child’s teacher and SST should gather the following information about the child to help make this determination: • Background; • Culture and language; • Acculturation level; • Socio-linguistic development; and • Data showing the child’s response to the school and classroom environment when accommodations and supports are provided. C. Cultural and Linguistic Interventions Interventions to help resolve difficulties that arise from differences in cultural and linguistic background or from difficulties with the schooling process might include: • Cross-cultural counseling and • Peer support groups. D. Socio-Linguistic Interventions Interventions to help resolve difficulties that arise from differences in socio-linguistic development might include: • Instruction in English language development; • Bilingual assistance; • Native language development; and
• Assistance in developing basic interpersonal communication skills. E. In General: English Learners Receiving Special Education Services (1) IEP Team Membership
(a) At least one of the Charter LEA IEP team members must have a credential or certification to teach ELs. That person must indicate, next to their signature on the IEP, which credential or certification they possess (e.g., Bilingual Cross-cultural Language and Academic Development (BCLAD) or Cross-cultural Language and Academic Development (CLAD), etc.). (b) If the parent has limited English skills, an interpreter must be present at the IEP meeting. The interpreter must sign the IEP; however, the interpreter is not a participating member of the team. The interpreter's role is only to interpret. (2) Present Levels of Performance
Chapter 1 – Identification & Referral of Individuals for Special Education, Charter SELPA
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As of 8/26/2021 Steering Committee Review
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