Considerations for IEP Teams Guiding Questions
Substantiation
What are the language needs of the student, as such needs relate to the student’s IEP, and does the IEP include linguistically appropriate goals, programs, and services?
Look in the assessment report and any other documentation that indicates that the child’s language needs were assessed; look in the IEP for a statement that the IEP team has considered the child’s language needs. Look for linguistically appropriate goals, programs, and services. The IEP lists the student’s most recent proficiency scores (within the last year). The name of the proficiency assessment is listed on the IEP. What accommodations, if any, are listed on the IEP. IEP Goals reflect student’s level of language acquisition and are based upon ELD standards. Parent Input noted on IEP as a source of information and reflected in present levels of performance and summary of meeting IEP notes page.
What English Language Proficiency Assessment will the student take? (ELPAC or alternate assessment for students in mod/severe programs) What allowable accommodations are needed for the annual language proficiency assessment? Does the IEP indicate Linguistically Appropriate Goals and Designated ELD Services? Does the IEP team elicit input from the parent regarding the student’s mode of communication/use of language at home? Does the child respond more consistently in English or your family’s home language
Commonly asked question: (From CA Practitioners’ Guide for Educating English Learners with Disabilities, pg.388-389)
Question: Does a student’s individualized education program (IEP) or Section 504 plan take precedence over provisions for English learners in the California Education Code ?
Response : No. The requirements in a student’s IEP or Section 504 plan are federal requirements as are the provisions for English learners. The Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act (Section 504) require that an LEA provide to English learners with disabilities both the language assistance and disability-related services to which they are entitled under federal law. The LEA must inform parents of English learner students with IEPs how language instruction education programs meet the objectives of the child’s IEP. Even if the parent declines disability-related services under IDEA or Section 504, that student with a disability remains entitled to all English learner rights and services.
Question: Is reclassification the responsibility of the IEP team for English learners with disabilities?
37
Made with FlippingBook Digital Publishing Software