Part 1 Presented by Nancy A. Snodgrass, M.A. Bilingual Special Education Resource Teacher Turlock Unified School District Professional Development

Save this PDF as:
Size: px
Start display at page:

Download "Part 1 Presented by Nancy A. Snodgrass, M.A. Bilingual Special Education Resource Teacher Turlock Unified School District Professional Development"

Transcription

1 Part 1 Presented by Nancy A. Snodgrass, M.A. Bilingual Special Education Resource Teacher Turlock Unified School District Professional Development and English Learner Programs (209)

2 2

3 In times of change, learners inherit the earth, while the learned are fully equipped to live in a world that no longer exists. Eric Hoffer 3

4 An English Learner needs to be in school in the U.S. for at least a year before being assessed for special education services. An English Learner who is demonstrating difficulties with acquiring English should not hear or speak his/her primary language at home. An English Learner will show more academic progress if receiving special education services (because of the individualized/small group instruction), even when the student does not truly have a learning disability. 4

5 An English Learner can have a disability and/or language disorder only in English. If an English Learner is found to have a learning disability, then it is a priority for the student to receive special education services rather than EL services. When an English Learner is identified as having a disability, instruction should occur only in English so as not to confuse the student. 5

6 There is disproportional representation of English Learners in some categories of special education disabilities in California schools. J. Butterfield, 2010 What does this mean? 6

7 K-4 th grade missed representation Why? low scores attributed only to second language acquisition arbitrary timelines for referrals (e.g. EL must be in school for at least 2 years before a referral can be made. ) assessment procedures 7

8 5 th -12 th misrepresentation Why? low language skills in both languages use of medical model (e.g. something is wrong with the student) lack of interventions do not meet criteria for reclassification for RFEP assessment procedures 8

9 The student often needs to hear speech that is slower than normal. There is often a delay between the time a question is asked and a response is given. The student often needs to have questions and/or directions repeated. The student needs to sit in the front of the room. The student learns better with visual input rather than auditory. A student appears to be nonverbal, but may understand what is said. 9

10 1) Those with deficiencies in their teaching or learning environment; lack of effective ELD instruction and support 2) Those experiencing academic difficulties not related to a learning disability; Interrupted schooling, limited formal education, medical problems, low attendance, high transiency, etc. 3) True ELs with disabilities and in need of Special Education Artiies and Ortiz

11 When an English Learner is referred to the school site s Student Study Team (SST): 1. The first step is to gather information regarding the specific difficulty the EL is experiencing. 2. The second step is to look at why the EL may be experiencing this difficulty. 11

12 When gathering information about the specific difficulty an English Learner is experiencing, there may be a tendency to describe general performance behaviors, such as: The student is not making progress. The student is below grade level. The student is having problems reading. 12

13 Statements such as these do not describe the specific difficulty that has been observed, which then makes it difficult to design appropriate interventions. 13

14 In addition, not knowing the specific difficulty an EL is experiencing makes it a challenge to determine if the perceived weakness is due to extrinsic factors (e.g. inappropriate instruction, normal process of second language acquisition, lack of formal education, etc.) 14

15 .or a possible intrinsic factor (such as a learning disability, language disorder, etc.) If an EL is experiencing difficulties only in English, but not in the primary language, then the problem could be due to extrinsic factors rather than an intrinsic disability. 15

16 When describing the specific difficulty the English Learner is experiencing, the difficulty needs to be measurable and observable. diagnosing! why. Describe before Ask what before Why is this important? 16

17 Student. 1) is not picking up English. 2) is below grade level. 3) has difficulty doing multiplication and division problems. 4) is very low academically. 5) can decode well, but doesn t understand what she reads. 6) cannot remember multi-step directions. 17

18 across different contexts (such as different subject areas) in different environments (such as home and school) and in both the primary language and English 18

19 SEVEN AREAS TO CONSIDER: 1. LEARNING ENVIRONMENT (type of instruction, materials used, range of services offered, use of native language, assessment used, etc.) 2. PERSONAL AND FAMILY (socio-economic status, expectations, experiential background, family dynamics, etc.) 3. PHYSICAL AND PSYCHOLOGICAL (medical conditions, social and emotional development, etc.) 19

20 4. PREVIOUS SCHOOLING (amount and quality of previous schooling in both English and the student s native language, attendance, mobility, etc.) 5. ORAL LANGUAGE AND LITERACY DEVELOPMENT (in both the native language and in English) 6. ACADEMIC ACHIEVEMENT (in both the native language and in English) 7. CROSS-CULTURAL (cultural differences and effect on learning) 20

21 The way we THINK (COGNITION) The way we INTERACT (BEHAVIOR) The way we COMMUNICATE (LANGUAGE) The way we TRANSMIT KNOWELDGE to the next generation (EDUCATION) C. Collier,

22 1. Prior educational history: * Look at the TOTAL number of days the student has attended school. * Divide that number by 180. * This number will give you the approximate maximum grade level at which the student may be achieving. 22

23 Ask the following questions: a. Did the student attend school on a consistent basis or are there gaps? b. Did the student move from schools on a traditional schedule to schools on a year-round schedule, and visa-versa? c. Did the student complete one grade at one site? 23

24 According to research conducted with migrant students, for every move a student makes, he/she loses at least one month of instruction, even if moving from School A on Friday to School B on Monday within the same district. Why? 24

25 d. How often has the student been absent? Why? Has the student ever been reported to SARB (School Attendance Review Board)? A student may not learn if not in school. 25

26 When students miss a day of school, it actually puts them two days behind their classmates. Students who are absent an average of 15 days a year miss a year s worth of school before their senior year. Students who miss eight days or more a year may not be on track to graduate. 26

