English Learner Students with Disabilities

In response to Assembly Bill 2785 (Chapter 579, Statutes of 2016), the California Department of Education (CDE) developed the California Practitioners’ Guide for Educating English Learners with Disabilities (PDF; 3MB) to provide guidance to teachers and specialists in grades transitional kindergarten (TK)/K–12 to help them appropriately identify and support English learner (EL) students with disabilities (also known as dually identified students).The manual or guide will also assist leaders in developing and implementing policies and practices related to EL students with disabilities.

Using This Guide

Since each child’s background experiences, language proficiency (in both their primary language and in English), and academic needs vary widely, this guide presents a variety of methods to assist practitioners in providing the highest quality, most culturally and linguistically responsive educational program to all students.

Specifically, this guide provides information on:

• identification of EL students, Multi-Tiered System of Supports (MTSS), and pre-referral interventions;
• pre-referral and referral, assessment, and individualized education program processes;
• educational programs and instructional strategies;
• proposing exit from special education services; and
• reclassification from English learner status.

California Practitioners’ Guide for Educating English Learners with Disabilities (PDF; 3MB).
A guide to identifying, assessing, supporting, and reclassifying EL students with disabilities as required by Assembly Bill 2785, Chapter 579, Statutes of 2016.

California Practitioners’ Guide for Educating English Learners with Disabilities – Long Descriptions
Long descriptions for complex figures that are included in the California Practitioners’ Guide for Educating EL students with Disabilities.

Technical Assistance Partner

Improving Outcomes for Multilingual Students with Exceptional Needs
Imperial County Special Education Local Plan Area (IC SELPA) Content Lead

• Pursuant to California Education Code (EC) Section 52073, IC SELPA was selected to provide evidence-based best practices, resources and training to local educational agencies (LEAs) for students with disabilities who are also English learners.
• Given the complex needs of EL students with Disabilities, the IC SELPA provides statewide in-person and virtual training opportunities for teachers, teacher-leads/coaches, support personnel, general & special education service providers, and administrators.
• The IC SELPA is committed to building the collective efficacy of general & special educators and their leaders, within every SELPA, to advance the achievement of EL students with Disabilities locally and across the state.
• Recorded Learning Modules Related to the California Practitioners' Guide for Educating English Learner Students with Disabilities

California Practitioners' Guide for Educating English Learners with Disabilities – By Chapter

To view individual chapters of the Practitioners’ Guide, use the links below. (Note: If you have difficulty viewing the text on your device, use the whole document link noted above.)

Resources for English Learner Students with Disabilities

California Department of Education and Partners Resources

Identification Resources

Identification & Parent Notification Requirements

• Information, letter templates, & other resources to assist LEAs regarding identification & parent notification requirements once a student has been identified as an EL student or initially fluent-English proficient student.
• The Home Language Survey (HLS) is completed once by the parent or guardian at the time the student is initially enrolled in a California public school.

Initial English Language Proficiency Assessments for California (ELPAC)

• The Initial ELPAC is used to identify students as being either an EL student or fluent in English. It is administered only once during a student’s time in the California public school system, based on the results of the HLS.

The Correction of Classification Process – At-a-Glance (PDF)

• If the HLS is completed incorrectly, the parent or guardian may make a request to change it prior to the LEA administering the ELPAC, specifically the Initial ELPAC or the Initial Alternate ELPAC.
• However, once a student is identified as an EL student on the basis of the results of the Initial ELPAC or Initial Alternate ELPAC, and the student has been administered the Summative ELPAC or Summative Alternate ELPAC, revising or correcting the HLS is no longer allowable unless there was an administrative error.

Assessment Resources

ELPAC

• The ELPAC is the required state test for English language proficiency (ELP) that must be given to students whose primary language is a language other than English.
• The annual ELPAC Information Guide includes reclassification guidance for LEAs and information about ELPAC implementation.

ELPAC Resources for Parents

• The ELPAC Resources for Parents web page to learn more about the ELPAC.

CA Assessment Accessibility Resources Matrix

• The California Assessment Accessibility Resources Matrix displays the embedded and non-embedded universal tools, designated supports, and accommodations allowed as part of the California Assessment of Student Performance and Progress and ELPAC.

Summative ELPAC and Domain Exemptions

• The Summative ELPAC is given only to EL students in grades K–12. These students will take the assessment every year until they are reclassified as fluent English proficient.
• Students with disabilities who cannot take one or more domains of the ELPAC with approved accessibility resources are eligible for a domain exemption. Students with the most significant cognitive disabilities who cannot access the ELPAC with approved accessibility resources are eligible to take an alternate assessment, as noted in their individualized education program.

Alternative English Language Proficiency Assessments for California (ELPAC)

• California’s statewide alternate assessment for ELP for students with the most significant cognitive disabilities.

Alternate Assessment IEP Team Guidance

• The CDE developed the Alternate Assessment Decision Confirmation Worksheet (PDF), to assist student IEP teams in making alternate assessment eligibility determinations.
• To help demonstrate how the tool may be of use, an excerpt, which is partially adapted from the worksheet, is included below.

Reclassification Resources

Reclassification Guide

• Information on how a district determines whether or not an EL student has sufficient English proficiency to be reclassified as a fluent English speaker.

Reclassification Frequently Asked Questions (FAQs)

• FAQs regarding Reclassification.

