MASTER PLAN

FOR
ENGLISH LEARNERS

Mountain View School District

Board Approved 4/18/16 jv

TABLE OF CONTENTS
Position Statement

Goal

Part I: Identification
A. Assessment (Initial/Annual)
B. Placement of Students
C. Parent Notification
D. Parental Exception Waivers

Part II: Instructional Service Options (K-8)

A. Structured/Sheltered English Immersion (SEI)
B. Mainstream Classrooms
C. English Language Development (ELD)
D. Primary Language
E. Criteria for Implementing Primary Language Instruction
F. Specially Designed Academic Instruction in English-SDAIE
G. Additional Instructional Support
H. Assisting Students in Recouping Academic Deficits

Part III: Staffing and Professional Growth

A. Staffing
B. Professional Growth

11

Part IV: Reclassification

A. Criteria
B. Reclassification Team
C. Monitoring After Reclassification

12

Part V: Parental Involvement

A. School English Learner Advisory Committee (ELAC)
B. District English Learner Advisory Committee (DELAC)

14

Part VI: Evaluation

A. CELDT
B. Reclassification Criteria
C. Annual Measurable Academic Objectives (AMAOs)

15

Part VII: Special Needs Students

17

POSITION STATEMENT
The purpose of this program is to develop fluency in speaking, reading, and writing
English in each student whose primary language is not English, enhance students' selfesteem, promote cross-cultural understanding, and provide equal opportunity for
academic achievement, including academic instruction through the primary language
when necessary. General education classes and staff are included in the MASTER PLAN
to insure the commitment of all personnel to provide the best possible educational
services for English Learner (EL) students.
GOAL
EL Students will have equal access to the curriculum provided for all students. These
students are expected to make normal progress through the curriculum, experience
success and sustain adequate psychosocial adjustment. The fundamental goal of our
program is to have students function successfully in the English language.
PART I: IDENTIFICATION
Registration in Mountain View School District will include the completion of the State
mandated Home Language Survey. If the answer to any of the first three questions on the
Home Language Survey is a language other than English, the student will be referred for
English and primary language assessment. (EC 62002) Students who have a language
other than English on only line 4 will be assessed on a case-by-case basis determined by
the school site. Potential English learners in grades K-8 are tested according to Districtapproved criteria for the initial identification.
A. ASSESSMENT
1. Initial Assessment
An Initial Assessment refers to any child who is taking the CELDT for the first time
The CELDT (California English Language Development Test) will be used as the primary indicator
of English proficiency for the initial identification of English Learners. Testing will occur
within 30 days of initial enrollment, or prior to class placement when possible. The
student will be assessed for primary language proficiency within 90 days (EC 62002) of
initial enrollment.

2. Annual Assessment
The district will submit completed CELDT annual tests to the test contractor for scoring
in one batch after testing is completed, or as requested. Administration of the CELDT
will be in conjunction with CDE (California Department of Education) guidelines to
assess the progress of EL students in acquiring listening, reading, speaking, and writing
skills in English until they are reclassified to Fluent English Proficient.
3. The District will use the CELDT to:
a. Conduct initial assessment upon enrollment to identify students who may be
English Learners and to determine the level of English proficiency.
b. Conduct annual assessment to determine EL proficiency, instructional needs,
and assess and monitor the progress of English Learners in acquiring listening,
reading, speaking, and writing skills in English until they are reclassified to Fluent
English Proficient.
c. Based on test results, students receive a language designation that is considered
for placement, instruction, and further assessment. Appropriate classroom
placement is made accordingly. The five proficiency levels are Beginning, Early
Intermediate, Intermediate, Early Advanced, and Advanced.
d. Students and parents/guardians will receive an overall score identifying their
English proficiency level according to the scale score cut points as determined by
the CELDT contractor and the California Department of Education.
e. Student and parents/guardians will also receive scores listing the proficiency
levels for each test component: speaking/listening, reading, and writing as
evidenced by the parental notification letter.
f. The District will score tests for initial identification on site prior to sending
completed booklets to contractor to ensure appropriate placement then submit
completed tests to contractor monthly for official scoring, or as requested.
4. Primary Language Testing
Primary Language Testing is at the discretion of the district. Primary Language Testing
will be used only for students meeting all of the following criteria:
a. Spanish is indicated on line 1, 2 or 3 of the Home Language Survey
b. The child is newly arrived to the United States
c. The child has attended school in a Spanish-speaking country

