Jarice butterfield 1

ACSA Every Child Counts ACSA Every Child Counts SYMPOSIUMSYMPOSIUM

Meeting the Needs of ELs Meeting the Needs of ELs with Disabilitieswith Disabilities

Jarice Butterfield, Ph. D. / Santa Barbara County SELPA Director and Jonathan Read Esq. F3

Website: SBCSELPA.org 1

What the Research What the Research says…..says…..

2

Research demonstrates that English language learners with the least amount of language support are most likely to be referred to special education

ELLs receiving all of their instruction in English were almost 3X as likely to be in special education as those receiving some native language support

Artiles & Ortiz 2002

Presentation TopicsPresentation Topics

3

Referral of ELs to Special EducationAssessment of English Learners for Special

EducationLinguistically Appropriate IEPsBest Practices for Teaching ELs with

DisabilitiesReclassification to RFEP of English

LearnersQuestions and Answers

44

New SBAC Assessment and

California EL Standards

55

New SBAC Assessment System

and ELSSupports Relevant to ELS

Universal tools for all (spell check, ruler, etc.)

“Desiginated Supports” includes ELs

New California 2013 EL New California 2013 EL StandardsStandards

6

Provides opportunities for ELs to access, engage with, and achieve in grade-level academic content while they are learning English

Use in tandem with the Common Core State Standards and not in isolation

Are organized by grade level except at high school

Provide three proficiency levels instead of five

New California ELD Standards New California ELD Standards PhilosophyPhilosophy

7

Language acquisition is treated as a non-linear linguistic and social process

Set expectations for students to interact in a variety of meaningful ways

Focused on the structure and organization of English and meaning is made

New ELD Standards New ELD Standards Language DomainsLanguage Domains

8

Three modes of communication1) Collaborative (engagement in dialogue with others),

1) Interpretive (comprehension and analysis of written and spoken texts), and

1) Productive (creation of oral presentations and written texts).

New CA ELD Standards ContNew CA ELD Standards Cont’’dd. .

9

Proficiency Category Descriptors in each Domain:

I. Collaborative1)Emerging listening, speaking, reading and writing

1)Expanding listening, speaking, reading and writing

1)Bridging listening, speaking, reading and writing

New CA ELD Standards New CA ELD Standards ContCont’’d. d.

10


II. Interpretive1)Emerging listening, speaking, reading and writing



New CA ELD Standards New CA ELD Standards ContCont’’d. d.

11


III. Productive1)Emerging listening, speaking, reading and writing



Level 1 DescriptionLevel 1 Description

12

1) EmergingStudents typically progress very quickly, learning to use English for immediate needs as well as beginning to understand and use academic vocabulary and structures

o Overall Proficiencyo Early Stageso Exit Stages


13

2) ExpandingStudents are challenged to increase their

English skills in more contexts, and learn a greater variety of vocabulary and linguistic structures, applying their growing language skills in more sophisticated ways appropriate to their age and grade levelo Overall Proficiencyo Early Stageso Exit Stages


14

3) Bridging levelStudents continue to learn and apply a

range of high‐level English language skills in a wide variety of contexts, including comprehension and production of highly technical texts. o Overall Proficiencyo Early Stageso Exit Stages

15

NOTE: there will be an English Learner, ELD Standards and

Common Core module available soon

16

Referrals to Special Education and Assessment

17

1) Those with deficiencies in their teaching or learning environment; lack of effective ELD instruction and support

1) Those experiencing academic difficulties not related to a learning disability; interrupted schooling, limited formal education, medical problems, low attendance, high transiency, etc.