27 Infrequent schooling Inconsistent schooling Inferior schooling Interrupted schooling Insufficient schooling 27

28 Grade Dates School # of days absent/present K 10/10/05- Wakefield 8/19 K 12/14/05- Hughes 0/2 K 1/13/06- Wakefield 9/63 K 2/1/06- Chatom?/? K 4/20/06- Burbank 2/25 1st 8/28/06- Fremont 0/3 K 8/31/06- Fremont 10/70 K 1/30/07- Beard 1/6 1st 8/7/07- Wakefield 11/49 2nd 11/26/07- Wakefield 15/105 2nd 8/20/07-3/31/09 Wakefield 23/143 28

29 2. Report cards: a. What progress did the student make in specific subjects for previous grade levels? b. Has the student received consistent ELD, SDAIE and/or L1 instruction? 29

30 3. Prior referrals/comments in cumulative file: a. Interventions: Is there documentation of any interventions? If so, is there data indicating how long the student received the intervention, along with pre- and postassessment data? 30

31 b. SST: Has the student previously been referred to the Student Study Team? If so, what were the concerns, what was the Action Plan, and what were the results of the plan? 31

32 c. IEP: Has the student ever been tested for special education? If so, did he/she not qualify due to a lack of discrepancy or no processing deficit, or both? What instructional recommendations were made? 32

33 4. Health history: a. Vision tests: Has the student always passed the vision tests? When was the last test given? Were tests given for both near and far distance? 33

34 b. Hearing tests: Has the student always passed the hearing tests? When was the last test given? 34

35 c. Health inventory: If a health inventory was completed by the parent, look for the following information: Was the student born premature? Did the student need oxygen at birth? At what age did the student first begin to speak? Did the parent note any specific health problems? Did the parent note any problems with the student s speech? 35

36 5. Tests: Look at the progress made on standardized tests, such as CST, CELDT, etc. a. On the CST, has the student stayed at the same level each year in each subject? b. Has the student shown progress on the bar graph for the reading and writing portions of the CELDT? 36

37 There is nothing as unequal as the equal treatment of unequals. Oliver Wendell Holmes 37

38 Should this student be referred for special education assessment? Why or why not? Which factors influenced your decision? 38

39 1) Attended school in U.S. for kindergarten and first grade (a different school for each grade) 2) Attended school in Palestine for 2 nd and 3 rd grades 3) Did not know any English when he began kindergarten and was limited in his oral Arabic language skills 4) At the beginning of 1 st grade scored Early Advanced in listening and speaking on the CELDT 5) This school year scored at Intermediate level for listening, Early Advanced for speaking, and Beginning for reading and writing 39

40 6) Current oral skills in Arabic considered Fluent 7) Informal reading and writing skills in Arabic considered fluent 8) Report cards from 2 nd and 3 rd grade in Palestine indicated average to above average grades in all subjects 9) Received private tutoring in Palestine to learn more Arabic 10) Interventions: tutoring from: America Reads tutor, ROP students and parent volunteers (current) 11) Just got glasses for reading 40

41 1) Currently in the 8 th grade 1) Began school in the U.S. in the middle of 2nd grade 1) Did not attend school in Mexico 2) Attended the same elementary school from 2nd-6th grade with no attendance problems 41

42 5) Current CELDT: Intermediate for Listening and Speaking, Beginning for Reading, and Early Intermediate for Writing 6) Attended summer school four different times 7) Received additional pull-out literacy instruction in 2nd-5th grades 8) Read 180 intervention class for 7th grade 42

43 Additional questions for the Student Study Team and assessors to consider prior to making a referral of an EL for special education assessment: 1) Has the student received intensive interventions using appropriate materials and strategies designed for ELs, and have they been implemented with fidelity over time and the student still demonstrated little or no progress? 2) Does the team have data regarding the rate of learning over time to support that the difficulties are most likely due to an intrinsic disability rather than extrinsic factors? 43

44 3) Has the team consulted with the family members regarding learning patterns and language use in the home? 3) Are the error patterns seen in L1 similar to the patterns seen in L2 (if student has sufficient primary language skills)? 4) Are the learning difficulties and/or language acquisition patterns manifested over time similar in different settings and in different contexts? 44

45 IF THERE IS A LACK OF PROGRESS AND ALL APPROPRIATE GENERAL EDUCATION INTERVENTIONS HAVE BEEN EXHAUSTED. then a referral is considered for special education assessment IF the student s difficulties are NOT due to: 45

46 1. a lack of opportunity to learn 2. a lack of English 3. attendance/mobility 4. environmental or economic disadvantage 5. cultural factors 6. a lack of instruction in ELA and math 46

47 IT S WHAT YOU LEARN AFTER YOU KNOW IT ALL....THAT COUNTS. JOHN WOODEN 47

IDENTIFICATION AND ASSESSMENT OF ENGLISH LANGUAGE LEARNERS

IDENTIFICATION AND ASSESSMENT OF ENGLISH LANGUAGE LEARNERS IDENTIFICATION AND ASSESSMENT OF ENGLISH LANGUAGE LEARNERS CHAPTER 3 INDEX 3.1 PURPOSE AND SCOPE... 3 1 3.2 IDENTIFICATION AND REFERRAL OF ENGLISH LEARNERS SUSPECTED OF HAING A DISABILITY... 3 1 3.3 SPECIAL

More information

Caruthers Unified School District. Instructional Program For English Language Learners

Caruthers Unified School District. Instructional Program For English Language Learners PO Box 127 Caruthers, California 9360 T: 559-495-6402 F: 559-864-4241 www.caruthers.k12.ca.us Caruthers Unified School District Instructional Program For English Language Learners District Office #1 Tiller

