Policy – Category 5000 (Students)
BP 5004 – Instructional Planning and the IEP
ELD Writing
ELA Writing
Strategies and Applications
Strategies, Applications
Conventions
Written (and Oral) English Language Conventions
Listening and Speaking
ELD Listening and Speaking
ELA Listening and Speaking
Strategies and Applications
(Written and) Oral English Language Conventions
6.0
Linguistically Appropriate Goals for English Language Learners
According to the California Special Education Programs - Composite of Laws, linguistically appropriate goals, objectives, and programs are:
• Those activities which lead to the development of English language proficiency; and those instructional systems either at the elementary or secondary level which meet the language development needs of the limited English language learner. • 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, nothing in this section shall preclude the IEP team from determining that instruction may be provided through an alternative program pursuant to a waiver under Education Code section 311(c) . • Include a program provided in the individual’s primary language, provided that the IEP team periodically, but not less than annually, reconsiders the individual’s ability to receive instruction in the English language.
Areas to be addressed in developing a linguistically appropriate IEP include the following:
• The student’s language classification and degree of proficiency.
• Identification and description of the student’s disabilit y.
• The student’s current educational performance in his/her primary language and in English as measured by California’s ELD and ELA standards.
• The degree to which the student’s disability might impact his/her level of educational performance in both languages.
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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