Policy – Category 5000 (Students) BP 5001 – Identification and Referral of Individuals for Special Education
To choose the language of instruction, the IEP team must consider where on the continuum of language acquisition the child assesses for both the primary language and English. The Speech-Language Pathologist (SLP) is consulted to interpret the child’s pragmatic and socialization aspects of language, which include eye contact, facial expression, nonverbal messages, and tone. These assessment data are used to determine if errors are made because of a lack of exposure to the curriculum and if exposure has been adequate to master the primary language. A determination is made as to whether the child is struggling with second-language learning or has one or more disabilities that impact learning progress. Questions developed by Ortiz and Garcia (1988) guide the IEP team through this decision process: 1. What is the child’s dominant language in various settings? 2. What is the child’s level of proficiency in both the primary language and English for social and academic language? 3. What are the styles of verbal interaction used in the primary language and English? 4. How much exposure has the child had to verbal interactions in English? 5. What is the source of exposure to each language (family, peers, TV, book reading, etc.)? 6. Are the child’s language behaviors characteristic of other second-language learners? 7. What types of language intervention has the child already had and what is the duration and outcome of those interventions? For further information, refer to Education Code §§ 313 and 420 - 421 . The second area of consideration for English Learners (ELs) is for authorization of the teacher to provide instruction. The Bilingual, Cross-cultural, Language and Academic Development (BCLAD) and Cross-cultural, Language and Academic Development (CLAD) certification is required for teaching English language development. The Specially Designed Academic Instruction in English (SDAIE) authorization is required to teach English language development and content for the core subjects in the primary language. Contact your Charter LEA office to verify appropriate certification for teachers of children who are English Learners and who are receiving the core curriculum in English and for those children who are English Learners but are learning core curriculum in their primary language.
BP 5001 – Identification & Referral of Individuals for Special Education Desert Mountain Charter Special Education Local Plan Area (DMCS) (rev.08/21)
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