More information

Master Plan Evaluation Report for English Learner Programs

Master Plan Evaluation Report for English Learner Programs Master Plan Evaluation Report (2002-03) for English Learner Programs Page i Los Angeles Unified School District Master Plan Evaluation Report for English Learner Programs 2002-03 Prepared by Jesús José

More information

Secondary Program Descriptions

Secondary Program Descriptions Secondary Program Descriptions Designated ELD at the Secondary Level CVUSD requires that sites group students who score in the Beginning through Intermediate CELDT levels by proficiency to receive daily

More information

Assessing English Language Learners for a Learning Disability or a Language Issue Sarah Mariah Fisher

Assessing English Language Learners for a Learning Disability or a Language Issue Sarah Mariah Fisher Assessing English Language Learners for a Learning Disability or a Language Issue Sarah Mariah Fisher Abstract This paper aims to increase awareness about English language learners (ELLs) who have difficulty

More information

Drafted March 2014. This special needs policy will help to ensure that: This policy addresses students in the following categories:

Drafted March 2014. This special needs policy will help to ensure that: This policy addresses students in the following categories: Peebles Elementary Special Needs Policy Drafted March 2014 Philosophy We believe that all learners have unique needs. We believe that all stakeholders share a responsibility to intervene with effective

More information

COMMISSION ON TEACHER CREDENTIALING. Supporting English Learners with Disabilities Symposium May 3, 2016

COMMISSION ON TEACHER CREDENTIALING. Supporting English Learners with Disabilities Symposium May 3, 2016 COMMISSION ON TEACHER CREDENTIALING Supporting English Learners with Disabilities Symposium May 3, 2016 PREPARING TEACHERS TO SUPPORT ENGLISH LEARNERS WITH DISABILITIES Paula Jacobs William Hatrick Education

More information

The Special Education Referral & Identification Process. Menlo Park City School District Source: US Department of Education and

The Special Education Referral & Identification Process. Menlo Park City School District Source: US Department of Education and The Special Education Referral & Identification Process Olivia Mandilk, Director Menlo Park City School District Source: US Department of Education and Protection and Advocacy, Inc. 11/07 Step One Child

More information

Disability Evaluation & Second Language Learners. Martha Buenrostro PhD, Education Program Specialist, ODE Martha.Buenrostro@state.or.us 503.947.

Disability Evaluation & Second Language Learners. Martha Buenrostro PhD, Education Program Specialist, ODE Martha.Buenrostro@state.or.us 503.947. Disability Evaluation & Second Language Learners Martha Buenrostro PhD, Education Program Specialist, ODE Martha.Buenrostro@state.or.us 503.947.5611 Learning Objectives Review: Oregon s ELL SPED K-12 data,

More information

Joseph K. Torgesen, Department of Psychology, Florida State University

Joseph K. Torgesen, Department of Psychology, Florida State University EMPIRICAL AND THEORETICAL SUPPORT FOR DIRECT DIAGNOSIS OF LEARNING DISABILITIES BY ASSESSMENT OF INTRINSIC PROCESSING WEAKNESSES Author Joseph K. Torgesen, Department of Psychology, Florida State University

More information

SPECIFIC LEARNING DISABILITIES (SLD)

SPECIFIC LEARNING DISABILITIES (SLD) Together, We Can Make A Difference Office 770-577-7771 Toll Free1-800-322-7065 www.peppinc.org SPECIFIC LEARNING DISABILITIES (SLD) Definition (1) Specific learning disability is defined as a disorder

More information

IEP and Reclassification Guidelines for English Learner Special Education Students

IEP and Reclassification Guidelines for English Learner Special Education Students IEPandReclassification Guidelinesfor EnglishLearner SpecialEducationStudents SanFranciscoUnifiedSchoolDistrict EnglishLearnerSupportServices(ELSS) 75025 th Avenue SanFrancisco,CA94121 Phone:(415)379 7733

More information

DISTINGUISHING LANGUAGE ACQUISITION FROM LEARNING DISABILITIES

DISTINGUISHING LANGUAGE ACQUISITION FROM LEARNING DISABILITIES Division of English Language Learners and Student Support Milady Baez, Deputy Chancellor 52 Chambers Street, Room 209 New York, New York 10007 Phone: 212-374-6072 http://schools.nyc.gov/academics/ell/default.htm

More information

Policy/Program Memorandum No. 8

Policy/Program Memorandum No. 8 Ministry of Education Policy/Program Date of Issue: August 26, 2014 Effective: Until revoked or modified Subject: Application: Reference: IDENTIFICATION OF AND PROGRAM PLANNING FOR STUDENTS WITH LEARNING

More information

Specific Learning Disabilities: Eligibility Determination under IDEA 2004 Facilitator s Notes

Specific Learning Disabilities: Eligibility Determination under IDEA 2004 Facilitator s Notes CONTENTS Specific Learning Disabilities: Eligibility Determination under IDEA 2004 Facilitator s Notes Introduction and Goals 2 What is a Specific Learning Disability? 3 Process and Documentation 8 Component

More information

Program Models. proficiency and content skills. After school tutoring and summer school available

Program Models. proficiency and content skills. After school tutoring and summer school available Holyoke English Language Learners Program Opportunities & Services Program Models ELL students ts participate i t in mixed groupings so they can learn with English-speaking peers. Certified ESL, ELL or

More information

ALBUQUERQUE PUBLIC SCHOOLS

ALBUQUERQUE PUBLIC SCHOOLS ALBUQUERQUE PUBLIC SCHOOLS Speech and Language Initial Evaluation Name: Larry Language School: ABC Elementary Date of Birth: 8-15-1999 Student #: 123456 Age: 8-8 Grade:6 Gender: male Referral Date: 4-18-2008

