation information in order to meet a student's unique educational needs.

Under the IDEA, an IEP must include information regarding a student's present levels of educational performance, annual goals and benchmarking objectives, services and supplementary aids to be received, and a detailed explanation of instances where a student is not participating in the general classroom and why.

An IEP is also required to include information regarding consistent reporting on student progress as well as "transition" to adult life. Finally, it is required that an IEP account for the planning concerns of the parents and child, the strengths of a particular child, and the specific "academic, developmental, and functional needs" of the child.

4. Least Restrictive Environment

The IDEA places a strong emphasis on placement in a general education setting. Under the IDEA, a student is guaranteed placement in the Least Restrictive Environment (LRE) possible. Therefore, an IEP team must explore a number of alternatives for enabling a student to participate in the general education classroom. These may include: classroom modifications, supplemental aids and services, alternative instructional methods, etc.

If an IEP team determines that a student cannot be satisfactorily educated in a general education setting, then the team must make responsible efforts to determine the LRE for that student outside of the general classroom.

5. Parent Participation

The IDEA has a special provision for "parent participation in placement decisions." Under this provision, state educational agencies and local school boards must ensure that the parents of a child with a disability are members of any group that makes decisions regarding the placement and LRE of that child.

Parents have the right to equal participation in this process, and are entitled to notification of a planned evaluation, access to planning and evaluation materials, and involvement in all meetings regarding their child's placement. Additionally, parents retain the right to refuse further evaluation of their child. Both students and parents must be invited to IEP meetings, and the IDEA explicitly establishes a role for the parent as equal participant and decision maker.

6. Procedural Safeguards

Finally, the IDEA establishes procedural safeguards to help parents and students enforce their rights under federal law. The primary purpose of this requirement is twofold: safeguards protect parental access to information pertaining to placement and transition planning; and procedures are put in place to resolve disagreements between parents and schools regarding the placement of a student.

Under the IDEA procedural safeguards, parents have a right to review all educational records pertaining to their child, receive notice prior to meetings about their child's evaluation, placement, or identification, and to obtain an Independent Educational Evaluation (IEE) for consideration at such meetings.

If disagreements arise, parents have the right to request mediation or due process hearings with state-level education agencies, and beyond that may appeal the decision in state or federal court.
Matthew Saleh is a Research Fellow at Cornell University's Employment and Disability Institute and a Research Associate at the Campaign for Educational Equity at Teachers College, Columbia University. He received his J.D. from the Syracuse University College of Law and is currently a doctoral candidate at Columbia University.
Related Smart Kids Topics

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Your Child's Rights: 6 Principles of IDEA

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The Individuals with Disabilities Education Act (IDEA) was enacted by the federal government to ensure that all children with disabilities are provided with "equality of [educational] opportunity, full participation, independent living, and economic self-sufficiency."

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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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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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Example of Linguistically Appropriate Goals: High School

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Example of Linguistically Appropriate Goals: 7th Grade

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Example of Linguistically Appropriate Goals: 3rd Grade

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Parent Report

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Strategies to Support Active Parent Engagement

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Activity