Referral Procedures for CLD Students
Who Might Need a CLD Referral:
Any student who hears and/or speaks a language other than English at home and has significant
educational concerns. Where to find language information:
- Home Language Survey in the CUM folder
- CELA scores
- Parents’ information
If in doubt about the ELL status , please contact the ELA office at 57434
Who Would NOT Normally Be Considered for Special Education Eligibility:
Any student who is transitioning into English instruction:
- 4th graders in bilingual schools
- New arrivals to the U.S. – 1st and 2nd year of schooling
If in doubt, please contact the CLD office at 57849
CLD Process for Initial Evaluation
1. Teacher or parent has identified an academic need for an individual student. Tier I
interventions are put in place and data collection starts. Approximately 80 to 90 percent of all
learners are successful with Tier I interventions (Yell, 2004).
2. The student’s situation doesn’t improve. RtI team, including parents, meets to decide on next
steps. Parent School Partnership signature is obtained. Start Tier II intensive, specific
intervention(s). Collect data for 6-12 weeks. Roughly 15 to 20 percent of all learners require Tier
2 intervention sometime during their school years (Yell, 2004).
3. If difficulties persist, the RtI team, including parents, meets to discuss Tier III interventions
and a possible SpEd referral. Please DO NOT get PWN signed at this point. CLD role and
involvement are also discussed. Fill out CLD forms, collect data and support documentation, and
send to the CLD office. Keep in mind that only 1 to 5 percent of students might require intensive
Tier III interventions, including special education (Yell, 2004)
Consult the RTI for ELL Checklist on the RtI for ELL Toolkit page (CLD and RtI blogs) for more
detailed information.