5. An EL Student Folder shall be maintained for each EL. An EL folder should be

established as soon as initial testing is completed. The purpose of the folder is to assist
the teacher, parent, and site/district administrators with program placement and
development, student monitoring, and reclassification. The following items are placed in
the EL folder:
a. A copy of the Home Language Survey
b. Primary language testing booklets from all initial testing (as appropriate)
c. Copies of CELDT testing results
d. Copies of parent notification letters
e. Any ELD student progress records
f. Upon reclassification, the reclassification criteria check sheet and
signed reclassification form
B. PLACEMENT OF STUDENTS/INSTRUCTIONAL SERVICE OPTIONS
1. Structured/Sheltered English Immersion Setting
English Learners are placed in a Structured English Immersion (SEI) setting when the
student's language designation (NEP or LEP) is less than intermediate (reasonable
fluency) based on the District's initial identification criteria unless a Parental Exception
Waiver has been granted for an Alternative Bilingual Education (ABE) setting or the
parent has requested a mainstream setting. The student is recommended to be placed in
an SEI based program for a period not normally intended to exceed one year.
This placement may also be in a Mainstream setting with a CLAD or comparably
certified teacher.
2. English Learner Mainstream Setting
English Learners with an intermediate or higher language designation may be placed in
an English Learner Mainstream setting if the teacher has the appropriate teaching
credential(s) and/or certificate(s) (or equivalent) to teach ELD (English Language
Development) (CLAD/BCLAD/SB 1969, SB 395, etc.). A parent may request to have an EL
identified student moved into an English Language Mainstream setting at any time,
regardless of language proficiency level.
3. Alternative Bilingual Education Setting (ABE)
English Learners who have been granted a Parental Exception Waiver may be eligible to
receive primary language services. These services are provided through the acceptance
of a primary language wavier request for 20 or more students at the same grade level. (See
Section D)

C. PARENT NOTIFICATION
1. Parents receive an explanation of the District services for English Learners (Structured
English Immersion, English Language Mainstream, and Alternative Bilingual Education) along with
their copy of parent notification and assessment results. When parents request a Parental
Exception Waiver, they are given one to be taken and signed at the school.
2. Parent Notification: Parents of all assessed students will annually be given written
notification, in their primary language, to the extent possible, of the results of their
student's English and language assessment. Parents may refuse the placement of their
child in a Structured/Sheltered Immersion program, as placement is voluntary according
to Education Code (EC) 62002.
However, by law students are required to receive ELD instruction, which may be a part
of the students mainstream classroom or as a separate service.
D. PARENTAL EXCEPTION WAIVERS
In accordance with the California Education Code 300, waivers are required for all
District designated Alternative Bilingual Education program classrooms (a minimum of
20 granted waivers are needed for each bilingual classroom). By the nature of these
waivers, bilingual teachers have the right and are expected to instruct in the primary
language in all the core areas.
District waiver procedures contain a clear and full description of educational program
options, including Alternative Bilingual Education (K-8), Structured/Sheltered English
Immersion (K-8) and Mainstream (K-8). Parents also receive a written and oral
explanation of their rights to request a waiver at the school site. A waiver form can be
obtained at the school site.
1. Primary Language Waivers (formal written request)
Individual student waiver: A primary language waiver can be sought for students that
already speak fluent English, are 10+ years old, or have special needs. If approved, some
primary language services will be provided for the individual student. Waivers must be
applied for yearly at the school site. Decisions are made by the site SST/LAT (Student
Study Team/Language Assessment Team).
Grade level waiver: if parents of 20+ students at a grade level at one school site file for a
primary language waiver for the same language, then a class for that school, language and
grade level must be opened for that school year. Waivers must be applied for on a yearly
basis at the school site.

If primary language instruction is not recommended for individual requests and the parent
still wants primary language instruction, the request can be brought to the District
Superintendent. If the Superintendent agrees with the site recommendation, parents may
apply for interdistrict transfers to surrounding school districts that may offer primary
language programs. If the parent requests to attend a school outside of our district that
provides primary language services, the district will assist the parent in securing an InterDistrict Permit. The parent will be responsible for transportation for their child to
another school site.
2. ELD Instruction Opt-Out Request
Per US Code Title 20 (20 USC) Section 7012(a)(8), and California regulation at 5 CCR
Section 11301(b), parents have the right to request their child not participate in English
Language Development (ELD) instruction, however, the state of California does not
allow parents to opt their children out of the English Learner program. Students must
meet reclassification criteria to exit the English Learner program.
Even though a parent opts their child out of ELD instruction, the district continues to be
responsible for providing Language Acquisition services, which will be provided through
Specially-Designed Academic Instruction in English (SDAIE) strategies in content areas.
Since students are still considered English learners, the child is required to be
administered the California English Language Development Test (CELDT) annually until
the child is reclassified to monitor language development progress and eligibility for
reclassification. Parental Request to Opt-Out of English Language Development (ELD)
forms are available at all schools and the district office upon request.
PART II: INSTRUCTIONAL SERVICE OPTIONS (K-8)
Schools implement an instructional approach in accordance with legal requirements.
School sites choose one or more approaches which best meet the needs of the student
population as outlined below:
A. STRUCTURED/SHELTERED ENGLISH IMMERSION (SEI)
Students will receive instruction overwhelming in English. The teacher will have a
CLAD or comparable certificate, or be in a program to complete this certificate. If there
is no appropriate credentialed teacher, the student will be placed with the most qualified
teacher. Parents will also be allowed to apply for an intra-district attendance transfer to
move their child to another school site in the district with an appropriately credentialed
teacher. Classroom students will include English dominant speakers and EL students at
various levels. Students will receive additional support as recommended by the school
site. Primary language will mainly be for clarification.

