ALPINE SCHOOL DISTRICT
Alternative Language Services
Guidance for English Learners and Special Education
PRE-REFERRAL GUIDELINES-Before referral for Special Education, teachers must:
1. Demonstrate that ELs have received daily English Language Development (ELD) instruction AND Tiered
intervention for extended duration to establish whether or not the student is making progress. The general
guideline is a minimum of two years of ELD instruction; however exceptions may apply.
2. For exceptions see Valid and Invalid Exceptions (page 2 of this document).
3. Implement Instructional Accommodations and Modifications for ELs (page 4 of this document).
4. Follow the pre-referral flowchart (page 3 of this document).
BACKGROUND INFORMATION

School districts are prohibited from assigning ELs to classes for Special Education based on deficiencies in
English language skills (May 25, 1970 Memorandum clarifying the Civil Rights Act of 1964).

At times school personnel mistakenly conclude that ELs have learning disabilities when instead EL students
are following predictable stages of language acquisition.

ELs must receive appropriate English Language Development (ELD) instruction and Tiered intervention for
extended duration to establish whether or not the student is making progress.

Special Education Services are not appropriate educational placements for ELs who are not a student with a
disability.
THE LANGUAGE ACQUISITION PROCESS
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Basic Interpersonal Communication Skill or social language is developed within 6 months to two years.
Cognitive Academic Language Proficiency or instructional and content language is developed within 5-10 years.
ELs struggle to understand instructional language and academic vocabulary without support.
ELs can acquire content knowledge and language skills while learning English.
ALPINE DISTRICT ENGLISH LANGUAGE DEVELOPMENT PROGRGAM

Elementary Program
Highly qualified teachers deliver supplemental
English Language Development (ELD) instruction
in listening, speaking, reading and writing.

Supplemental ELD instruction can occur within
the regular classroom in small group, or small
group pull-out for all identified elementary ELs.

ELD pull-out group instruction is delivered using
OLAI-2 Oral Language Acquisition Inventory
(Gentile, 2011), Frames for Fluency (Wiliams,
2011) and District-developed “Elementary Oracy
Instruction Resource Materials” (2012).

Secondary Program
Highly qualified teachers deliver English Language
Development (ELD) instruction in listening,
speaking, reading and writing.

ELD instruction is a course offering required for all
identified secondary ELs.

ELD instruction is delivered using the following
evidence-based curriculum materials:
Inside and Edge- Hampton-Brown publications.
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VALID EXCEPTIONS TO REFERRING BEFORE TWO YEARS:
1. The parent/guardian observes significant learning delays with the child compared to siblings.
2. The parent/guardian observes significant struggles to communicate in the first language.
3. A physiological condition/diagnosis necessitates immediate Special Education services.
4. If the suspected disability, for example, is speech/language impairment or a specific learning
disability, those making the referral must avoid confusing the characteristics of normal second
language acquisition with the characteristics of language impairment or a learning disability.
5. The disability must be intrinsic to the child and not primarily as a result of environmental factors,
cultural/linguistic differences, interrupted schooling or economic disadvantage.
6. The teacher observes significant delays/difficulties with learning when comparing the student to a
true peer.
a. A true peer is an English Leaner of approximately the same age, from the same cultural and
linguistic background, with the same amount of time in U.S. schools, and who has received a
similar Language Service Plan.
INVALID EXCEPTIONS TO REFERRING BEFORE TWO YEARS
The following indicators are not manifestations of a learning disability:
1. Difficulty retaining new knowledge may be connected to the language acquisition process.
2. Slower academic progress, when compared to an average English peer, is common since it takes
5-10 years to become proficient in academic language.
3. Newcomer students may go through a silent period. This does not imply the student is not learning;
instead they may lack confidence in his/her English output.
4. Educational gaps may result from interrupted schooling, differences in education systems, or
excessive absences.
5. Situational trauma may be due to temporary, sudden or recent change in the student’s life such as
divorce, family illness, death in the family, serious accident or injury, financial crisis or victim of
crime. Situational trauma may affect the ability and/or rate at which learning is acquired. Students
affected by situational trauma may daydream, have poor memory, lack attention or manifest
inappropriate or defiant behavior.
6. Difficulty comprehending instructional tasks and the language may result in negative classroom
behavior, frustration, or lack of engagement.
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EL Pre-referral Instructional
Accommodations and Modifications
Intervention Flow Chart
KEY:
Ovals refer to the student’s behavior or classroom
performance.
Rectangles delineate the educator(s) response(s) to the
student.
Student shows progress.
Teacher continues to provide ELD instruction,
implement effective Sheltered Instruction
interventions, and monitor student’s progress.
Student shows progress.
Teacher continues to provide ELD instruction,
implement effective Sheltered Instruction
interventions, and monitor student’s progress.
Student shows progress.
Teacher continues to provide ELD instruction,
implement effective Sheltered Instruction
interventions, and monitor student’s progress.
Student has received 2 years of ELD instruction.*
Student has not made appropriate progress.
STEP 1
 Student continues to receive ELD instruction.
 Teacher(s) implement(s) a variety of Sheltered Instruction
Interventions (see reverse side )
 Teacher(s) collect(s) data points from assessments to
monitor progress and behavior.**
 Teacher(s) contact(s) parents.
Student has not made appropriate progress after Sheltered
Instruction interventions have been implemented.
STEP 2
 Referring teacher(s) request(s) assistance from the in-school
problem solving team that includes the ALS Coordinator.
 Team forms a plan using additional Sheltered Instruction
interventions.
 Team decides on a timeframe and a follow-up meeting.
 Student continues to receive ELD instruction.
 Teacher(s) continue(s) to collect data points from
assessments to monitor progress and behavior.**
Student has not made appropriate progress after Sheltered
Instruction interventions have been implemented.
STEP 3
 Team reevaluates Sheltered Instruction intervention plan
and assesses student progress. ***
 Team modifies or expands Sheltered Instruction
intervention plan and establishes adjusted timeframe.
 Student continues to receive ELD instruction.
 Teacher(s) continue(s) to collect data points from
assessments to monitor progress and behavior.**