1) True ELs with disabilities and in need of Special Education

Categories of EL Students Who Experience Academic Difficulties

18

Step 1: School EnvironmentDetermine if there is appropriate curriculum

& instruction for ELs being implemented

Step 2: Pre referral intervention or RtI Determine if pre referral interventions have been implemented and documented over

time

Step 3: Referral to Special EducationAssess in native language & English and

other best practices for bilingual assessment to rule out language difference versus disability

Pre Referral Steps for ELs

19

Provide ELD instruction with fidelity!1) Continue ELD instruction until student

reaches a level 4 and possibly through level 5

1) A separate, daily block of time should be devoted to ELD instruction

1) ELD should emphasize listening & speaking, and emerging research says reading & writing

Saunders & Marcelleti, 2013

School Environment

20

4) ELD instruction should explicitly teach linguistic elements of English (vocabulary, syntax, grammar, functions, and conventions)

4) ELD should integrate meaning and communication via explicit, direct teaching of language (academic & conversational)

6) ELD instruction should include

interactive activities among students that are carefully planned and carried out


School Environment Cont’d.

21

7) Provide students corrective feedback on form

7) Use of English during ELD instruction should be maximized with native language strategically incorporated

7) ELD instruction should include communication and language-learning strategies

7) ELD instruction should be planned and delivered with specific language objectives in mind


School Environment Cont’d.

22

Screen for reading or other academic problems and monitor progress early & provide intensive, small group reading instruction

Provide extensive & varied vocabulary instruction

Develop academic and conversational English by providing daily ELD services with fidelity

Schedule regular, peer-assisted learning opportunities

Gersten, 2007

Best Practices for Preventing OverIdentification of ELs for SPED

California Ed Code Requirements California Ed Code Requirements for Identification & Assessment offor Identification & Assessment ofEnglish Learners for Special English Learners for Special EducationEducation

23

Assessment materials and procedures used for the purposes of assessment and placement of individuals with exceptional needs are selected and administered so as not to be racially, culturally, or sexually discriminatory.

Pursuant to Section 141(a) (6)(B) of Title 20 of the United State Code, the materials and procedures shall be provided in the pupil’s native language or mode of communication, unless it is clearly not feasible to do so

EC 56320(a) & 56001(j)

California Ed Code Requirements California Ed Code Requirements for Identification & Assessment offor Identification & Assessment ofEnglish Learners for Special English Learners for Special Education ContEducation Cont’’dd..

24

(b) Tests and other assessment materials meet all of the

following requirements: Are provided and administered in the language and form most likely to yield accurate information on what the pupil knows and can do academically, developmentally, and functionally, unless it is not feasible to so provide or administered required by 1414(b)(3)(A)(ii) of Title 20 of United States Code

EC 56320(b)(1)

Identification & Assessment Identification & Assessment Requirements for ELsRequirements for ELs

25

Assessments shall be administered by qualified personnel who are competent in both the oral or sign language skills and written skills of the individual’s primary language or mode of communication and have a knowledge and understanding of the cultural and ethnic background of the pupil. If it clearly is not feasible to do so, an interpreter must be used, and the assessment report shall document this condition and note that the validity may have been affected. CCR Title 5: 3023

A variety of assessment tools and strategies will be used to gather relevant functional and developmental information, including information provided by the parent. EC 56320

Identification & Identification & AssessmentAssessmentRequirements for ELsRequirements for ELs

26

It is best practice to use the following four sourcesof information in order to address all socio-cultural factors related to ELs:1)Norm-referenced assessments in English and native

language (if native language assessments are available), to include non-verbal assessments (cross-battery preferred)

2) Criterion-referenced tests

3) Systematic observation in educational environments

4) Structured interviews (with student, parent, teachers, etc.)

Assessment of ELs Best PracticesAssessment of ELs Best Practices

27

1st Best Option – Engage in the following:1) Administer cross cultural, non-discriminatory

full or partial bilingual assessment in native language and English using bilingual assessors using evidence-based practices

2) Use of structured interviews with parents and staff

3) Engage in observation of student in varied environments

4) Collect data from curriculum based assessment measures

2nd Best Option – Engage in the following:1) If there is no assessor available in the native

language; engage in steps # 2-4 above and, 2) Using an interpreter, administer the

assessment in the native language under the supervision of school licensed assessors – document limitations in assessment report

Assessment of ELs Best Assessment of ELs Best Practices Cont’d.Practices Cont’d.