B. MAINSTREAM PROGRAM
Students at the intermediate fluency level (reasonable fluency) may be placed in a
mainstream program. Students may receive support from the classroom teacher or other
support services as needed.
C. ENGLISH LANGUAGE DEVELOPMENT (ELD)
The ELD Curriculum will guide the English Language development for English Learners
K-8. English Learners in receive daily ELD instruction based on the State-adopted ELD
standards. The currently adopted English Language Arts Curriculum is the core program
for ELD instruction for English Learners regardless of instructional placementSEI,
Mainstream, and ABE. Into English, High Point, and/or other appropriate series may also
be utilized. In addition to these, schools may purchase supplemental materials out of
categorical or other site funds to support standards-based ELD instruction and District
program requirements.
Explicit, daily ELD instruction is mandatory for all identified EL students. A minimum
of 20 minutes for kindergarten and a total of 30 minutes for grades 1-8 using Houghton
Mifflin (K-5) or Prentice Hall (6-8) EL support materials. Supplemental materials may
be used as an additional resource to teach ELD standards.
If a parent requests that an EL be placed in a mainstream classroom, the student is still
required to receive ELD services.
ELD services will focus on developing speaking, listening, reading, and writing skills for
EL students who are in the beginning stages of English acquisition.
D. PRIMARY LANGUAGE INSTRUCTION
Primary Language Classroom: Parent exception waiver for 20+ students at one school
site for one grade level.
A classroom composed of English Learners in which the students receive core curriculum
instruction (Language Arts and/or Math, Science, Social Studies) in their primary
language for up to 50% of the day. The remainder of the instructional time (excluding
recess) is spent with English instruction. A teacher with a BCLAD certificate will teach
this class.
Individual Instruction: An individual student may receive primary language instruction
if a specific parental exception waiver is approved. Instruction would be mainly in
Language Arts.
Newcomers: A student considered a Newcomer with limited skills, may also receive
some primary language instruction within their structured immersion class.

E. CRITERIA FOR IMPLEMENTING PRIMARY LANGUAGE INSTRUCTION

(Structured English Immersion (SEI)/Mainstream Classes)
Annual assessment by Bilingual Teachers, Language Development Specialist and/or
ELD Teachers will determine the need and location of classes.
Requirements and components of the language class include:
- Daily English language development designed for non-native language speakers
- Clustered instructional approaches for core curriculum, and a structured approach to
reading and literature
- Primary language assistance for basic skills instruction to sustain academic achievement
(mainly clarification of instructions--not bilingual education)

F. SPECIALLY DESIGNED ACADEMIC INSTRUCTION IN ENGLISH (SDAIE)

CLAD and comparably certified teachers will provide subject matter through Specially
Designed Academic Instruction in English (SDAIE) strategies as appropriate. Teachers
have received training in the use of these instructional strategies used to support English
learners across the curriculum in content areas.
G. ADDITIONAL INSTRUCTIONAL SUPPORT
K-8 English Learners who are not meeting grade level standards may be provided
additional academic support in order to improve academic achievement. This support will
be provided in the appropriate language according to program placement.
Some primary language support will be provided when necessary to sustain academic
achievement
Activities that will promote cross-cultural understanding and the development of a
positive self- image will be provided.
H. ASSISTING STUDENTS IN RECOUPING ACADEMIC DEFICITS

The State and Federal regulations require that an intervention plan must be
implemented to assist English Learners while they are acquiring English. To assist
English Learners to recoup academic deficits incurred while learning English,
schools will utilize a variety of extended learning opportunities to provide
additional support. Extended learning opportunities may include general
education intervention classes and/or intensified strategies that facilitate student
mastery of the state grade level content standards. Interventions if not meeting
yearly progress may include (as available): Summer School, Before/After School
Tutorial, Additional Aide Time, Add in class intervention strategies from ELA
curriculum for all low achieving ELs at site level, and in class small group
instruction or individualized tutoring.