More information

STAKEHOLDER ENGAGEMENT

STAKEHOLDER ENGAGEMENT STAKEHOLDER ENGAGEMENT Pomona Unified School District Richard Martinez, Superintendent Stephanie Baker, Deputy Superintendent October 2014 1 Progress Indicators Pomona Unified new Local Control Accountability

More information

SAN DIEGO UNIFIED SCHOOL DISTRICT CALIFORNIA ENGLISH LANGUAGE DEVELOPMENT TEST (CELDT) ADMINISTRATION, 2016-2017 SCHOOL YEAR

SAN DIEGO UNIFIED SCHOOL DISTRICT CALIFORNIA ENGLISH LANGUAGE DEVELOPMENT TEST (CELDT) ADMINISTRATION, 2016-2017 SCHOOL YEAR ADMINISTRATIVE CIRCULAR NO. 74 SAN DIEGO UNIFIED SCHOOL DISTRICT Date: April 0, 016 To: Subject: Department and/or Persons Concerned: All School Principals CALIFORNIA ENGLISH LANGUAGE DEVELOPMENT TEST

More information

CSPY 573 SCHOOL BASED CONSULTATION

CSPY 573 SCHOOL BASED CONSULTATION Lewis and Clark College, Spring Semester 2006 CSPY 573 SCHOOL BASED CONSULTATION Instructor: Cynthia Velasquez Bogert School Psychologist Email: Cynthia_Bogert@reynolds.k12.or.us Meeting Place and Time:?

More information

YOUNG FIVES PROGRAM 2009-2012 THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT. Palo Alto Unified School District

YOUNG FIVES PROGRAM 2009-2012 THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT. Palo Alto Unified School District YOUNG FIVES PROGRAM THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT 2009-2012 Palo Alto Unified School District DISTRICT GOAL: Create an exceptional learning environment that engages, challenges, and supports

More information

SPECIFIC LEARNING DISABILITY

SPECIFIC LEARNING DISABILITY SPECIFIC LEARNING DISABILITY 24:05:24.01:18. Specific learning disability defined. Specific learning disability is a disorder in one or more of the basic psychological processes involved in understanding

More information

Given the increasing diversity of

Given the increasing diversity of Culturally Competent Assessment and Consultation PHOTO BY DAVID HATHCOX Because the outcome of a consultation or an assessment can have significant implications for students, principals should ensure that

More information

ETR PR-06 Form. Annotations for the New. Contents. Using the ETR Form document. Evaluation Team Report

ETR PR-06 Form. Annotations for the New. Contents. Using the ETR Form document. Evaluation Team Report Evaluation Team Report Annotations for the New ETR PR-06 Form The purpose of an evaluation under the Individuals with Disabilities Education Act (IDEA) is to determine whether a child is a child with a

More information

Frequently Asked Questions about Making Specific Learning Disability (SLD) Eligibility Decisions

Frequently Asked Questions about Making Specific Learning Disability (SLD) Eligibility Decisions Frequently Asked Questions about Making Specific Learning Disability (SLD) Eligibility Decisions This document is part of the department s guidance on implementing Wisconsin SLD criteria. It provides answers

More information

VOLUSIA COUNTY SCHOOLS PST PROBLEM SOLVING GUIDELINES FOR ENGLISH LANGUAGE LEARNERS KIDS COME IN ALL LANGUAGES

VOLUSIA COUNTY SCHOOLS PST PROBLEM SOLVING GUIDELINES FOR ENGLISH LANGUAGE LEARNERS KIDS COME IN ALL LANGUAGES VOLUSIA OUNTY SHOOLS PST PROBLEM SOLVING GUIDELINES FOR ENGLISH LANGUAGE LEARNERS KIDS OME IN ALL LANGUAGES WRITTEN BY: MARK HAMILTON, SHOOL PSYHOLOGIST AROLYN TRONOSO, SHOOL PSYHOLOGIST WITH INPUT FROM:

More information

Nevis Public School District #308. District Literacy Plan Minnesota Statute 120B.12, 2011 2015-2016. Learning together... Achieving quality together.

Nevis Public School District #308. District Literacy Plan Minnesota Statute 120B.12, 2011 2015-2016. Learning together... Achieving quality together. Nevis Public School District #308 District Literacy Plan Minnesota Statute 120B.12, 2011 2015-2016 Learning together... Achieving quality together. SCHOOL BOARD Chairperson: Vice Chairperson: Treasurer:

More information

Practice Test for Special Education EC-12

Practice Test for Special Education EC-12 Practice Test for Special Education EC-12 1. The Individualized Educational Program (IEP) includes: A. Written evaluation B. Assessment tests C. Interviews 2. Learning disabilities include: A. Cerebral

More information

Harry stood up and welcomed the visitors, two women and an-eight-year-old boy.

