CA Practitioners’ Guide for Educating English Learners with Disabilities

Section 1: Identification of English Learners, Multi-Tiered System of Supports (MTSS), and Pre-Referral Interventions

Chapter 1: Students with Disabilities Who May Be Identified as English Learners
Chapter 2: Supports for English Learners within the Multi-Tiered System of Supports Framework

Section 2: Pre-Referral and Referral, Assessment, and IEP Processes

Section 3: Education Programs and Instructional Strategies

Section 4: Proposing Exit from Special Education Services

Chapter 8: Exiting English Learners from Special Education Status

Section 5: Reclassification from English Learner Status

Chapter 9: Reclassifying Students with Disabilities from English Learner Status

Appendix Introduction 1.1- Resources for Dual- Language Learners in Preschool
Appendix 3.1 - Checklist for Carrying Out the Recommendations (Referral Process for ELs)
Appendix 3.2 - Cumulative File Check
Appendix 3.3 - English Learner Extrinsic Factors
Appendix 3.4 - English Learner Intervention Summary
Appendix 3.5 - English Learner Initial Referral and Decision Making Process
Appendix 4.1 - Potential Bilingual Assessment Tools Inventory

Appendix 4.2 - English Learner–Parent Questionnaire
Appendix 4.3 - English Learner Student Questionnaire= Language-Use
Appendix 4.4 - English Learner Teacher Questionnaire
Appendix 4.5 - Transdisciplinary Observations
Appendix 4.6 - English Learner Classroom Observation Checklist
Appendix 4.7- Focused Observation of English Learner during English Instruction
Appendix 4.8 - Parent Report Individual Education Program Development
Appendix 5.1 - IEP Team Checklist For English Learners (ELs)

Figures

Figure 1.1. Relationship of ELPAC Performance Levels and ELD Standards Proficiency Levels
Figure 1.2. Summative ELPAC Performance Levels Descriptions
Figure 1.3. ELD Standards Proficiency Level Descriptors

Figure 2.1. California’s MTSS: Systemically Supporting All Students
Figure2.2. MTSS: All Means All
Figure 2.3. California’s MTSS Design Elements: Three Tiers of High Quality Core Instruction, Supports, and Interventions
Figure 2.4. Classroom Qualities Promoting Social-Emotional Learning and Growth
Figure 2.5. Social-Emotional Supports for Identified English Learner Populations
Figure 2.6. Culturally and Linguistically Sustaining Pedagogy
Figure 2.7. Critical Principles of the California English Language Development Standards
Figure 2.8. Tier I Core Instruction—What It Is and Is Not
Figure 2.9. Universal Design for Learning
Figure 2.10. Framing Questions for Instructional Planning
Figure 2.11. Tier II Intervention—What It Is and Is Not
Figure 2.12. Differences Between Tier II and Tier III Support
Figure 2.13. Broad Areas of Pre-Referral Review

Figure 3.1. Pre-Referral Data Sources
Figure 3.2. General Progression of the ELD Continuum
Figure 3.3. Comparison of Language Differences Versus Disabilities
Figure 3.4. Tools for Gathering Extrinsic Factors Data
Figure 3.5. English Learner Intervention Summary
Figure 3.6. English Learner Initial Referral and Decision-Making Process

Figure 4.1. English Learner Student Questionnaire: Language Use
Figure 4.2. English Language Development Proficiency Level Continuum and Mode of Communication
Figure 4.3. English Learner Classroom Observation Checklist

Figure 5.1. Strategies to Support Active Parent Engagement
Figure 5.2. Parent Report
Figure 5.3. Third-Grade Example
Figure 5.4. Seventh-Grade Example
Figure 5.5. High School Example

Figure 6.1. California’s Values for Educating English Learners with Disabilities
Figure 6.2. California English Learner Roadmap Vision, Mission, and Principles
Figure 6.3. General Stages of English Language Development in the California ELD Standards
Figure 6.4. Comprehensive English Language Development: Integrated and Designated ELD
Figure 6.5. What Is Formative Assessment?
Figure 6.6. Language Analysis Framework for Writing
Figure 6.7. Grade Seven Collaborative Conversations Observation Notes
Figure 6.8. ELPAC Universal Tools, Designated Supports, and Accommodations
Figure 6.9. Sample Districtwide Plan for Monitoring English Language Development Progress
Figure 6.10. ELA/ELD Framework Circles of Implementation
Figure 6.11. Models of Co-Teaching
Figure 6.12. Co-Teaching Models for Elementary Grades with Integrated and Designated ELD
Figure 6.13. Sample High School Course Schedules for English Learners with Disabilities
Figure 6.14. California Code of Ethics for English Learners with Disabilities
Figure 6.15. English Learner Roadmap Rubric for Self-Reflection
Figure 6.16. California LRE Self-Assessment and Continuous Improvement Activities—District Level
Figure 6.17. Fresno Unified School District English Learner Master Plan—Integrated and Designated ELD
Figure 6.18. Assessing and Improving Special Education: A Program Review Tool for Schools and Districts Engaged in Rapid School Improvement

Figure 7.1. ELA/ELD Framework Circles of Implementation
Figure 7.2. Culturally and Linguistically Responsive and Sustaining Pedagogy
Figure 7.3. California’s Social-Emotional Learning Guiding Principles
Figure 7.4. UDL Principles and Guidelines
Figure 7.5. How Traditional Classrooms Differ from UDL
Figure 7.6. Using UDL to Clarify Learning Goals
Figure 7.7. California Multi-Tiered System of Supports and English Learners
Figure 7.8. Key Themes of Literacy and ELD Instruction Across the Content Areas
Figure 7.9. Framing Questions for Lesson Planning: English Learners with Disabilities
Figure 7.10. Recommended Teaching and Learning Strategies to Support English Learners with Disabilities
Figure 7.11. Types of Accommodations for English Learners with Disabilities
Figure 7.12. Lesson Tuning Protocol

Figure 8.1. Sample IEP Team Chart—Assessment Data
Figure 8.2. Sample IEP Team Chart—Anecdotal Data
Figure 8.3. Sample IEP Team Chart—Edgar’s Assessment Data
Figure 8.4. Sample IEP Team Chart—Edgar’s Anecdotal Data

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