Meeting the Needs of English Learners
with Disabilities: Writing Linguistically
Appropriate IEP Goals for EL Students
SSCOE March 17, 2012
EL ACADEMIC SUCCESS CONFERENCE
Jarice Butterfield, Ph. D.
Santa Barbara County
SELPA Director
jariceb@sbceo.org
Website: sbcselpa.org
1
Presentation Topics
 CELDT: Language Assessment for ELs with
IEPS
 IEP Development for English Learners:
 Linguistically Appropriate IEPs
 Writing Linguistically Appropriate Goals
 Implementation of EL Goals - Programs &
Services
 Monitoring Progress
 Questions and Answers
2
CELDT Testing for Students
with Disabilities
Language Assessment
English Learners in
Special Education
3
CELDT Testing Cont’d.
Students with with disabilities may have accommodations
and/or modifications on CELDT as specified in their IEP:
An accommodation is: Any variation in the assessment
environment or process that does not fundamentally alter
what the test measures or affect comparability of scores.
Accommodations may include variations in scheduling,
setting, aids, equipment, and presentation format
A modification is: A variation in assessment environment or
process that fundamentally alters what test measures or
affects comparability of scores
4
CELDT Testing Cont’d.
Alternate Assessment:
IEP Teams may designate an alternate assessment
To CELDT
“Students with disabilities may take an alternate assessment if
their IEP team determines that they are unable to take one or
more parts of the CELDT even with variations,
accommodations, and/or modifications.”
The CDE’s 2011-2012 CELDT Information Guide
5
Alternate Assessment
Alternate Assessment is:
An alternate way of measuring English language
proficiency of pupils with disabilities whose IEP Team has
determined they are unable to participate in CELDT even
with accommodations, variations, or modifications.
6
Note: CDE English Learner Division has advised that any
“alternate assessment” must assess in all four domains: listening,
speaking, reading & writing
Alternate Assessment Cont’d.
Alternative Assessments to CELDT
7

At this time, the California Department of Education does not
have an approved, recommended alternative assessment to
CELDT for students whose IEP team determines that the
student may not be able to take all or parts of CELDT in order
to determine their level of English language proficiency.

If the IEP team determines that a student should take an
alternate assessment to CELDT, they must ensure that the
student is assessed in all four domains of English proficiency:
listening, speaking, reading, and writing.
Alternate Assessment Cont’d.
Possible Alternative Assessments to CELDT
The chart lists possible assessment tools that various
districts or SELPAs in California have utilized as an alternative to
CELDT for students functioning at the CAPA level:
8
Resource List for Possible Alternate
Assessments to CELDT
Test Name
9
Skills
Assessed
Organization
or Publisher
Contact
Information
Alternative Language
Proficiency Instrument
(ALPI)
Listening
Speaking
Orange County
Dept.of Education
714-966-4120
Student Oral Language
Observation Matrix
(SOLOM)
Listening
Speaking
San Jose Unified
School District
http://www.cal.org/twi/
EvalToolkit/appendix/s
olom.pdf
Basics 2
(Checklist for functional
reading and writing)
Listening,
Speaking
Reading, Writing
Lakeshore
http://www.lakeshorele
arning.com/home/hom
e.jsp
Sandi
Listening,
Speaking,
Reading, Writing
SEACO
http://www.rcoe.k12.ca.us/
materials/SANDI_Riversid
e.pdf
Resource List for Possible Alternate
Assessments to CELDT Cont’d.
Test Name
10
Skills
Assessed
Organization
or Publisher
Contact
Information
Basic Inventory of Natural
Language (BINL)
Listening
Speaking in 30
different languages
CHECpoint Systems,
Inc.
(800)635-1235
Norm referenced &
Criterion referenced
Brigance IED II (B-7yrs)
Brigance CIBS II (Pre K –
9)
Listening &
Speaking
Reading & Writing
literacy
Curriculum &
Associates
http://www.curriculu
massociates.com
Writing Linguistically
Appropriate IEPs
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Linguistically Appropriate IEP
Development for English Learners

The IDEA states that the IEP team must, "In
the case of a child with limited English
proficiency, consider the language needs of
the child as those needs relate to the child's
IEP."
34 C.F.R. § 300.324(a)(2)(ii).
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Linguistically Appropriate IEP
Development for English Learners

The United States Education Department has clarified that IEP teams
must consider:
–
–
–
–
Issues such as the extent to which a LEP child with a disability receives
instruction in English or his native language, the extent to which a LEP
child with a disability can participate in the general curriculum, or whether
English language tutoring is a service that must be included in a child's
IEP. .
How the child's level of English Language proficiency affects the special
education and related services that the child needs to receive FAPE.
Special education and related services for those aspects of the educational
program which address the development of English language skills and
other aspects of the child's educational program.
Whether the special education and related services that the child needs will
be provided in a language other than English.
64 Fed. Reg. 12406, 12589.
13
Linguistically Appropriate IEP
Development for English Learners
Also, as per EC 56345 the regulations state:
“For individuals whose native language is other than
English, linguistically appropriate goals, objectives,
programs, and services” shall be included in the
IEP contents”
Note: This does not require placement in a specific classroom!
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IEP Development for English
Learners
IEP Content Checklist √
15