28

3rd Option – Engage in the following:1) If there is no assessor available in the

native language; engage in steps # 2-4 on previous slide and,

2) If there are no assessment tools available in the native language, use an interpreter who speaks the native language to provide an oral translation of assessments normed and written in English – document limitations in assessment report

Worse Case Scenario Option – Engage in the following:

1) If there is no assessment tool or interpreter available in the native language engage in #2-4 on previous slide and,

2) Assess in non-verbal areas of cognition and administer English only assessment

Assessment of ELsAssessment of ELs

29

Why Assess in the Student’s Primary Language?It provides comparative data to the IEP team about how the student performs in the primary language versus English.

The assessor can determine if similar error patterns are seen in both the primary language and English (listening, speaking, reading or writing) in order to discern if the students is having academic difficulty due to a language difference or a disability.

Many students acquire BICS level English speaking skills and are stronger in English academics but think at a CALPs level in their “native language”.

30

Developing Linguistically

Appropriate IEPS

IEP Development for ELsIEP Development for ELs

31

Also, as per EC 56345 the regulations state:

“For individuals whose native language is other thanEnglish, linguistically appropriate goals, objectives,programs, and services” shall be included in theIEP contents”

Note: This does not require placement in a specific classroom

IEPs for ELs Content Checklist IEPs for ELs Content Checklist

32

The results of CELDT or alternative assessment in order to document English language proficiency and develop linguistically appropriate goals

If the student requires accommodations or modifications on CELDT

How English language development (ELD) needs will be met and who will provide those services “programs, services, and instruction”

If the student needs primary language support and what language should be the language of instruction

Linguistically appropriate goals to meet English language development needs

EC Section 60810; CCR Chapter 3 subchapter 1(t)(2); EC 311(c)CFR Section CFR 300.324See J. Butterfield’s IEP Team Checklist

Documenting Programs, Documenting Programs, Services & Instruction on IEPServices & Instruction on IEP

33

Programs: Indicate on IEP what type of EL program the student will be in such as SEI, ELM, or alternate program (see upcoming slide for details)

Services: Indicate on the IEP if the student needs primary language support or other services to be successful

Instruction: Indicate where the instruction will take place (SPED classroom, general education, etc.) and if the instruction will be in English or primary language (see EC 311 part 2)

Linguistically Appropriate (ELD) Linguistically Appropriate (ELD) GoalsGoals

34

Linguistically appropriate goals should: Align to the student’s present levels of

performance in English (taken from CELDT or alternate assessment)

Be drafted in the student’s areas of disability

Note: This may be accomplished throughalignment of the student’s academic goals inELA (listening, speaking, reading, or writing asrelevant to the student’s English proficiency

level(as per CELDT level)

Sample Linguistically Sample Linguistically Appropriate GoalAppropriate Goal

35

Domain: Writing Strand: Strategies & Applications Sub Strand: Organization & Focus Level: Intermediate Grade: 6-8

Goal: By (date) , (student) will develop a clear purpose in a short essay (two to three paragraphs) by appropriately using the rhetorical devices of quotations and facts with 90% accuracy on 3 consecutive trials as demonstrated by a written response to a prompt.

Best Practices for Best Practices for Teaching ELs with Teaching ELs with

DisabilitiesDisabilities

36

Need for Systematic ELDNeed for Systematic ELD

37

The Common Core and other content standards assume native English proficiency

Systematic ELD provides a time for English learners to learn and practice language

they need in order to navigate rigorous content instruction and a myriad of adult and peer interactions, such as discussions and collaborative work.

Systematic ELD challenges students to explore language in compelling and playful ways, continually growing their ability to use English flexibly, fluently, and accurately – to have agency over their own language use. Ultimately, the goal of Systematic ELD is for English to be a bridge to academic success rather than a barrier

Susana Dutro,2013

Systematic ELD Research Systematic ELD Research

38

Critical research-based features of Systematic ELD instruction:Puts language learning and exploration …. in the foregroundGroups students by assessed proficiency level as determined by multiple sourcesUses a functional language approach organized around essential purposes for communication. Language tasks are highly applicable to real world and academic interactions …..Provides an organized method of language instruction to help prevent gaps and fill existing gaps in language knowledge that can hinder students’ achievement……Is explicitly taught, emphasizing oral language development through structured, purposeful interaction EL Achieve Susana Dutro 2013

Critical Steps to Planning Critical Steps to Planning Services for ELs Cont’d.Services for ELs Cont’d.