Observation Protocol for Teachers of English Learners (OPTEL)

• The OPTEL is the statewide standardized protocol for reclassification Criterion 2 (teacher evaluation of EL students and Criterion 3 (parent opinion and consultation) with recommended thresholds of Level 3 or above on expressive and receptive OPTEL ratings for reclassification.
• OPTEL Form (PDF)
  • This document fulfills requirements in EC 313(f)(2) for the teacher evaluation component of the statewide reclassification criteria.
  • This form may also be used as a tool for formative purposes and ongoing consultation with parents/guardians.
• OPTEL User Guide (DOCX)
  • This user guide supports educators using the OPTEL tool to observe and evaluate EL students’ ELP.

United States Department of Education (ED) Resources

ED’s English Learner Toolkit (PDF)

• The U.S. Department of Education’s Office for Civil Rights (OCR) and U.S. Department of Justice (DOJ) released joint guidance on January 7, 2015, reminding states, school districts, and schools of their obligations under federal law to ensure that EL students have equal access to a high-quality education and the opportunity to achieve their full academic potential.
• Chapter 6 provides tools and resources for addressing EL students with disabilities.

Non-Regulatory Guidance: English Learners and Title III of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA) (PDF)

• Pages 40–43 provide guidance for EL students with disabilities.
• Addendum to the September 23, 2016 Non-Regulatory Guidance (PDF)

Resources for English Learner Students

California Department of Education Resources

Multilingual Learners

• This web page provides information and resources to ensure all students who bring the asset of a home language other than English to California schools receive equitable access to a meaningful education and that all California students are afforded opportunities to develop biliteracy.
• Multilingual Updates Newsletters

Multilingual Education

• This web page offers information on the development, implementation, and location of multilingual programs.

Improving Education for Multilingual and English Learner Students: Research to Practice (PDF)

• This publication presents current evidence-based pedagogy and practices in the areas of developing multilingualism, early education, assets-based environments, English Language Development (ELD), and the creation of systems that support the implementation of these practices.
• Further, the publication provides a deeper dive into accessing actionable examples of how evidence based pedagogy and practices may be implemented in districts, schools, and classrooms to positively impact multilingual and EL students.

English Language Arts/English Language Development Framework (ELA/ELD Framework)

• The State Board of Education adopted the English Language Arts/English Language Development Framework (ELA/ELD Framework) on July 9, 2014. Curriculum frameworks provide guidance to educators, parents, and publishers, to support implementing California content standards.

ELD Standards

• The ELD standards, ELD video series, information, and resources to assist LEAs design, implement, and enhance integrated and designated ELD instruction for EL students.

English Learner Roadmap

• Guide to assist local educational agencies to implement California's 21st century college-and-career-ready standards, curriculum, instruction programs, and assessments.

Partners Resources

Californian Association for Bilingual Education (CABE)

• CABE is a non-profit organization incorporated in 1976 to promote bilingual education and quality educational experiences for all students in California. CABE has chapters, members and affiliates, along with partnerships with other state and national advocacy organizations working to promote equity and student achievement for students with diverse cultural, racial, and linguistic backgrounds
• Professional Learning Resources from CABE’s Multilingual California Project Grant

Californians Together

• Californians Together leverages the recognized expertise of our members to promote the use of students’ linguistic skills as a positive asset contributing to their success. Californians Together advises state and national policy makers and mobilizes communities to protect and promote access to quality education for the state’s EL students.
• Californians Together Events
• Professional Learning Resources from Californians Together "EL RISE!"

WestEd

• A nonpartisan, nonprofit research, development, and service agency working with education and other communities throughout the United States and abroad, WestEd aims to improve education and other important outcomes for children, youth and adults.
• WestEd Past Events
• WestEd Future Events

Resources for Students with Disabilities

California Department of Education and Partners Resources

California Special Education Technical Assistance Network (CALTAN)

• CALTAN provides evidence-based resources to California School Districts as they continue to improve upon the systems that support positive outcomes for students in California receiving Special Education services.
• The website includes evidence-based special education resources to address seven key focus areas, Technical Assistance providers, and information about California’s Compliance and Improvement Monitoring.

Special Education Resource Leads

• The Special Education Resource Leads (SERLs) are part of the California Statewide System of Support.
• The SERLS include the:
  • Individualized Education Plan Best Practices Leads
  • Building Capacity Leads
  • English Learner Leads
  • Alternative Dispute Resolution Leads
  • Universal Design for Learning Leads

California Autism Professional Training and Information Network (CAPTAIN)

• CAPTAIN is a multiagency network developed to support the understanding and use of Evidence Based Practices for individuals affected by Autism Spectrum Disorder across the state.

Resources for Supporting Families of Children with Disabilities

Family Empowerment Centers (FEC)

• FECs provide training and information to families of children 3-22 with disabilities. These nonprofit organizations offer specialized training, peer-to-peer support, information and referral services.
• They aim to assist parents to better understand their child’s educational and developmental needs, effectively communicate with service providers, serve as a resource for the IEP process, participate in school reform and improvement activities, promote alternative dispute resolution, and support positive relationships between parents and professionals.
• Services offered vary by region:
  • Family Empowerment Centers - Find an FEC by County

California Parent Organizations

• List of California non-profit agencies providing resources and support for families of children with disabilities.

Family Involvement & Partnerships Resources

• Resources and support for parents, guardians, and families of children with disabilities.