California Practitioners’ Guide for Educating English ...

California Practitioners' Guide for Educating English Learners with Disabilities

California Department of Education Sacramento 2019

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California Practitioners' Guide for Educating English Learners with Disabilities

California Department of Education Sacramento 2019

Publishing Information The California Practitioners' Guide for Educating English Learners with Disabilities was prepared under the direction of the Special Education Division of the California Department of Education (CDE) through a contract with WestEd. The document was prepared for publication under contract with WestEd. It was published by the Department of Education, 1430 N Street, Sacramento, CA 95814, and was distributed under the provisions of the Library Distribution Act and Government Code Section 11096.

The California Department of Education gratefully acknowledges Jarice Butterfield, Angela Gaviria, and Timothy Tipton and their contributions to the content of the California Practitioners' Guide for Educating English Learners with Disabilities. The Department also expresses its deep gratitude to Ms. Butterfield and the Special Education Local Plan Area Administrators of California for the use of material from their publication, Meeting the Needs of English Learners (ELs) with Disabilities Resource Book, and to Ms. Gaviria, Mr. Tipton, and the San Diego Unified School District for the use of material from their publication CEP-EL: A Comprehensive Evaluation Process for English Learners: A Process Manual. These publications are foundational to the development of this guide and are referred to throughout.

Notice The guidance in California Practitioners' Guide for Educating English Learners with Disabilities is not binding on local educational agencies or other entities. Except for the statues, regulations, and court decisions that are referenced herein, the document is exemplary, and compliance with it is not mandatory. (See California Education Code (EC) Section 33308.5.)

Additional Publications and Educational Resources For information about publications and educational resources available from CDE, please visit the CDE's Educational Resources Catalog (accessible at: ) page or call the CDE Press sales office at 1-800-995-4099.

Suggested citation: California Department of Education. 2019. California Practitioners' Guide for Educating English Learners with Disabilities. Sacramento, CA: California Department of Education.

Developed by WestEd under Contract Number: CN170145

? 2019 California Department of Education. Permission to reproduce with the California Department of Education copyright notice is hereby granted.

Contents

A Message from the State Superintendent of Public Instruction........................................ xiii Acknowledgments................................................................................................................ xiv Introduction..............................................................................................................................1

Introduction Contents............................................................................................................. 1 Purpose of This Guide........................................................................................................... 1 Defining the Need for a Practitioners' Guide......................................................................... 2 Policy Context......................................................................................................................... 3 Development of This Guide ................................................................................................... 6 Using This Guide ................................................................................................................... 7 A Note About Terminology..................................................................................................... 7 Introduction Endnotes...........................................................................................................10 Introduction References........................................................................................................12

SECTION 1: Identification of English Learners, Multi-Tiered System of Supports (MTSS), and Pre-Referral Interventions........................... 15

Chapter 1: Students with Disabilities Who May Be Identified as English Learners...............17 Chapter Contents..................................................................................................................17 Chapter Overview..................................................................................................................18 Identifying and Classifying English Learners.......................................................................18 Questions Addressed in This Chapter..................................................................................18 1. Identifying a Student as a Potential English Learner....................................................... 19 2. Classifying a Student as an English Learner or Initial Fluent English Proficient Based on the Initial ELPAC................................................................................................................... 20 3. Annually Assessing an English Learner's Progress Toward and Attainment of the "English Proficient" Performance Standard on the Summative ELPAC...................................... 21 Using Assessment Accessibility Resources for Students with Disabilities.........................27 Placing English Learners in Language Acquisition Programs.............................................29 Detecting and Correcting the Misclassification of Students as English Learners .............30 California's Approach to Detecting and Correcting Misclassifications................................ 30 Implications and Strategies for Administrators and Teachers............................................. 31 Student Scenario...................................................................................................................33 Javier.................................................................................................................................... 33 Chapter Summary.................................................................................................................34

Frequently Asked Questions ................................................................................................34 Chapter 1 Endnotes...............................................................................................................37 References Chapter 1............................................................................................................40 Chapter 2: Supports for English Learners within the Multi-Tiered System of Supports Framework...................................................................43

Chapter Contents..................................................................................................................43 Introduction and Overview of the MTSS Framework...........................................................45 Questions Addressed in This Chapter..................................................................................45

Design of the Tiered System in MTSS................................................................................. 50 Tier I Core Instruction--Social-Emotional Learning and Positive Behavior Supports........53