39

What we do know:ELs learn best when learning activities that build on their home language and culture

ELs need explicit instruction in “academic” as well as “conversational” English

EL learning occurs best in an education contexta. Rich in language input (varied vocabulary)b. With multiple forms of literacyc. With various types of organizational

structures (Cooperative, Dyad, and Individual)

With multiple forms of instructional strategies (Interactive, Socratic and Lecture)

Artiles & Ortiz 2002

4040

Essential - Teach New Vocabulary

Best practice ways to teach new academic vocabularyTeach pronunciation of wordsExplain vs. DefineProvide Real ExamplesDeepen Understanding through Authentic ActivitiesReview with Student (provide coaching)

Kate Kinsella 2012

Programs & Services for ELs Programs & Services for ELs in SPEDin SPED

41

Placement Requirements for English Learners:English learners are placed in the instructional setting which can best address their individual language acquisition needs and help them learn English.1)All pupils are placed in English-language programs unless a parental exception waiver has been granted for an alternative program. 2)Based on LEA criteria of reasonable fluency, English learners are placed in structured English immersion (SEI) or in English-language mainstream (ELM) program settings. English learners who do not meet the LEA criteria for participation in an ELM are placed in an ELM program if the parent or guardian so requests (parent may waive SEI).

EC 305, 306, 310, 311; 5 CCR 11301

SDAIE 3 Areas of Support SDAIE 3 Areas of Support StrategiesStrategies

42

Linguistic Support

Graphic Support

Kinesthetic/Visual

SupportKey vocabulary definitions

Use of charts Modeling and demonstration of procedures

Modify verbal input/speech (shorter phrases; slower; pauses)

Use of tables Use of gestures/facial expressions

Use of Repetition & rephrasing

Use of graphs Use of real objects, photographs, or multi-media/videos

Provide opportunities for Interaction

Use of word walls Use of manipulatives

Use variety of input materials (songs, poetry, etc.)

Use of semantic webs

Use of diagrams or models

ELD Programs & Services in ELD Programs & Services in CaliforniaCalifornia

43

ProgramsSEI

•Structured English Immersion (most intensive ELD instruction)•For students with “less than Reasonable Fluency” or scoring at beginning or early intermediate on CELDT

Program Components•Intensive English Language Development (ELD) aligned to ELD goals and students’ CELDT levels•May be pull out or a group within the general education class•For students with an IEP the IEP team determines the appropriate instructional setting for the student to receive ELD as well as the staff responsible (EL or SPED).

Program Delivery

•Classroom instruction is primarily in English•Intensive ELD support is provided daily•SDAIE is provided via class•Primary language (L1) support is provided

ELM•English LanguageMainstream (less intensive)•For students with “Reasonable Fluency”Scoring Intermediate or above on CELDT

•Less intensive English Language Development (ELD) aligned to ELD goals and students’ CELDT levels•For students with an IEP the IEP team determines the appropriate instructional setting for the student to receive ELD as well as the staff responsible (EL or SPED).

•Classroom instruction is primarily in English •Daily ELD instruction is usually provided in the context of the regular classroomSDAIE is provided via class•Primary language (L1) support is provided

•Alternative Programs(Bilingual Programs)

•The IEP team also determines the extent to which primary language support/instruction is needed.

•Classroom instruction is in primary language (L1)•Academic instruction in English (SDAIE) via class

ELD Programs & Services ELD Programs & Services for ELs in SPEDfor ELs in SPED

44

Ways SEI “Systematic ELD” services may

be provided to ELs With IEPS: Targeted ELD instructional groups held within the

context of a classroom taught by a special educator

Instruction in a general education classroom

during a portion of the day when English language development (ELD) instruction is provided by a general education teacher or staff

In a collaborative model where special educators team with the general education staff to provide EL services

