​

Element 1.E: English Learners with Disabilities

​

Schools and districts develop a collaborative framework for identifying English learners with disabilities and use valid assessment practices. Schools and districts develop appropriate individualized education programs (IEPs) that support culturally and linguistically inclusive practices and provide appropriate training to teachers, thus leveraging expertise specific to English learners. The IEP addresses academic goals that take into account student language development, as called for in state and national policy recommendations.​

​

"A collaborative identification process using valid assessment practices" is exactly what the OPTEL is supporting practitioners with. By providing a standardized tool for the teacher evaluation component of the statewide reclassification criteria. Additionally, it serves as a tool for formative purposes.​

1. How might you use it with a focus on accommodations in Charlie's IEP?

2. How might you use it with a focus on making academic language explicit? How might you adjust the extent of that linguistic support by OPTEL level (substantial, moderate, light, minimal)?