Harry stood up and welcomed the visitors, two women and an-eight-year-old boy. Activity THE Objective Learn about and discuss some of the issues related to cultural and linguistic diversity, student assessment, and placement decisions. Scenario Serge Romanich, a third-grade student

More information

The Elementary Education Program Brandeis University Waltham, MA 02454

The Elementary Education Program Brandeis University Waltham, MA 02454 The Elementary Education Program Brandeis University Waltham, MA 02454 The Brandeis Education Program seeks to prepare teachers with a strong liberal arts background who possess the knowledge, point of

More information

Spring School Psychologist. RTI² Training Q &A

Spring School Psychologist. RTI² Training Q &A Spring School Psychologist RTI² Training Q &A Clarification on the use of the Gap Analysis Worksheet: As part of the RTI² decision making process, teams meet to review a student s rate of improvement to

More information

MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES FIELD 062: HEARING IMPAIRED

MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES FIELD 062: HEARING IMPAIRED MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES Subarea Human Development and Students with Special Educational Needs Hearing Impairments Assessment Program Development and Intervention

More information

Evaluation and Assessment and Eligibility Regulations 2011

Evaluation and Assessment and Eligibility Regulations 2011 303.10 Developmental delay. As used in this part, developmental delay, when used with respect to an individual residing in a State, has the meaning given to that term under 303.300. 303.10 Developmental

More information

POSITION TITLE: CABE Professional Development Services (PDS) CONSULTANT Position Open Until Filled

POSITION TITLE: CABE Professional Development Services (PDS) CONSULTANT Position Open Until Filled POSITION TITLE: CABE Professional Development Services (PDS) CONSULTANT Position Open Until Filled POSITION DESCRIPTION The California Association for Bilingual Education (CABE) Professional Development

More information

Mlearning disability. For years schools have attempted to

Mlearning disability. For years schools have attempted to A Parent s Guide to Response-to-Intervention illions of school age children experience difficulties with learning. Their struggles in school may be due to factors such as inadequate instruction, cultural

More information

Key Indicators of Educational Success

Key Indicators of Educational Success Key Indicators of Educational Success June 20, 2013 2 What are the outcomes for these students? 2013 THE EDUCATION TRUST California Achievement Trends African- American Latino White 3 and 4-year-olds attending

More information

Michigan Department of Education Office of Field Services Section 31a Program for At-Risk Pupils Allowable Uses of Funds

Michigan Department of Education Office of Field Services Section 31a Program for At-Risk Pupils Allowable Uses of Funds Michigan Department of Education Office of Field Services Section 31a Program for At-Risk Pupils Allowable Uses of Funds Eligible Recipients Sec. 31a(2) State Board of Education Approved 2011 Local school

More information

Description of Services

Description of Services Description of Services ARSD24:05:28:01. Least restrictive program to be provided. Children in need of special education or special education and related services, to the maximum extent appropriate, shall

More information

Standards for Certification in Early Childhood Education [26.110-26.270]

Standards for Certification in Early Childhood Education [26.110-26.270] I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central

More information

LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM

LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM TITLE: NUMBER: MEM- 5738.3 ISSUER: Elementary Guidelines for Reading Assessment and Screening Procedures for Intensive (Tier 3) Instruction and Interventions at Grades 4, 5, and 6 (as applicable) Gerardo

More information

How to Request an Initial Evaluation for Special Education Eligibility

How to Request an Initial Evaluation for Special Education Eligibility 2222 West Braker Lane Austin, Texas 78758 MAIN OFFICE 512.454.4816 TOLL-FREE 800.315.3876 FAX 512.323.0902 How to Request an Initial Evaluation for Special Education Eligibility If you or someone you know

More information

SCHOOL PSYCHOLOGIST. Reasonable accommodation maybe made to enable a person with a disability to perform the essential functions of the job.

SCHOOL PSYCHOLOGIST. Reasonable accommodation maybe made to enable a person with a disability to perform the essential functions of the job. ORANGE UNIFIED SCHOOL DISTRICT Orange, California CLASSIFICATION SPECIFICATION SCHOOL PSYCHOLOGIST DEFINITION Primary responsibility is to comply with federal, state and local regulations including civil

More information

3-1 THE NERVOUS SYSTEM

3-1 THE NERVOUS SYSTEM C A S E S T U D Y 3 : T o d d l e r Adapted from Thomson Delmar Learning s Case Study Series: Pediatrics, by Bonita E. Broyles, RN, BSN, MA, PhD. Copyright 2006 Thomson Delmar Learning, Clifton Park, NY.

More information

INCREASE YOUR PRODUCTIVITY WITH CELF 4 SOFTWARE! SAMPLE REPORTS. To order, call 1-800-211-8378, or visit our Web site at www.pearsonassess.

INCREASE YOUR PRODUCTIVITY WITH CELF 4 SOFTWARE! SAMPLE REPORTS. To order, call 1-800-211-8378, or visit our Web site at www.pearsonassess. INCREASE YOUR PRODUCTIVITY WITH CELF 4 SOFTWARE! Report Assistant SAMPLE REPORTS To order, call 1-800-211-8378, or visit our Web site at www.pearsonassess.com In Canada, call 1-800-387-7278 In United Kingdom,

More information

Office of Disability Support Service 0106 Shoemaker 301.314.7682 Fax: 301.405.0813 www.counseling.umd.edu/dss. A Guide to Services for Students with a

Office of Disability Support Service 0106 Shoemaker 301.314.7682 Fax: 301.405.0813 www.counseling.umd.edu/dss. A Guide to Services for Students with a Office of Disability Support Service 0106 Shoemaker 301.314.7682 Fax: 301.405.0813 www.counseling.umd.edu/dss A Guide to Services for Students with a Learning Disability (Revised 4.28.14) Do I Have A Learning

More information

DRAFT. Knox County R-I School District. LAU Plan

DRAFT. Knox County R-I School District. LAU Plan Knox County R-I School District LAU Plan Table of Contents Legal Foundation.Section 1 Identification 3116(b)(1).Section 2 English Language Assessment 3116(b)(1)..Section 3 Placement 3116(b)(1)..Section

More information

62 Hearing Impaired MI-SG-FLD062-02

62 Hearing Impaired MI-SG-FLD062-02 62 Hearing Impaired MI-SG-FLD062-02 TABLE OF CONTENTS PART 1: General Information About the MTTC Program and Test Preparation OVERVIEW OF THE TESTING PROGRAM... 1-1 Contact Information Test Development

More information

English Language Learners AND Special Education

English Language Learners AND Special Education 1 English Language Learners AND Special Education Before Assessing a Child for Special Education, First Assess the Instructional Program A Summary of English Language Learners with Special Education Needs

More information

SPECIAL EDUCATION REFERRAL FOR ELLS (rev 12/09)

SPECIAL EDUCATION REFERRAL FOR ELLS (rev 12/09) SPECIAL EDUCATION REFERRAL FOR ELLS (rev 12/09) According to the U. S. Department of Education, Office of English Language Acquisition (OELA) the following three guidelines are given to state and local

More information

If however, there IS a change in the type of support or type of service, the student MUST stay put pending due process.