Social-Emotional Support Needs for English Learners........................................................ 53 Culturally and Linguistically Responsive Teaching.............................................................. 57 Tier I Core Instruction--Inclusive Academic Instruction......................................................60 Comprehensive English Language Development................................................................ 60 Universal Design for Learning ............................................................................................. 64 Academic Needs of Newcomer and Long-Term English Learners..................................... 68 Amplified Foundational Skills Instruction ............................................................................. 70 Academic Interventions.........................................................................................................73 Tier II Supplemental Academic Instruction.......................................................................... 73 Tier III Intensified Academic Support.................................................................................. 76 Behavioral Interventions ......................................................................................................80 Tier II Supplemental Behavioral and Social-Emotional Supports ........................................ 80 Tier III Intensified Behavioral and Social-Emotional Supports ............................................ 80 Ensuring an Effective MTSS for Pre-Referral Decisions......................................................82 Critical Considerations for Long-Term English Learners..................................................... 83 Addressing Linguistic Segregation and Implicit Bias.......................................................... 84 Student Scenarios ................................................................................................................86 Supporting Academic Writing and Positive Behavior in Tier I Core Instruction in Fourth Grade................................................................................................................................... 86 Tier II Supplemental Foundational Reading Skills Intervention in First Grade..................... 89 Chapter Summary.................................................................................................................92 Frequently Asked Questions.................................................................................................92 Chapter 2 Endnotes...............................................................................................................95 References Chapter 2 ...........................................................................................................98

Section 2: Pre-Referral and Referral, Assessment, and IEP Processes............................. 103

Chapter 3: Special Education Referral Process for English Learners.................................105 Chapter Contents ...............................................................................................................105 Chapter Overview................................................................................................................106 Questions Addressed in This Chapter................................................................................106 Considerations for Referral of English Learners for Assessment to Determine Eligibility for Special Education ..............................................109 The Role of School Environment........................................................................................ 110 Differentiating Between Language Acquisition and Disability .......................................... 113 Pre-Referral Data Review ...................................................................................................119 Investigating the Cumulative File ....................................................................................... 119 Identifying Extrinsic Factors .............................................................................................. 120 Intervention Summary Data ............................................................................................... 126 Appropriate Referral of an English Learner to Special Education Eligibility Evaluation/Assessment .....................................................................127 Student Scenarios...............................................................................................................129 The Role of School Environment........................................................................................ 129 English Language Development........................................................................................ 130 Differences Between Language Acquisition and Disability............................................... 130 Cumulative File Review....................................................................................................... 131 Identifying Extrinsic Factors............................................................................................... 131 English Learner Intervention Summary.............................................................................. 132 Chapter Summary ..............................................................................................................132 Frequently Asked Questions...............................................................................................133 Chapter 3 Endnotes.............................................................................................................134 References Chapter 3 .........................................................................................................136

Chapter 4: Assessment of English Learners for Identification as Students with Disabilities............................................................................137

Chapter Contents ...............................................................................................................137 Overview: Assessing English Learners Suspected of Having a Disability .......................138 Questions Addressed in This Chapter................................................................................138 Requirements for Assessing an English Learner Suspected of Having a Disability.........139

Prior Written Notice............................................................................................................ 140 Comprehensive Evaluation Process...................................................................................141

Developing the Assessment Plan ...................................................................................... 141 Procedural Safeguards ..................................................................................................... 144 Assessment Planning Process........................................................................................... 147 Individualized Education Program Team Members .......................................................... 148 Linguistically and Culturally Sensitive Assessments ........................................................150 Considerations Regarding Language of Assessment ...................................................... 150 Recommended Use of Interpreters for Bilingual Assessments ........................................ 153 Language of Assessment Options.................................................................................... 154 Academic Assessment Options for English Learners ...................................................... 156 Multiple Measures of Student Progress.............................................................................157 Intervention History ........................................................................................................... 158 Interviews with Parents, the Student, the Teacher, and Specialists................................... 159 Observations...................................................................................................................... 165 Recommended Components of the Assessment Report for an English Learner..............167 Student Scenarios...............................................................................................................170 Assessing Cruz.................................................................................................................. 170 Cruz's Assessment Plan..................................................................................................... 170 Cruz's Language of Assessment....................................................................................... 171 Cruz's Assessment Plan: Assessments in Areas of Suspected Disability......................... 171 Interview: Cruz's Family..................................................................................................... 171 Interview: Cruz................................................................................................................... 172 Interview: Cruz's Teacher................................................................................................... 173 Interview: English Learner Specialist................................................................................. 173 Observation: Classroom and Playground.......................................................................... 174 Cruz's Assessments........................................................................................................... 174 Preparing for Cruz's IEP..................................................................................................... 175 Chapter Summary ..............................................................................................................175 Frequently Asked Questions...............................................................................................176 Chapter 4 Endnotes.............................................................................................................178 References Chapter 4 .........................................................................................................180

Section 3: Educational Programs and Instructional Strategies........................................... 183

Chapter 5: Developing an Individualized Education Program for English Learners............185 Chapter Contents ...............................................................................................................185

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