45

The CDE Reclassification The CDE Reclassification Guidelines & Guidelines &

Reclassification of ELs in Reclassification of ELs in SPEDSPED

CDE Reclassification CDE Reclassification GuidelinesGuidelines

46

1.1. Assessment Assessment of Language of Language ProficiencyProficiencyUsing an Objective Assessment Using an Objective Assessment InstrumentInstrumentCELDT is used as the primary criterion forthe “objective assessment”. Students

shouldBe considered for reclassification whoseOverall proficiency level is early advancedor higher and:

Listening is intermediate/higherSpeaking is intermediate/higherReading is intermediate/higher Writing is intermediate/higher

47

1. Assessment of Language 1. Assessment of Language ProficiencyProficiencyUsing an Objective Assessment Using an Objective Assessment Instrument Cont’d.Instrument Cont’d.

48

Personal Communication with the CDE CELDT & SPED Division 11-30-11The CDE’s 2012-2013 CELDT Information

2. Teacher Evaluation2. Teacher Evaluation

Sample Criteria Used by Special andGeneral Education Teachers: Curriculum based measures (CBM) Progress towards IEP goals Observations with peers in class Classwork and homework samples

Note: if incurred deficits in motivation andacademic success *unrelated to English languageproficiency do not preclude a student fromReclassification

A disability may be a factor that contributes to lowAcademic achievement and is unrelated to “EnglishLanguage proficiency”

The CDE’s 2012-2013 CELDT Information

49

3. Parent Opinion and 3. Parent Opinion and ConsultationConsultation

Provide notice to parents or guardians of their rights and encourage them to participate in the reclassification processProvide an opportunity for a face-to-face meeting with parents or guardiansSeek alternate ways to get parent input if face to face contact is not possibleSeek information from parent about student performance in English at home and in community

4. Performance in Basic 4. Performance in Basic SkillsSkills

51

Definitions:“Performance in basic skills” means the score and/or performance level resulting from a recent administration of an objective assessment of basic skills in English, such as the California English-Language Arts Standards Test (CST for ELA) and the California Modified Assessment for ELA (CMA for ELA) “Range of Performance” means range of scores on the assessment of basic skills in English that corresponds to a performance level or a range within a performance level“Students of the same age” refers to students who are enrolled in the same grade as the student who is being considered for reclassificationThe CDE’s 2012-2013 CELDT Information

4. Comparison of Performance 4. Comparison of Performance In Basic Skills for Students In Basic Skills for Students with Moderate to Severe with Moderate to Severe Disabilities Cont’d. Disabilities Cont’d. - - What to What to do in 2014-2015??do in 2014-2015??

52

LEAs/districts may determine the assessment to be used for the “comparison of performance in basic skills” (See EC sections 56342 and 56345[b].)”

4. 4. Comparison of Performance In Comparison of Performance In Basic Skills ContBasic Skills Cont’’d. d.

53

As per the CDE’s 2011-2012 CELDT InformationGuide pg. 12:

“For students scoring below the cut point (e.g., the CST or CMA ELA), the LEAs should attempt to determine whether factors other than English language proficiency are responsible for low performance on the test of basic skills and whether or it is reasonable toreclassify the student.”

QUESTIONS & QUESTIONS & ANSWERSANSWERS

54

Q & A Q & A

55

The CDE’s 2012-2013 CELDT Information Guide

1) May the parent opt a student out of taking CELDT?

Answer: No, A parent may not opt a student out oftaking CELDT.

Q & A Q & A

56

2) If a student is EL and in special education, are they required by law to have an ELD class?

Answer: No, a student does not have to be placed

in an “ELD class”; however, the student must receive appropriate EL instruction and services. How thoseservices will be provided should be addressed in

the IEP. They may be provided in a special or regulareducation setting as long as they are appropriate

to the student’s level of EL needs, are provided byqualified staff, and will help the student progress towards their linguistically appropriate goals andobjectives.

Q & A Q & A

57

3) Is reclassification to RFEP the responsibility of the IEP team for EL students in special education?

Answer: Each LEA must establish policies and procedures to designate which staff or the team members are responsible for reclassification of EL students. It might very well be most appropriate for the IEP team to make reclassification decisions for ELs with disabilities as long as an professional with second language acquisition (EL) expertise participates on the IEP team.