If however, there IS a change in the type of support or type of service, the student MUST stay put pending due process. Manifestation Determination Instructions A Manifestation Determination is only for a student with a disability who has an IEP, and the school proposes any form of discipline that will result in a change

More information

Belmont Public Schools Special Education Programs

Belmont Public Schools Special Education Programs Belmont Public Schools Special Education Programs Preschool Program School: Belmont system wide Population Served: Special Education Students Aged 3 5 Grade: Pre K Program Description: This program is

More information

Categories of Exceptionality and Definitions

Categories of Exceptionality and Definitions 7. CATEGORIES and DEFINITIONS of EXCEPTIONALITIES Purpose of the standard To provide the ministry with details of the categories and definitions of exceptionalities available to the public, including parents

More information

LOS ANGELES UNIFIED SCHOOL DISTRICT REFERENCE GUIDE

LOS ANGELES UNIFIED SCHOOL DISTRICT REFERENCE GUIDE TITLE: NUMBER: ISSUER: Placement of Matriculating English Learners in Middle School and High School ELD (ESL/SH English) Curriculum REF-55 DATE: June 3, 200 Mary Campbell, Administrator Language Acquisition

More information

Scenario 2: Assessment Practices. Subject Matter: Interactive Communication. Acquiring and Presenting Cultural Information.

Scenario 2: Assessment Practices. Subject Matter: Interactive Communication. Acquiring and Presenting Cultural Information. Task 1: Principles of Content-Specific and Developmentally Appropriate Pedagogy for Single Subject In Task 1: Principles of Content-Specific and Developmentally Appropriate Pedagogy includes four scenarios.

More information

3030. Eligibility Criteria.

3030. Eligibility Criteria. 3030. Eligibility Criteria. 5 CA ADC 3030BARCLAYS OFFICIAL CALIFORNIA CODE OF REGULATIONS Barclays Official California Code of Regulations Currentness Title 5. Education Division 1. California Department

More information

Comprehensive Reading Assessment Grades K-1

Comprehensive Reading Assessment Grades K-1 Comprehensive Reading Assessment Grades K-1 User Information Name: Doe, John Date of Birth: Jan 01, 1995 Current Grade in School: 3rd Grade in School at Evaluation: 1st Evaluation Date: May 17, 2006 Background

More information

Special Education Program Descriptions 2014-2015

Special Education Program Descriptions 2014-2015 Special Education Program Descriptions 2014-2015 Stillwater Central School District 1068 Hudson Avenue Stillwater, New York 12180 Introduction This document provides descriptions of the special education

More information

The Right to Special Education in New Jersey

The Right to Special Education in New Jersey NJ The Right to Special Education in New Jersey A G U I D E F O R A D V O C A T E S Education Law Center Sponsored by New Jersey State Bar Foundation Acknowledgments This manual was written by Ellen Boylan,

More information

Special Education Process

Special Education Process Special Education Process Special education is intended to provide services to students who have disabilities, and who, because of those disabilities, need help to make progress in the general education

More information

ADHD: Tips to Try. TeensHealth.org A safe, private place to get doctor-approved information on health, emotions, and life.

ADHD: Tips to Try. TeensHealth.org A safe, private place to get doctor-approved information on health, emotions, and life. ADHD: Tips to Try http://kidshealth.org/pagemanager.jsp?dn=kidshealth&lic=1&ps=207&cat_id=20690&art... Page 1 of 2 TeensHealth.org A safe, private place to get doctor-approved information on health, emotions,

More information

Eligibility / Staffing Determination EMOTIONAL DISTURBANCE. Date of Meeting:

Eligibility / Staffing Determination EMOTIONAL DISTURBANCE. Date of Meeting: Eligibility / Staffing Determination EMOTIONAL DISTURBANCE Date of Meeting: Student Name: DOB: Soc. Sec.#: The basis for making the determination of whether the student has a disability which meets the

More information

Examples of IEP Goals and Objectives

Examples of IEP Goals and Objectives AUTISM SPECTRUM DISORDER SERIES Examples of IEP Goals and Objectives Introduction Suggestions for Students with Autism When writing goals for children with Autism it is crucial to be as specific as possible.

