Embedded Files
ENGLISH LEARNERS
When developing the IEP for a student who is an English learner (EL) special care must be taken to ensure the development of an IEP with linguistically appropriate goals, objectives, programs, and services (EC 56345(b)(2); 34 CFR 300.24(a)(2)(ii)).
For English learners, the IEP must address the language needs of the student. It should include the student's English proficiency level; linguistically appropriate goals and objectives; how English language development will be provided in areas of reading, oral language, and written language; the language of instruction appropriate to the level of the student's linguistic development; and the required instructional strategies appropriate for the student's language needs.
CASE MANAGER RESPONSIBILITIES
Linguistically Appropriate Goals and Objectives
Linguistically appropriate goals and objectives (when needed) should be appropriate for the cognitive level and the linguistic development of the student. Additionally, they should specifically state the language that will be used to accomplish the goal. Below are several examples of linguistically appropriate goals:
By (date), (student) will respond in English to literal questions with short phrases that may or may not be grammatically correct in 3 out of 4 trials with 80% accuracy as demonstrated through observation and informal teacher-made tests.
By (date), (student) will show increased reading comprehension in Spanish by responding correctly to 8 out of 10 oral or written questions about a story at the 4th grade level in 4 out of 5 daily homework assignments over the course of one week.
English Language Development
Students identified as English learners must receive English language development continuously until they are reclassified as fluent English proficient (RFEP). This requirement includes students who receive special education services. English language development may be provided in either general or special education. The IEP must specify in which setting the student will receive these services.
English Language Learners (ELL) and Over Identification for Special Education
Many times our ELL student population is over identified for special education. It is imperative to know if the student has a learning disability or a language acquisition problem. The students need to be assessed in their home languages.
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