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
(SESR 10-2-2; 10-2-4; 20-4-2)
EC Section 60810
CFR Section 300.138(b)(1)(2); CFR 300.324
The CDE’s 2011-2012 CELDT Information Guide
IEP Development for English Learners
Cont’d.
In addition to CELDT considerations, the IEP team
must determine:
 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 (ELD goals) to meet English
language development needs
16
(SESR 10-2-6; 3-5-8); 34 CFR 300.324; EC 56345
How to Document Programs, Services &
Instruction on IEP
17

Programs: Indicate on IEP what type of EL program
the student will be in such as SEI, ELM, or alternate
program (see slide 69-70)

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
English Language Development Services
for EL Students in Special Education
Primary Language Support:
The IEP team should address how primary language
support will be provided to help student access the
core curriculum. It may be provided in the following ways:
•
•
•
•
•
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By SPED or general education bilingual teacher
By a bilingual instructional assistant
By a volunteer or parent/relative
By a peer or cross-age coach
By providing materials in the primary language
Linguistically Appropriate (ELD) Goals
and Objectives
Linguistically appropriate goals must align to the student’s present
levels performance in language proficiency (aligned to CELDT
results). The California State Board Adopted ELD Standards are
aligned to CELDT and are useful in developing linguistically
appropriate goals.




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The California State Board Adopted ELD Standards are categorized
subject or domains (listening & speaking, reading, and writing)
The California State Board Adopted ELD Standards are categorized by
strands and sub strands
The California State Board Adopted ELD Standards are not numbered, but
are categorized by levels of proficiency assessed on CELDT
The California State Board Adopted ELD Standards are categorized by
grade
Sample Linguistically Appropriate
Goal 1





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Domain:
Listening & Speaking
Strand:
Strategies & Applications
Sub Strand:
Comprehension
Level:
Beginning
Grade:
K-2
Goal: By (date), (student) will respond to simple
directions and questions in English by using physical
actions and other means of nonverbal communication
(e.g., matching objects, pointing to an answer, drawing
pictures) with 80% accuracy on 3 consecutive trials as
demonstrative by written classroom data
Sample Linguistically Appropriate
Goal 1 Objectives
Objective 1: By (date), (student) will respond to simple
directions and questions in English by using physical
actions and other means of nonverbal communication
(e.g., matching objects, pointing to an answer, drawing
pictures) with 40% accuracy on 3 consecutive trials as
demonstrative by written classroom data
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Objective 3: By (date), (student) will respond to simple
directions and questions in English by using physical
actions and other means of nonverbal communication
(e.g., matching objects, pointing to an answer, drawing
pictures) with 60% accuracy on 3 consecutive trials as
demonstrative by written classroom data
Sample Linguistically Appropriate
Goal 2





Domain:
Reading
Strand:
Word Analysis
Sub Strand: Concepts about Print,
Phonemic Awareness, and
Vocabulary and Concept
Development
Level:
Early Intermediate
Grade:
3-5
By (date) , (student) , while reading aloud a short passage of
8-10 lines at grade level, will recognize and produce English
Phonemes that do not correspond to phonemes he or she
already
hears and produces with 80% accuracy on 3
consecutive trials as demonstrated by data tracking records.
Goal:
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Sample Linguistically Appropriate
Goal 2 Objectives
Objective 1: By
(date) , (student) , while reading aloud a short
passage of 3-5 lines at grade level, will recognize and produce English
Phonemes that do not correspond to phonemes he or she already hears
and produces with 40% accuracy on 3 consecutive trials as
demonstrated by data tracking records.
Objective 1: By
(date) , (student) , while reading aloud a short
passage of 6-8 lines at grade level, will recognize and produce English
Phonemes that do not correspond to phonemes he or she already hears
and produces with 60% accuracy on 3 consecutive trials as
demonstrated by data tracking records.
23
Sample Linguistically Appropriate
Goal 3





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Domain:
Strand:
Sub Strand:
Level:
Grade:
Writing
Strategies & Applications
Organization & Focus
Intermediate
6-8
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 80% accuracy on 3
consecutive trials as demonstrated by a written
response to a prompt.
Sample Linguistically Appropriate
Goal 3 Objectives
Objective 1: By (date), (student) will develop a clear
Purpose in a short essay (one paragraphs) by appropriately
Using the rhetorical devices of quotations and facts with
40% accuracy on 3 consecutive trials as demonstrated by a
written response to a prompt.
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Objective 2: 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 with6 0% accuracy on 3 consecutive trials as
demonstrated by a written response to a prompt.
Sample Linguistically Appropriate
Goal 4