More information

MEIGS COUNTY S 2003 ESL / OCR COMPLIANCE REPORT. Descriptive Report on Services to English Language Learners (ELL)

MEIGS COUNTY S 2003 ESL / OCR COMPLIANCE REPORT. Descriptive Report on Services to English Language Learners (ELL) MEIGS COUNTY S 2003 ESL / OCR COMPLIANCE REPORT Descriptive Report on Services to English Language Learners (ELL) Student Identification Student Language Assessment ESL Program Participation Student Placement

More information

2015-2016 Ohio s State Tests Information for Students and Families

2015-2016 Ohio s State Tests Information for Students and Families WILLOUGHBY-EASTLAKE CITY SCHOOLS Teach Learn Grow 2015-2016 Ohio s State Tests Information for Students and Families Updated information provided by the Ohio Department of Education September 22, 2015

More information

TESOL Standards for P-12 ESOL Teacher Education 2010. 1 = Unacceptable 2 = Acceptable 3 = Target

TESOL Standards for P-12 ESOL Teacher Education 2010. 1 = Unacceptable 2 = Acceptable 3 = Target TESOL Standards for P-12 ESOL Teacher Education 2010 1 = Unacceptable 2 = Acceptable 3 = Target Standard 1. Language: Candidates know, understand, and use the major theories and research related to the

More information

Special Services. Evaluation Procedures Initial, Re-evaluation, In State and Out of State

Special Services. Evaluation Procedures Initial, Re-evaluation, In State and Out of State Initial Evaluation: Special Services Evaluation Procedures Initial, Re-evaluation, In State and Out of State 1. Student is brought to CMT meeting to discuss overall concerns 2. Parent is contacted regarding

More information

Turning Point Program

Turning Point Program Turning Point Program Student Application Packet Year: APPLICATIONS WILL BE ACCEPTED ONLY BY MAIL All applications will be reviewed by the Turning Point Application Committee Bergen Community College Turning

More information

Identifying dyslexia and other learning problems using LASS

Identifying dyslexia and other learning problems using LASS Identifying dyslexia and other learning problems using LASS 1 Outline of presentation What is LASS? What is dyslexia? Indicators of dyslexia Components and features of LASS Uses of LASS for screening and

More information

Allen Elementary School

Allen Elementary School Allen Elementary School April 4, 216 Dear Parents and Community Members: We are pleased to present you with the (AER), which provides key information on the 214-15 educational progress for the. The AER

More information

Overview of the District

Overview of the District Dr. John Deasy Superintendent Los Angeles Unified School District 333 South Beaudry Avenue Los Angeles, California 90017 In reply, please refer to case no. 09-10-5001. Dear Superintendent Deasy: The U.S.

More information

Crockett Elementary Response to Intervention Guide

Crockett Elementary Response to Intervention Guide Crockett Elementary Response to Intervention Guide 1 Response to Intervention Tier 1 80-90% of students will experience success in Tier 1 Classroom instruction Use a variety of supports as soon as student

More information

ACRONYMS & TERMS RELATED TO ENGLISH LANGUAGE LEARNERS

ACRONYMS & TERMS RELATED TO ENGLISH LANGUAGE LEARNERS ACRONYMS & TERMS RELATED TO ENGLISH LANGUAGE LEARNERS Academic Language ACCESS for ELLs Accommodations Additive Bilingualism Language used in the learning of academic subject matter in formal schooling

More information

Role and Special Education in. A Principal s

Role and Special Education in. A Principal s 1 Role and Special Massachusetts Education in A Principal s Goal of This Presentation To provide information regarding general and special education laws and regulations to assist you in integrating the

More information

California Treasures High-Frequency Words Scope and Sequence K-3

California Treasures High-Frequency Words Scope and Sequence K-3 California Treasures High-Frequency Words Scope and Sequence K-3 Words were selected using the following established frequency lists: (1) Dolch 220 (2) Fry 100 (3) American Heritage Top 150 Words in English

More information

School Leader s Guide to the 2015 Accountability Determinations

School Leader s Guide to the 2015 Accountability Determinations School Leader s Guide to the 2015 Accountability Determinations This guide is intended to help district and school leaders understand Massachusetts accountability measures, and provides an explanation

More information

MiSiS My Integrated Student Information System

MiSiS My Integrated Student Information System MiSiS My Integrated Student Information System ENGLIISH LEARNER SCREENS This Job Aid provides instruction in the process to display and update a student s English Learner screen in order to maintain accurate

More information

Special Education Services Program/Service Descriptions

Special Education Services Program/Service Descriptions Special Education Services Program/Service Descriptions SES Program/Service Characteristics Specially Designed Instruction Level Class Size Autism (AU) A developmental disability significantly affecting

More information

Standards for the Speech-Language Pathologist [28.230]

Standards for the Speech-Language Pathologist [28.230] Standards for the Speech-Language Pathologist [28.230] STANDARD 1 - Content Knowledge The competent speech-language pathologist understands the philosophical, historical, and legal foundations of speech-language

More information

Newspaper Activities for Students

Newspaper Activities for Students Newspaper Activities for Students Newspaper Activities for Students Page 2 Higher Learning By the year 2010, millions of the jobs available in the United States will require more than a high school diploma.

More information

ELE 4775 Language and Language Arts in Early Childhood Summer 2006

ELE 4775 Language and Language Arts in Early Childhood Summer 2006 1 ELE 4775 Language and Language Arts in Early Childhood Summer 2006 Tess Bennett, Ph.D. Office: 2213 Buzzard, Phone 217-581-5729 cftcb@eiu.edu My web site: http://www.ux1.eiu.edu/~cftcb/ Office hours:

More information

STAFF DEVELOPMENT in SPECIAL EDUCATION

STAFF DEVELOPMENT in SPECIAL EDUCATION STAFF DEVELOPMENT in SPECIAL EDUCATION Learning Disabilities AASEP s Staff Development Course LEARNING DISABILITIES Copyright AASEP (2006) 1 of 7 Objectives To understand what is a learning disability

More information

Communication Process

Communication Process Welcome and Introductions Lesson 7 Communication Process Overview: This lesson teaches learners to define the elements of effective communication and its process. It will focus on communication as the

More information

Using CBM to Progress Monitor English Language Learners

Using CBM to Progress Monitor English Language Learners Using CBM to Progress Monitor English Language Learners Webinar Provided for National Center on Student Progress Monitoring Laura M. Sáenz, Ph.D., Assistant Professor of Special Education at UT-Pan American

