1. IEPs for ELs… What Needs to be Included?
Ventura County SELPA Mary Samples, Associate Superintendent
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.

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
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.

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

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)
Review slide

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”
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.

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

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
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.

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

9. 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

10. 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

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
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.

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

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
They should know what their district requires, if not, they should speak to someone in charge of EL.

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
Review slide

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
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.

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
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).

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
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.

18. 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).

19. 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.

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
Review slide Show example of Goals page in SIRAS.

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

22. 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