Domain:
Strand:

Sub Strand:

Level:
Grade:


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Reading
Fluency & Systemic
Vocabulary Development
Vocabulary & Concept
Development
Early Advanced
9-12
Goal: By (date), (student) will use a standard dictionary to
determine the meaning of a list of 20 unknown words (e.g.,
idioms and words with multiple meanings) with 80% accuracy
on 2 consecutive trials as demonstrated by classroom written
records
Sample Linguistically Appropriate
Goal 4 Objectives
Objective 1: By (date), (student) will use a standard dictionary to
determine the meaning of a list of 10 unknown words (e.g.,
idioms and words with multiple meanings) with 40% accuracy
on 2 consecutive trials as demonstrated by classroom written
records
Objective 1: By (date), (student) will use a standard dictionary to
determine the meaning of a list of 15 unknown words (e.g.,
idioms and words with multiple meanings) with 60% accuracy
on 2 consecutive trials as demonstrated by classroom written
records
27
Programs & Services:
Implementation of IEP
ELA/Language
Development Goals
28
ELD Program & Service Models for
EL Students in Special Education
Services and methodology required for
English learners in California:
English Language Development (ELD) Settings
English Language Mainstream (ELM)
Structured English Immersion (SEI)
Alternative Programs
■Instruction is provided in primary language (L1)
Methodology
Specially Designed Academic Instruction in English
Support
■Specially Designed Academic Instruction in English
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■Alternative Program (this is an IEP team decision)
Programs & Services for EL Students in
Special Education
Programs
Structured English Immersion
Program
(SEI)
For students with “less than
Reasonable Fluency” or
scoring at beginning or early
intermediate on CELDT
Program Components
English Language Development (ELD)
Academic Core Subjects
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
English Language
Mainstream (ELM)
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
classroom
SDAIE is provided via class
•Primary language (L1)
support is provided
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
For students with “Reasonable
Fluency”
Scoring Intermediate or above
on CELDT
Alternative Programs
(Bilingual Programs)
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Programs & Services for EL Students
in Special Education
Each English learner must receive a program of
Instruction in English language development (ELD) in
order to develop proficiency in English as rapidly and
effectively as possible.
ELD instruction is defined as the direct, systematic, explicit development
of vocabulary, grammar, comprehension and expression in both oral and
written domains of English using curricula and instructional methods
appropriate for second language learners.
ELD is a required component of every English learner’s core curriculum,
regardless of level. ELD must be individualized based on need. It is best
practice to group students with other students at the same or similar
fluency level for ELD.
31
English Language Development for
ELs with Disabilities
ELD instruction should be based on the
California ELD Standards.
The ELD standards are divided into four domains:
(1) Listening
(2) Speaking
(3) Reading
(4) Writing
32
The English language proficiency levels through which
ELStudents progress are: beginning, early intermediate,
32
intermediate, early advanced
and advanced.
Programs & Services
Implementation of EL / ELA Goals
SEI services may be provided for English
learners with an IEP in a variety of ways to
include:
33
(1)
Targeted EL instructional groups held within the context of a
classroom taught by a special educator
(2)
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
(3)
In a collaborative model where special educators team with the
general education staff to provide EL services
Progress Monitoring of ELA/ELD Goals
for Students with Disabilities

Progress towards IEP goals should be assessed at the
frequency designated in the IEP but not less than often than the
frequency progress is reported for all students (report cards)

Use formative assessments to assess English learners with
disabilities’ progress towards meeting ELA / language
development goals


34
Formative assessments should assess student progress towards meeting
the ELD standards as reflected in IEP Goals (and objectives if applicable)
Best practice – engage in progress monitoring ever 6-8 weeks
Use of Formative Assessments to Monitor
Progress Towards ELA/ELD Goals
Formative Assessment : Use of curriculum embedded
or teacher developed assessments that aligned to assessed
language development needs used to monitor student
progress throughout the school year to identify:
35
1) individual students who need additional time and support for
learning English
2) the teaching strategies most effective in assisting students with
disabilities acquire English
3) program concerns – areas in which students generally are
having difficulty achieving the intended EL standard
4) progress towards linguistically appropriate English language
arts/ language development goals
Sample Traditional Formal
Language Assessment Tools
36
Language Assessment Tools:

Five most common language proficiency tests administered
across all states are:
1) Language Assessment Scales (LAS),
2) IDEA Language Proficiency Tests (IPT)
3) Woodcock-Muñoz Language Survey
4) Language Assessment Battery
5) Basic Inventory of Natural Language (BINL)
 All tests above, with the exception of the Woodcock Muñoz
Language Survey address listening, speaking, reading and
writing according to research; however these assessment tools
are similar to the CELDT and may not be appropriate for
students with moderate to severe disabilities (CAPA level).
Other Language Assessment
Tools Better Aligned to IEP Goals
ADEPT (Developmental Assessment of English Development)
Identify a student's instructional level for Systematic ELD
instruction
Understand a student's language abilities for differentiated
instruction
Monitor student progress in English proficiency
Inform planning for Systematic ELD and Frontloading Language
across the content areas
ALPI (Appropriate for CAPA Level Students)
37
May be used to monitor speaking and listening English skills of
students with moderate to severe disabilities
May be used to help make reclassification decisions for EL
students with an IEP
Sample ALPI Assessment Data
Skill Areas (Primary Language)
Points
(0-5 pts)
I. Receptive Language
1.
4
2.
4
3.
5
4.
4
5.
4
6.
5
Total Points (0-30)
26/30
II. Expressive Language
38
1.
2
2.
1
3.
3
4.
2
Total Points (0-14)
10/14
Sample ALPI Assessment Data
Skill Areas (English)
Points
(0-5 pts)
I. Receptive Language
1.
4
2.
4
3.
4
4.
5
5.
5
6.
5
Total Points (0-30)
27/30
II. Expressive Language
39
1.
2
2.
3
3.
2
4.
2
Total Points (0-14)
9/14
Q&A
1) May the parent opt a student with
disabilities out of taking CELDT?
Answer: No; A parent may not opt a
student out of taking CELDT.
The CDE’s 2011-2012 CELDT Information Guide
40
Q&A
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 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 are appropriate to 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.
41
Q&A
3) Is reclassification to RFEP the responsibility of the IEP
team for EL students in special education?
42
Answer: No. Each LEA must establish policies and procedures to
designate which staff or the team members are responsible for
reclassification of EL students. The English Learner Division at the
CDE advises that reclassification is not the jurisdiction of the IEP
team. However, if the LEA has designated the IEP team as the EL
reclassification team for students with IEPs, it may an acceptable
practice for the IEP team, in collaboration with staff members who
have expertise in the reclassification of English learner, to reclassify
students to RFEP. It is best practice for English learner and special
education staff members to work together collaboratively to make
reclassification decisions for students with disabilities. 5 CCR §
11303
Q&A
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 a request for
review of the proposed variations in administering the test
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 a score of
“not valid” for the sections of the test in which they took alternate
Assessments
43
Title 5 Regulations Section 11510
Q&A
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 legal regulations and determine the type of
assessments that are most appropriate.
44
Q&A
7) What is the recommended or required amount of
time an English learner must be in RTI 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 of
time long enough to determine the following: Is the student
struggling academically due to a disability or language
difference? Can the student’s academic needs be met
through RTI versus special education?
45
Q&A
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.
46
Q&A
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 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. These are currently being reviewed by CDE in order to determine if
they can legally be applied to students with disabilities. It is also
recommended that LEA staff consult or collaborate with special educators in
making reclassification decisions.
47
5 CCR § 11303;
The CDE’s 2011-2012 CELDT Information Guide
Q&A
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 EL even
upon entry if it is deemed that the student is an English
learner based on the home language survey. The IEP team
may determine if the student needs an alternative
assessment to CELDT and what that alternative will be (this
must be an IEP team decision).
48
5 CCR § 11303
Q&A
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?
49
Answer: Based on communication with the English Language Learner
Division at CDE in April, 2010, it was agreed that for the purposes of CELDT
testing and identifying students as English learners who use ASL and have
an IEP or 504 Plan the following would apply:
1) Non-English speaking parent, student uses ASL - CELDT testing
required; student may be considered an English learner
2) English speaking parent, student uses ASL - No CELDT testing
required
3) Parent uses ASL, student is hearing - No CELDT testing required;
student may or may not be under IEP/504
4) Parent uses ASL, student uses ASL - No CELDT testing required
Q&A
12)
50
For the fourth reclassification criteria “comparison
of performance in basic skills”, may the
reclassification team use data from the CAPA
assessments since the student does not take
CST?
Answer: The California Board of Education (CBE) has not
currently revised the CELDT Reclassification Guidelines to
include the assessments that IEP teams may designate as
alternative measures to CST. At this time the CAPA has not
been determined to be an appropriate objective measure that
can be used to inform Criteria 4. At this time the IEP team may
use other objective academic assessment measures to inform
criteria #4 as outlined in the IEP.
The End
Information in this presentation, including but not limited to PowerPoint handouts and the
presenters' comments, is summary only and not legal advice.
We advise you to consult with legal counsel to determine how this information may apply to your
specific facts and circumstances.
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