More information

Patterns of Strengths and Weaknesses Standards and Procedures. for. Identification of Students with Suspected Specific Learning Disabilities

Patterns of Strengths and Weaknesses Standards and Procedures. for. Identification of Students with Suspected Specific Learning Disabilities Patterns of Strengths and Weaknesses Standards and Procedures for Identification of Students with Suspected Specific Learning Disabilities March, 2010 Table of Contents Patterns of Strengths and Weaknesses

More information

MCD OUTCOME COMPONENT SCHOOL PLAN

MCD OUTCOME COMPONENT SCHOOL PLAN Federal Requirement, District publications and forms are available Search and Serve Response to Intervention (RtI) approach shall be one of several components of the process of determining a Specific Learning

More information

ELL Program Road Maps INTRODUCTION

ELL Program Road Maps INTRODUCTION ELL Program Road Maps INTRODUCTION January 2016 Contents 1 Introduction 3 Core beliefs 4 Which ELL program model is best for my school? 7 References Introduction In spring 2015, the Beaverton School District

More information

Autism Spectrum Disorder Performance Standards and Evaluation Criteria Rubric

Autism Spectrum Disorder Performance Standards and Evaluation Criteria Rubric Autism Spectrum Disorder Performance Standards and Evaluation Criteria Rubric 1. Professional Knowledge The teacher demonstrates an understanding of curriculum, subject content, and the developmental needs

More information

ESL HANDBOOK. CCISD ESL Handbook/01/11/2011/Curr/TBG

ESL HANDBOOK. CCISD ESL Handbook/01/11/2011/Curr/TBG ESL HANDBOOK State Goals Chapter 89.1201 Adaptations for Special Populations Subchapter BB. Commissioner's Rules Concerning State Plan for Educating Limited English Proficient Students The goal of English

More information

Similar English Learner Students, Different Results: Why Do Some Schools Do Better?

Similar English Learner Students, Different Results: Why Do Some Schools Do Better? REPORT OF FINDINGS Similar English Learner Students, Different Results: Why Do Some Schools Do Better? A follow-up analysis, based upon a large-scale survey of California elementary schools serving high

More information

MATTC Course Descriptions

MATTC Course Descriptions MATTC Course Descriptions Multiple Subject Courses: 250. Ethics, Diversity, Reflection: Introduction to K-12 Teaching This course focuses on credential candidates professional development and their integration

More information

Language Policy International Baccalaureate Diploma Programme Rio Mesa High School

Language Policy International Baccalaureate Diploma Programme Rio Mesa High School Language Policy International Baccalaureate Diploma Programme Rio Mesa High School Last revised September 2014 Introduction and Purpose: In accordance with the International Baccalaureate Organization,

More information

Learning Today Smart Tutor Supports English Language Learners

Learning Today Smart Tutor Supports English Language Learners Learning Today Smart Tutor Supports English Language Learners By Paolo Martin M.A. Ed Literacy Specialist UC Berkley 1 Introduction Across the nation, the numbers of students with limited English proficiency

More information

SPECIAL EDUCATION ELIGIBILITY CRITERIA AND IEP PLANNING GUIDELINES

SPECIAL EDUCATION ELIGIBILITY CRITERIA AND IEP PLANNING GUIDELINES SPECIAL EDUCATION ELIGIBILITY CRITERIA AND IEP PLANNING GUIDELINES CHAPTER 6 INDEX 6.1 PURPOSE AND SCOPE...6 1 6.2 PRIOR TO REFERRAL FOR SPECIAL EDUCATION.. 6 1 6.3 REFFERRAL...6 2 6.4 ASSESMENT.....6

More information

Vallejo City USD. High School Graduation Standards

Vallejo City USD. High School Graduation Standards Vallejo City USD Instruction Board Policy 6000f High School Graduation The Board of Trustees believes that all students are capable of meeting rigorous graduation standards and that meeting such standards

More information

ESL Programs and Instruction in the Schenectady City School District

ESL Programs and Instruction in the Schenectady City School District ESL Programs and Instruction in the Schenectady City School District What is ESL? ESL stands for English as a Second Language. ESL students can be referred to as ELLs (English Language Learners) or LEP

More information

Deaf Child s Bill of Rights

Deaf Child s Bill of Rights Deaf Child s Bill of Rights The "Deaf Child s Bill of Rights Act" is a Georgia law requiring school systems to take into account the specific communication needs of deaf students, related services and

More information

Multiple Subject California Credential and be NClS compliant. Job description attached. See attached.

Multiple Subject California Credential and be NClS compliant. Job description attached. See attached. JOB POSTINGS 2014/2015 SCHOOL YEAR VARIOUS CERTIFICATED K-8 TEACHING POSITIONS Sites: Annual Salary: Evergreen Union District; various sites See 2013/2014 Certificated Salary Schedule, attached. Work Year:

More information

Executive Summary. Anderson Early Childhood Center

Executive Summary. Anderson Early Childhood Center Haywood County School System Charles N Byrum, Principal 620 W Main St Brownsville, TN 38012-2535 Document Generated On September 18, 2014 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's

More information

Program Models and the Language of Initial Literacy in Two-Way Immersion Programs

Program Models and the Language of Initial Literacy in Two-Way Immersion Programs Program Models and the Language of Initial Literacy in Two-Way Immersion Programs Elizabeth R. Howard University of Connecticut Julie Sugarman Center for Applied Linguistics With the invaluable contributions

More information

School-based Support Personnel

School-based Support Personnel L. SUPPORT SERVICES School-based Support Personnel Yukon Education provides both professional and paraprofessional support to schools to address the diverse learning of students. Learning Assistance Program

More information