Remember: It is best practice for EL and SPED staff to work

collaboratively to make reclassification decisions for students with and IEP regardless of whether or it is the IEP team or not

5 CCR § 11303

Q & A Q & A

58

4) May the IEP team designate a CELDT test variation that is not listed in the Title 5 Guidelines Section 11516 or 11516.5?

Answer: Yes; however, the district must submit arequest for review of the proposed variations inadministering the test

Title 5 Regulations Section 11510; The CDE’s 2012-2013 CELDT Information Guide

Q & A Q & A

59

5) If a student participates in CELDT with test

variations, accommodations, or modifications will they “pass”?

Answer: Yes; however, if the student takes alternate

assessments for sections of the CELDT, they will get

the lowest obtainable score of LOS for the sections of

the test in which they took alternate assessments



Q & A Q & A

60

6) Are districts required to assess an English

learner with moderate to severe disabilities in

their primary language in order to qualify them for special education?

Answer: The regulations state you must assess in the

Native Language unless it is “clearly not feasible to do

so”. Based on the severity and type of disability or

lack of assessment materials in the native language, it

may not be feasible to assess in the native language.

assessors should refer to the regulations and determine the type of assessments thatare most appropriate.

Q & AQ & A

61

7) What is the recommended or required amount of time an English learner must receive pre referral interventions before making a referral for special education?

Answer: It is best practice for English learners to Receive high quality, research-based interventions over a period oftime long enough to determine the following:

a. Is the student struggling academically due to a disability or language difference?

b. Can the student’s academic needs be met through general education intervention (RtI) versus special education?

Q & AQ & A

62

8) May the parent waive the requirement for a Student to be assessed for special education in their primary Language?

Answer: There is no specific provision for a parent to

waive assessment in the primary language. A parent

may decline assessment in part or in whole; however,

the assessors determine the language for the assessments to be administered in.

Q & AQ & A

The CDE’s 2012-2013 CELDT Information Guide; 5 CCR § 11303

9) May a school EL reclassification team use “alternative criteria” to reclassify a student who is EL to RFEP?

Answer: No, there is no provision that allows an LEA to use “alternative reclassification criteria”. LEAs must follow the LEA’s policies and procedures for reclassification based on the four criteria established by the State Board of Education (SBE). However, within the four established reclassification criteria the SBE have recommended flexibility in the way the way teams apply the guidelines that may be relevant to students with disabilities.

Q & A Q & A

64

10)May a school classify a student that has severe disabilities and is non-verbal as FEP upon entry?

Answer: No, there is no provision that allows an LEA to use “alternative criteria” to classify a student as FEP upon entry if it is deemed the student may be an EL based on the home language survey. The LEA must attempt to give the student the CELDT (or an alternative if it is deemed the CELDT will not yield valid information). Or, if the student takes CELDT, and it is deemed the scores are invalid, the LEA may use their discretion and use other data to determine the likelihood of the student being proficient in English and designate the student accordingly.

5 CCR § 11303Personal communication with the CDE SPED and CELDT Divn. 11-30-11

Q & A Q & A

65

11)May a school designate a student who uses American Sign Language (ASL) as FEP even though they are EL based on the home language survey?

Answer: For purposes of taking CELDT, although ASL is considered a language separate from English, students who use ASL in and of itself, are not required to take the CELDT; however, if the HSL survey indicates that a language other than English (and ASL) is spoken in the home based on the first three questions or possibly 4th, the student should take CELDT or alternate assessment to determine proficiency in English.A student who uses ASL as their primary language in the above scenario may be identified as EL. Based on personal communication with the CDE SPED & CELDT Divn. 11-30-11; 5 CCR § 11303

Q & A Q & A

66

12)For the fourth reclassification criteria “comparison of performance in basic skills”, may the reclassification team use data from the CAPA assessment since the student does not take CST or CMA?

Answer: Yes. The LEA may utilize to determine the student’s “comparison of performance in basic skills” at a their functional level.

See The 2012-2013 CDE CELDT Information Guide pg. 20

Q & A Q & A

67The CDE’s 2012-2013 CELDT Information Guide

13) May the parent opt a student out of taking

CELDT?

