IEPs for ELs… What Needs to be Included? Ventura County SELPA Mary Samples, Associate Superintendent www.venturacountyselpa.com IEPs for ELs… What Needs to be Included? Introduce yourself, have group do introductions if small enough. Let them know that this is part 2 of a 3 part series…..#1 is identification of Special Education ELs, and #3 is about Reclassification of Special Education ELs. Show them that they have an overview as the first item in their handout packet, and we will be going over the required elements in the IEP.

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 Entering everything into the Student Demographics tab makes sure that it is automatically populated in the appropriate places in the IEP. Show the Student Demographics tab in SIRAS and how it works.

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 Review slide Show the SIS and LRE pages in SIRAS and how they will be already populated.

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) Review slide

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” Review slide Show the PLAAFP page in SIRAS, and the Communication and STAR scores sections. They must remember to enter CELDT or VCAALPs information the PLAAFP page so that it will go onto the ELD page.

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 Show the Preschool page. (In packet only, as Preschool page is self-explanatory and does not require modeling in SIRAS.)

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 Review slide Show the ELD page in SIRAS, and that the ELD testing results are already in. Tell them to look at their handout of the ELD page as we introduce each element. Then go back to the slides.

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. This is referred to as the “LOSS”– Lowest Obtainable Scaled Score

English Learner Services Program Model ELD Instruction: location, duration, frequency ELD Goal(s) number(s) Strategies for accessing core curriculum Review the introductory slide- these are the four areas to be addressed

You must describe: English Language Development Program and Instruction -as well as- Strategies for Accessing the Core They are different!!!! Review slide You must describe both

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 Students with overall CELDT or VCCALPS levels of beginning or early intermediate at working on BICS. Students with overall CELDT or VCCALPS levels of intermediate or above are beginning to work on CALPS. Alternate programs include: Transitional Bilingual Education, Developmental Bilingual Education, and Two-Way Immersion. Show the BICS & CALP Side by Side Chart. Note: Kids with IEPs do not require a parent waiver to be in alternate educational programs for ELD.

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 These are suggestions only; any location where ELD services are provided are acceptable and may be typed into the program.

Duration and Frequency Should be at least 30 minutes a day- follow your district guidelines-for secondary, must be at least one full period They should know what their district requires, if not, they should speak to someone in charge of EL.

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 Review slide

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 Discuss that each district might want to handle this differently, but we need to make sure the CELDT Coordinator is able to order the right materials, etc. Go to ELD page in SIRAS, and show all sections briefly including the checkbox.

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 ELD standards are different from ELA standards and indicate the grade range and ELD levels for each behavior/skill. A student may often score below intermediate in more than one area on the CELDT, (or other), however, select the area(s) that are impacting performance the most, and not the result of the disability. (i.e., listening for DHH).

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 Listening Comprehension is aligned with the CELDT Listening test, Oral Communication with the Speaking test and 4 Reading categories and 2 Writing categories aligned with the Reading & Writing Tests.

Categories for Preschool Goals English Language Development: Listening English Language Development: Speaking English Language Development: Reading English Language Development: Writing These 4 categories and aligned with the 4 tests in the PELS (Preschool English Language Survey).

Selecting Goals for ELD ELD Category Grade range (K-2; 3-5; 6-8; 9-12) ELD Level Review slide Show EL Goal Bank (or Preschool EL goal bank) in SIRAS. Model how to select goals using the Wizard.

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 Review slide Show example of Goals page in SIRAS.

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! Review slide Model the ELD by ELA goal bank in SIRAS.

In Conclusion…… 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! Review slide and call attention to checklist at the end