Student has not made appropriate progress after Sheltered
Instruction interventions have been implemented.
*See attached valid exceptions to referring
before two years.
**Throughout steps 1, 2, and 3, a minimum
of six to eight data points must be gathered.
***Team may determine at this point to
move to referral.
STEP 4
 Team meets to reevaluate Sheltered Instruction intervention plan.
 Team decides to continue with additional Sheltered Instruction
interventions OR
 Team decides to refer student for Special Education assessment.
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Instructional Accommodations and Modifications for ELs


Check box only if NOT currently providing the intervention.
Develop Action Plans based on checked items- Action plans must employ strategies with enough
intensity and duration to document whether or not the student is making progress.
 Adapt lessons, assignments, and assessments to WIDA language development standards.
 Provide clear explanation of academic tasks.
 Break down complicated tasks into one-step manageable parts and model each part.
 Post, share, and refer to Content Objectives (core objectives) for each lesson.
 Incorporate practice with listening, speaking, reading, and writing in each lesson.
 Promote frequent structured interaction opportunities to use English with peers.
 Incorporate meaningful activities/reading materials that relate to student background/experiences.
 Explicitly link concepts to students’ background experience, previous learning and new concepts.
 Emphasize/support key vocabulary with examples and non-examples.
 Slow down rate of speech (recommended 120 words per min. for elementary, 140 wpm for secondary).
 Pause often between sentences. Enunciate clearly. Repeat directions.
 Provide minimal 10 second wait time for student response to allow time for thinking and processing.
 Provide extended time to complete assignments and assessments.
 Adapt assessments: Administer orally, use a checklist, anecdotal information.
 Provide on-going review and assessment of key vocabulary, lesson concepts, and student comprehension.
 Provide frequent, specific feedback to reinforce students’ comprehension, vocabulary, and language development.
 Provide corrective feedback and allow revision and resubmission of written work.
 Employ a variety of instructional techniques such as modeling, hands-on activities, and gestures.
 Use supplementary materials such as, visuals, computer-assisted instruction, charts, graphic organizers
 Provide supports through photocopied notes, study guides, flash cards, use of bilingual dictionaries.
 Use Bloom’s Taxonomy to promote higher order thinking and questioning.
 Encourage elaborated responses from the student by asking who, what, where, when, why, how; …tell me
more…explain it to me…
 Use scaffolding techniques throughout the lesson-- Think-alouds, paraphrasing, partnering.
 Provide note-taking assistance.
 Allow native language reading material (if literate in first language).
 Permit demonstration of content knowledge in native language when necessary or practicable.
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