Policy – Category 5000 (Students) BP 5001 – Identification and Referral of Individuals for Special Education
c. Identify who will provide the ELD instruction guideline: If the child is removed from English instruction for special education services, that teacher/specialist is the ELD teacher.
9.5.3 Goals/Objectives
The following rubric should be considered for each goal and objective to ensure that it meets the definition of being culturally and linguistically appropriate: a. States specifically in what language the particular goal and objective will be accomplished. b. Is appropriate to the child’s level of linguistic development and proficiency in that language. c. Consistent with the known developmental structure of that language; and d. Provides cultural relevance in the curricular framework. Refer to the document English Language Proficiency Assessments for CA – CalEdFacts on the CDE website at https://www.cde.ca.gov/ta/tg/ep/cefelpac.asp for more information.
9.5.4 Instructional Program Options
The following is a list of the instructional programs that are offered for students who are EL: 1. Biliteracy a. For Spanish speaking children at the emerging, early expanding, and bridging level. b. Children who are grouped for instruction in full classroom configuration. The focus is in developing proficiency in both English and Spanish. The instructional emphasis is on ELD and initial access to core curriculum. There is an increase of English as the language of instruction over time; and c. Classes must be taught by a teacher with a BCLAD credential or equivalent certification.
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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