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Check results of most recent language
proficiency assessment (CELDT or VCAALPS)-
ok to use unofficial scores
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Check to see if student has been reclassified
since the last IEP
Go to Student Demographics tab of SIRASmake sure EL status is correct
If you check RFEP, you must enter date
If Preschool to Kindergarten, indicate level
determined in preschool
If student is EL, SIRAS
will automatically:
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• Enter the correct information on the
SIS page for EL level and Native
language
• Enter in the statement regarding
strategies and supports for ELs on
the LRE page
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Address EL performance under
“Communication”
Under “STAR Program Results” record scores,
levels of dates of most recent assessment
(If preschooler, EL level is noted on the
special Preschool page)
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“Uses both English and Spanish in the
classroom and playground”
“Struggles with understanding academic
English”
“Uses Mixtec with peers”
“Communicates with parents in Hmong but
uses English conversationally”
“Uses BICS only”
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On the preschool page, there is a section at
the bottom:
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Date student took PELS
EL level
EL Goal number
Assessment to be given in kindergarten
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EL testing results will already be in (from
Present Levels page)
Primary language will already be provided
(same as Native Language on the SIS page)
Fill in all other information at top of the page
If student Reclassified before or during the
meeting, leave bottom of the form blank
Note which test student will take for each
domain- CELDT or VCCALPS
Indicate adaptations for CELDT if needed-
none allowed for VCCALPS
If a student takes the CELDT with
Modifications, or takes VCCALPS, the scores
are reported to the state as “beginning” in
that area.
Program Model
 ELD Instruction: location, duration,
frequency
 ELD Goal(s) number(s)
 Strategies for
accessing core
curriculum
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 English
Language Development
Program and Instruction
 Strategies
-as well as-
for Accessing the Core
They are different!!!!

Structured English Immersion (SEI):
◦ Targeted instruction for students who have not yet
mastered BICS (students with overall CELDT or
VCCALPS levels of beginning or early intermediate)
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English Language Mainstream (ELM)
◦ Instruction with emphasis on CALPS or learning
academic language (students with overall CELDT or
VCCALPS levels of intermediate or above)
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Alternative Educational Program
◦ Student must be enrolled in alternative ELD
program to check this option – indicate type
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Special education class
General education class
General education English class
Special education English class
Pull out program with sp/lang pathologist
Pull out program with special ed teacher
Mainstream English class
Sheltered English class
Should be at least 30 minutes a
day- follow your district
guidelines-for secondary, must be
at least one full period
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Anticipatory chart or guide
Graphic organizers or study guides
Use appropriate realia to affirm context
Outlines or reading guides
Pictorial guide or glossary
Teach root words and cognates
Compare / contrast meanings
Charts, graphs, pictures, diagrams
Venn diagrams or story maps
Make sure the CELDT
Coordinator receives copies of
the ELD page for any students
who need adaptations-
discuss with your
administrator how this is to
occur
 Must
be at least one ELD goal
 Must address ELD standards
(located in the ELD section of the
Goals Wizard)
 Should correlate with needs from
CELDT/VCCALPS/PELS
 May also address a need in ELA
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Listening Comprehension
Oral Communication
Reading: Comprehension
Reading: Fluency & Vocabulary
Reading: Literary Response & Analysis
Reading: Word Analysis
Writing: English Language Conventions
Writing: Strategies and Applications
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English
English
English
English
Language
Language
Language
Language
Development:
Development:
Development:
Development:
Listening
Speaking
Reading
Writing
1.
2.
3.
ELD Category
Grade range (K-2; 3-5; 6-8; 9-12)
ELD Level
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Area of Need- MUST be ELD
Can add SECOND area of need if
appropriate
Responsible discipline- tied to location of
service on ELD page
Reason for goal- tied to need from
CELDT/VCAALPS/PELS scores and present
levels
Language of instruction
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ELA goals should be appropriate
for the EL level
Can use ELA by ELD goal bank
Available for up to grade six
Not to be confused with the
ELD goal!
By taking care to include all of the
required elements for an EL student in
the IEP, you will meet legal compliance
as well as develop an appropriate plan
for your student to learn and progress
in English!
THANKS FOR YOUR TIME TODAY- USE THE
LAST PAGE OF THIS HANDOUT AS A GUIDE
FOR PROOFREADING YOUR IEPs FOR ELs!