• Administrator decision; • Anticipated emotional distress; and • Need for accommodations (e.g., assistive technology/augmentative and alternative communication) to participate in assessment. Section E – Linguistically Appropriate Goals for English Language Learners To properly meet the complex needs of students identified as English learners with disabilities, education professionals from various disciplines must effectively collaborate and involve families in the IEP process. The IEP team must “consider the language needs of the student as these needs relate to the student’s IEP” (EC 56341.1[b][2]). Specifically, the IEP must include “linguistically appropriate goals, objectives, programs and services” as required by EC 56345(b)(2). This requires that general education teachers, special educators, and English learner specialists consult and collaborate to design and implement effective individualized education programs (IEPs) and services for English learners with disabilities to ensure optimal educational outcomes for this diverse group of learners. This section includes information on development of linguistically appropriate IEPs, required IEP components for the English learner student and other legal requirements related to the English learner’s IEP. Note: Even though it is not a legal requirement to formally identify a preschool age student as an English learner in California, federal regulations require the IEP team to determine if the student is an English learner for purposes of the IEP and include linguistically appropriate goals and services. For purposes of IDEA’s requirement to write IEPs that meet the language needs of the student, IEP teams must determine if students in Pre-K are English learners and ensure that their IEPs are linguistically appropriate. This is not a formal EL identification that is entered in the LEA/district student database. In the development of IEP goals, 5 CCR 3001(m) identifies “linguistically appropriate goals, objectives, and programs” to mean: • Activities which lead to the development of English language proficiency; • Instructional systems either at the elementary or secondary level which meet the language development needs of the English learner; and • For individuals whose primary language is other than English, and whose potential for learning a second language, as determined by the IEP team, is severely limited, the IEP team may determine that instruction may be provided through a language acquisition program, including a program provided in the individual’s primary language. The IEP team must periodically, but not less than annually, reconsider the individual’s ability to receive instruction in the English language.
Chapter 3 – Instructional Planning and the IEP, Charter SELPA As of 04/17/2025 CAHELP Governance Council Approval
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