Ventura County SELPA Mary Samples, Associate Superintendent www.venturacountyselpa.com

1. Ventura County SELPAMary Samples, Associate Superintendentwww.venturacountyselpa.com IEPs for ELs… What Needs to be Included?

2. Preparing for the IEP • Check results of most recent language proficiency assessment (CELDT or VCAALPS)- ok to use unofficial scores • Check to see if student has been reclassified since the last IEP • Go to Student Demographics tab of SIRAS- make sure EL status is correct • If you check RFEP, you must enter date • If Preschool to Kindergarten, indicate level determined in preschool

3. SIRAS has your back! • If student is EL, SIRAS will automatically: • Enter the correct information on the SIS page for EL level and Native language • Enter in the statement regarding strategies and supports for ELs on the LRE page

4. Present Levels of Performance • Address EL performance under “Communication” • Under “STAR Program Results” record scores, levels of dates of most recent assessment • (If preschooler, EL level is noted on the special Preschool page)

5. Examples of descriptions under “Communication” • “Uses both English and Spanish in the classroom and playground” • “Struggles with understanding academic English” • “Uses Mixtec with peers” • “Communicates with parents in Hmong but uses English conversationally” • “Uses BICS only”

6. EL Preschoolers • On the preschool page, there is a section at the bottom: • Date student took PELS • EL level • EL Goal number • Assessment to be given in kindergarten

7. ELD page- only needed for ELs, not RFEPs or IFEPs • EL testing results will already be in (from Present Levels page) • Primary language will already be provided (same as Native Language on the SIS page) • Fill in all other information at top of the page • If student Reclassified before or during the meeting, leave bottom of the form blank • Note which test student will take for each domain- CELDT or VCCALPS • Indicate adaptations for CELDT if needed- none allowed for VCCALPS

8. Reporting Scores to CDE If a student takes the CELDT with Modifications, or takes VCCALPS, the scores are reported to the state as “beginning” in that area.

9. English Learner Services • Program Model • ELD Instruction: location, duration, frequency • ELD Goal(s) number(s) • Strategies for accessing core curriculum

10. You must describe: • English Language Development Program and Instruction -as well as- • Strategies for Accessing the Core They are different!!!!

11. Program Models • Structured English Immersion (SEI): • Targeted instruction for students who have not yet mastered BICS (students with overall CELDT or VCCALPS levels of beginning or early intermediate) • English Language Mainstream (ELM) • Instruction with emphasis on CALPS or learning academic language (students with overall CELDT or VCCALPS levels of intermediate or above) • Alternative Educational Program • Student must be enrolled in alternative ELD program to check this option – indicate type

12. ELD Instruction- Locations • Special education class • General education class • General education English class • Special education English class • Pull out program with sp/lang pathologist • Pull out program with special ed teacher • Mainstream English class • Sheltered English class

13. Duration and Frequency Should be at least 30 minutes a day- follow your district guidelines-for secondary, must be at least one full period

14. Strategies for Accessing Core • Anticipatory chart or guide • Graphic organizers or study guides • Use appropriate realia to affirm context • Outlines or reading guides • Pictorial guide or glossary • Teach root words and cognates • Compare / contrast meanings • Charts, graphs, pictures, diagrams • Venn diagrams or story maps

15. Make sure the CELDT Coordinator receives copies of the ELD page for any students who need adaptations- discuss with your administrator how this is to occur

16. Goals • Must be at least one ELD goal • Must address ELD standards (located in the ELD section of the Goals Wizard) • Should correlate with needs from CELDT/VCCALPS/PELS • May also address a need in ELA

17. Categories • Listening Comprehension • Oral Communication • Reading: Comprehension • Reading: Fluency & Vocabulary • Reading: Literary Response & Analysis • Reading: Word Analysis • Writing: English Language Conventions • Writing: Strategies and Applications

18. Categories for Preschool Goals • English Language Development: Listening • English Language Development: Speaking • English Language Development: Reading • English Language Development: Writing

19. Selecting Goals for ELD • ELD Category • Grade range (K-2; 3-5; 6-8; 9-12) • ELD Level

20. Goals Page • Area of Need- MUST be ELD • Can add SECOND area of need if appropriate • Responsible discipline- tied to location of service on ELD page • Reason for goal- tied to need from CELDT/VCAALPS/PELS scores and present levels • Language of instruction

21. Linguistically Appropriate ELA Goals • ELA goals should be appropriate for the EL level • Can use ELA by ELD goal bank • Available for up to grade six • Not to be confused with the ELD goal!

22. InConclusion…… By taking care to include all of the required elements for an EL student in the IEP, you will meet legal compliance as well as develop an appropriate plan for your student to learn and progress in English! THANKS FOR YOUR TIME TODAY- USE THE LAST PAGE OF THIS HANDOUT AS A GUIDE FOR PROOFREADING YOUR IEPs FOR ELs!