Culturally Linguistically Diverse (CLD) Team Process
Tier II-Level Targeted Assessments/Interventions
1st Problem-Solving/MTSS Team Mtg in Collaboration with ESL/Bilingual Staff
Problem-Solving/MTSS Team, including parents, meets and collaborates with building ESL/Bilingual
staff and implements Tier II targeted interventions that 1) address the student’s specific learning
needs/concerns and 2) match the student’s cultural, linguistic, and educational background, as well as
his/her level of language acquisition. At this point it will be necessary to begin collecting Tier II MultiTiered System of Support (MTSS) data—CLD Team requires this information as an integral part of the
CLD review process.
2nd Problem-Solving/MTSS Team Mtg Follow-Up
If learning concerns continue after 6-12 weeks of targeted intervention, the Problem-Solving/MTSS
Team (including parents) reconvenes, reviews data and develops further strategies and/or contacts
CLD team to begin screenings and assist with data collection process. If a referral for a
comprehensive SpEd eval is being considered, a CLD referral is initiated. Parents give written consent
for CLD involvement through a signed Parent-School Partnership Form.
Building Submits Initial CLD Referral Paperwork
Note: This is NOT a Special Education Initial Referral, and the PWN Consent for Eval is NOT
obtained at this time. The CLD Team must first rule out the student’s typical ELL acquisition process as
a primary factor in the learning problem before a referral for a SpEd eval is made.
CLD Family Liaison Contact/Supplemental Screenings
CLD coordinator assigns a Family Liaison to conduct home interview and assigns CLD Team members
to do additional screenings/dominance testing as necessary.
CLD Team Consideration/Review
The CLD Team processes the referral paperwork, integrates this info with home interview findings, and
screenings/dominance testing (if applicable). Building Team Leaders and school teams are welcome to
join the CLD Team for this review if schedules permit.
CLD rules out ELL issues as being the
primary factor in the student’s learning
challenges.
CLD supports further testing to investigate the
possibility of an internal language or learning
disability in the student possibly requiring
intensive Tier III interventions.
The CLD cannot rule out ELL issues as
being the primary factor in the
student’s learning
Tier II interventions continue. MTSS data
collection continues.
Ongoing student concerns/CLD
reconsideration
challenges.
Proceed to Tier III
intensive interventions, possible prescriptive/
diagnostic SpEd testing.
If academic concerns continue, and there is a
persistent documented significant lack of progress in
the student, CLD Team will reconsider and review the
case for possible Tier III Intensive Interventions and
SpEd Evaluation.
Tier III-Level Intensive Interventions and Comprehensive SpEd Assessment
Referral for SpEd Eval.
CLD Team formulates a tentative comprehensive assessment plan that 1) accounts for the
student’s educational-linguistic background AND 2) targets the SPECIFIC learning concerns.
The CLD Team then notifies Building Team Leader (BTL) of findings, and if building SpEd team
concurs, a referral for additional SpEd testing is created by the BTL utilizing the testing plan,
and PWN Consent for Eval is obtained from the parents. The CLD Team Family Liaison can
assist with family communication during this process as needed.
Evaluation
Based on PWN Consent for Eval, evaluation of student may be done by CLD Team, building
team and/or combination of both.
Interpretation of Evaluation Results
The CLD Team, the Building Team Leader, and the special education team communicate to
integrate results and BTL creates summary of evaluation.
Eligibility Meeting
The Special Education Staffing is held at student’s home school with parent present, especially at
initial meetings. CLD Team Family Liaison can attend IEP if given ample prior notice (one month is
optimal). Determination of educational disability is made at this meeting based on evaluation and
entire IEP team’s input.
ESL Specialist – The ESL specialist participates in the IEP meetings of students whose English is
their second language. The specialist provides information on the student’s English language skills
based on the child’s performance on the ACCESS. He/She ensures that the student’s level of
English language acquisition is taken into account when goals and objectives are developed.
No decision of provision or exemption of ESL services will be made without
the ESL teacher’s participation AND appropriate supporting documentation.
Participation of parents and ESL teacher will be documented in the IEP.
Meets Criteria for an Educational
Disability
IEP team develops plan and objectives that
address student’s needs, and SpEd staff
becomes integrally involved in services
provision.
Does Not Meet Criteria for an
Educational Disability
IEP team develops ongoing Tier II and/or Tier
III targeted or intensive interventions.