Policy – Category 5000 (Students)
BP 5004 – Instructional Planning and the IEP
Questions developed by Ortiz and Garcia (1988) guide the IEP team through this decision process:
1. What is the student’s dominant language in various settings?
2. What is the student’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 student 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 student’s language behaviors characteristic of other second language learners?
7. What types of language intervention has this student 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 Language Learners is for authorization of the teacher to provide instruction. BCLAD and CLAD certification is required for teaching English language development. SDAIE authorization is required to teach English language development and content for the core subjects in the primary language. Contact your LEA office to verify appropriate certification for teachers of students who are English learners and who are receiving the core curriculum in English and for those students who are English language learners but are learning core curriculum in their primary language. Another consideration is the use of interpreters and translators. It is noted that interpretation is for oral language, while translation refers to written language. Using an interpreter or translator is a method of choice when the pathologist who is assigned to provide therapy is not fluent enough to provide therapy in both languages. Guidance is provided for service delivery in a resource titled Working Successfully with Interpreters and Translators in Speech-Language Pathology and Audiology, written by Langdon and Cheng. Students with accents and dialects may be referred for special education services, speech services, or viewed as low achievers. Current efforts by the American Speech and Hearing Association, ASHA, consider these referrals misguided. The organization is
BP 5004 – Instructional Planning and the IEP
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Desert Mountain Special Education Local Plan Area (DMSELPA) (rev. 10/18)
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