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ELLs with IEPs

ELLs with IEPs. True or False. English Language Learners are eligible for special education and related services. True – all the eligibility rules and procedures apply, but ELLs are never categorically excluded. True or False?.

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ELLs with IEPs

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  1. ELLs with IEPs

  2. True or False • English Language Learners are eligible for special education and related services. • True – all the eligibility rules and procedures apply, but ELLs are never categorically excluded.

  3. True or False? • A full and individual evaluation must determine that language proficiency and cultural factors do not exist in order for an ELL to be eligible for special education and related services. • False – Language proficiency and cultural factors must be ruled out as the determining factor in the learning difficulty – they are not the primary cause, but they still may exist

  4. ELLs with IEPs must • attend an existing district ESL class or program OR attend self-contained special education class • receive both ESL resource and special education resource • be afforded a continuum of services in the least restrictive environment that provides both special education and specialized English language instruction • None of the above

  5. An ELL with an IEP must • be entered on the LEP census with an active service record • be entered on the IEP census only • be waived from ESL services • be entered on both IEP and LEP census

  6. An ELL with an IEP • Is no longer eligible to take the ACCESS assessment • Still takes the ACCESS until RI exit criteria for ELLs is met • Must be exited from ELL services to avoid inappropriate administration of the ACCESS assessment • Both a and c

  7. True or False • An ELL representative must be included at evaluation and IEP team meetings. • True – someone knowledgeable about accessing the core/Tier 1/gen. ed. Which, for an ELL, includes language access/ELPs.

  8. Choose one English proficiency information of an ELL with an IEP would be found in • The student’s permanent record • NECAP test results • Functional and academic present levels of performance on the IEP • Both a and c

  9. Choose one • An ELL is eligible for referral to special education • At any point at which as disability is suspected • After 3 years in program or a level 4 on WIDA ACCESS assessment • After 2 years in program regardless of proficiency level • After reaching a level 4 on WIDA ACCESS assessment regardless of time in program

  10. True or False • Receiving both ESL/bilingual instruction and special education and related services is “double-dipping” and not allowable. • False – the programs and services are different; children who qualify are entitled to those services

  11. Choose one • Native language support and native language instruction must be considered in the IEP process because • English-only work could serve to disrupt child-family communication especially for children whose disabilities impact communication (e.g. Autism) • It could help the district to ensure language access as required under the Civil Rights Act and the Equal Educational Opportunities Act. • A student may have native language strengths that could support achievement of IEP goals and English acquisition • All of the above

  12. When evaluating an ELL for special education and related service eligibility, • An evaluation of the child’s abilities to speak, listen, read, and write in English and in the home/native language(s) will provide the best picture of what the child knows and can do. • Opportunity to access instruction in the native language must be considered when examining native language achievement test scores. • A language dominance test will tell you the only language that should be used with that student for further evaluation and instruction. • Both a and b.

  13. True or False • Three and four year olds who enter the school system via child outreach or EI transition should receive the home language survey to identify multilingual children and potential ELLs and to inform assessment and evaluation procedures. • True

  14. If an ELL is labeled as learning disabled, • At least s/he will get some help • S/he will get supports from the special educator that would be no different than ESL supports • The learning disability must be demonstrated in the home/native language as well as in English. • None of the above

  15. Choose one More detailed information on where to infuse ELL needs in the IEP is written • In IDEA • Into the IEP Guidebook and the IEP FAQ document • In Ch. 16-54 RI Regulations Governing the Education of English Language Learners • All of the above

  16. True or False • Communication patterns across cultural groups do not differ so significantly that a child would appear to have a communication disorder based on cultural difference alone. • False

  17. Circle as many as may apply • Which of the following are true statements? • All multilingual children are ELLs. • A child may be dominant in one language domain in one language but in other language domains in another language. • A child may be dominant in one content area in one language and in another content or topic area in another language. • Children with disabilities cannot maintain more than one language.

  18. In the IEP, ELL service by an ESL or bilingual teacher • Is written on the service page. • May be written as consultation to the special education and related service providers • Is never discussed at an IEP team meeting • None of the above

  19. Language domains • There are four : speaking, listening, reading, writing. • Once an ELL has been exited from English language instructional programs, they are put on _________status for 2 school years as required in Title III of NCLB. • is the ability of an individual to speak or perform in an acquired language. • A is required by IDEA to determine eligibility for special education and related services. monitor Language proficiency Full and individual evaluation

  20. L1 L2 L2 • An individual’s home/native language is their while a second language is called . The ____ may or may not be English. Some individuals have 3 or 4 languages or more! • An is a group representing educators, student and family, and other agencies as appropriate specifically defined under special education regulations that meets to develop the Individualized Education Program of a student who is eligible for special education and related services. • or English as a Second Language refers to an English language instructional program for ELLs that may or may not include native language supports. • refers to an English language instructional program that also maintains or develops fluency in a target language in addition to English (e.g. Transitional Bilingual Education or Two-Way Immersion). IEP team ESL Bilingual Education

  21. Based upon the results of the Home Language Survey and subsequent parent/family interview, a child may be screened for English language proficiency using the _________. • All active ELLs are assessed annually on the ________to determine progress in acquiring English proficiency. • In the IEP, a comprehensive description of the student’s strengths and needs in accessing and achieving at age appropriate grade expectations in the general curriculum is known as . • refers to a consortium of 24+ states with common English Language Proficiency Standards and assessments. WAPT ACCESS Present Levels of Performance WIDA

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