Answer: No, A parent may not opt a student out of

taking CELDT.

14) If a student is EL and in SPED, are they required by law to have an ELD class?

Answer: No, a student does not have to be placed in an “ELD class”; however, the student must receive appropriate EL instruction and services (SEI and ELM). How those services will be provided should be addressed in the IEP. They may be provided in a special or regular education setting as long as they meet the student’s level of EL needs, are provided by qualified staff, and will help the student progress towards their linguistically appropriate goals and objectives.

Q & A Q & A

68

15) Is reclassification to RFEP the responsibility of the IEP team for EL students in special education?

Answer: Each LEA must establish policies and procedures to designate which staff or the team members are responsible for reclassification of EL students. It might very well be most appropriate for the IEP team to make reclassification decisions for ELs with disabilities as long as an professional with second language acquisition (EL) expertise participates on the IEP team.

Remember: It is best practice for English learner and special education staff members to work together collaboratively to make reclassification decisions for students with disabilities regardless of whether or not the IEP team makes this decision.

5 CCR § 11303

Q & A Q & A

69

Q & A Q & A

70

16) May the IEP team designate a CELDT test variation that is not listed in the Title 5 Guidelines Section 11516 or 11516.5?

Answer: Yes; however, the district must submit

arequest for review of the proposed variation(s)

inadministering the test.

Title 5 Regulations Section 11510; The CDE’s 2012-2013 CELDT Information

Guide

Q & A Q & A

71

17)May the parent waive that the student to be assessed to determine eligibility for special education in their “native” Language?

Answer: There is no specific provision for a parent to

waive assessment in the primary language. A parent

may decline assessment in part or in whole; however, the

assessors determine the language for the assessments to

be administered in.

18) May a school EL reclassification team use “alternative criteria” to reclassify a student who is EL to RFEP?

Answer: No, there is no provision that allows an LEA to use “alternative reclassification criteria”. LEAs must follow the LEA’s policies and procedures for reclassification based on the four criteria established by the State Board of Education (SBE). However, within the four established reclassification criteria the SBE have recommended flexibility in the way the way teams apply the guidelines that may be relevant to students with disabilities.

Q & A Q & A

The CDE’s 2012-2013 CELDT Information Guide; 5 CCR § 11303

19) May a school designate a student who uses American Sign Language (ASL) as FEP even though they are EL based on the home language survey?

Answer: For purposes of CELDT, although ASL is considered a 2nd language, students who use ASL in and of itself, are not required to take the CELDT; however, if the HSL survey indicates that a language other than English (and ASL) is spoken in the home based on the first three questions or possibly 4th, the student should take CELDT or alternate assessment to determine proficiency in English.A student who uses ASL as their primary language in the above scenario may be identified as EL. Based on personal communication with the CDE SPED & CELDT Divn. 11-30-11; 5 CCR § 11303

Q & A Q & A

73

20)For the fourth reclassification criteria“comparison of performance in basic skills”, may the reclassification team use data from the CAPA assessment if the IEP team has designated that they take CAPA?

Answer: Yes. The LEA may utilize CAPA to determine the student’s “comparison of performance in basic skills” at a their functional level.

The CDE CELDT Information Guide 2012-2013.

Q & A Q & A

74

Q & AQ & A

75

21)Do ELs that are in post secondary programs (past age 18 have to take CELDT or the Alternative?

Answer: No. Students in grades K-12 take CELDT. The IEP team would still need to write a linguistically appropriate IEP if the team believes the student is an English learner.

75

CDE Resources and CDE Resources and GuidanceGuidance

76

1) The CDE 2012-2013 CELDT Information Guide & 2013-2014 coming soon

http://www.cde.ca.gov/ta/tg/el/resources.asp

2) 1999 ELD Standards that align to CELDT at this http://www.cde.ca.gov/be/st/ss/

3)2013 new EL Standards as per AB124 http://www.cde.ca.gov/sp/el/er/eldstandards.asp

4) 2013 CDE State Board Adopted EL Materialshttp://www.cde.ca.gov/ci/rl/im/