PART III: STAFFING AND PROFESSIONAL GROWTH

State and Federal laws require that all teaching personnel assigned to provide instruction
to English Learners are qualified to provide the appropriate instructional services
including ELD, SDAIE, and primary language (when in an ABE instruction model.) In
addition, the district must provide an in-service training program that results in qualifying
existing and future personnel to provide appropriate instructional services to English
Learners.
A. Staffing
1. English Learners will be taught by teachers who possess a Bilingual Cross Cultural,
Language and Academic Development Certificate (BCLAD), Cross Cultural, Language
and Academic Development Certificate (CLAD) certificate, a credential that authorizes
ELD instruction, have been trained in accordance with SB 1969, SB 395, any other State
approved program, or are in the process of being trained to receive an appropriate
certificate.
2. Teachers who need to obtain appropriate certification may participate in training
through the County Office of Education and/or local colleges or universities at their
expense.
3. AB 2913 certification training (replacement of SB 1969 certification) has been provided by a
joint effort between the San Bernardino County Department of Education and the
Mountain View School District. Teachers receiving this authorization can teach English
Learners in SEI and Mainstream programs using ELD/SDAIE techniques.
B. Professional Growth
Teachers will have an opportunity to receive training opportunities that include, but are
not limited to, the following, (as funding is available):
- Strategies to assist students in the development of a positive self-image.
- Cross-cultural understanding
- English language development teaching methodology (ELD)
- Specially designed academic instruction in English (SDAIE)
- Bilingual cross-cultural teaching methodology
Training opportunities may be conducted by site/district staff, workshops, or speakers
that are brought in by the district.

10

PART IV: RECLASSIFICATION/REDESIGNATION

Students may be considered for Reclassification when they are achieving near, at, or
above their grade level. Administrator, teachers, and parent recommendation is necessary
for Reclassification. Reclassified students will be monitored to ensure that they are
making adequate academic progress.

Initially Fluent English Proficient (IFEP)

When scoring an initial CEPDT test, the student may qualify as Initially Fluent English
Proficient (IFEP) when the overall score is advanced (5) and no more than one subtest is
in the intermediate range (3). Examples:
Overall
Reading
Writing
Listening
Speaking

5
4
3
5
5

Classify as IFEP

Overall
Reading
Writing
Listening
Speaking

5
4
3
3
5

Classify as EL

A. CRITERIA
These students will be considered for Reclassification to Fluent English Proficient, (RFEP), after reviewing the following language reclassification criteria which is based upon
the California Department of Education (CDE) Guidelines for Reclassification of
English Learners, approved by the State Board of Education (SBE) 12/10 (Education
Code 313d).
Requirements per California Department of Education (CDE) guidelines include:
1. Assessment of English language proficiency, using an objective assessment
instrument, including, but not limited to, the state test of English language development;
and
2. Teacher Evaluation, including, but not limed to, a review of the students curriculum
mastery; and
3. Parent Opinion and consultation; and

11

4. Comparison of student performance in basic skills against empirically established

range of performance in basic skills based on the performance of English proficient
students of the same age.
Assessment of English Language Proficiency (CELDT)
Attain a California English Language Development Test (CELDT) overall proficiency
level of Early Advanced or higher AND
-Listening is Intermediate or higher and;
-Speaking is Intermediate or higher and;
-Reading is Intermediate or higher and;
-Writing is Intermediate or higher
Those students whose overall proficiency level is in the upper end of Intermediate may
also be considered for reclassification if additional measures determine the likelihood that
a student is proficient in English.
Teacher Evaluation
Use student academic performance; and
Note that incurred deficits in motivation and academic success unrelated to English
language proficiency do not preclude a student from reclassification.
**Meet two of the three following performance indicators:
Attain a 2.0 grade point average for grade levels using letter grades 3-8. Teacher
judgment for grades K-2.
Attain a score of at least 20 on the S.O.L.O.M. (Student Oral Language Observation
Matrix)
Pass an appropriate grade level writing sample (Rubric level 3)
Parent Opinion and Consultation
Provide notice to parents and guardians of their right and encourage them to participate
in the reclassification process; and
Provide an opportunity for face-to-face meeting with parent or guardian.
Parents/Guardians will be invited to a meeting to discuss reclassification and their input
regarding progress will also be considered in the final decision.
This meeting may be the schools Student Study Team (SST)/Language Appraisal Team
(LAT). At the minimum, the students classroom teacher and ELL (English Language
Learner) specialist and/or site administrator will be present at this meeting. Other staff
that may provide valuable information may also be invited to attend. After discussing
student information a decision whether or not to reclassify will be made with parent
input. If the parent is not in attendance they will be notified as soon as possible of the
schools recommendation(s).
B. RECLASSIFICATION TEAM

12

The LAT/SST (Language Appraisal Team/ Student Study Team) will meet as needed or
if requested. They will review EL student's progress and recommend Reclassification or
other necessary options as required to maintain or improve the student's academic
progress.
1. The Reclassification Team or site EL coordinator will monitor each reclassified
student.
2. Review each Reclassified student's progress at least twice per year.
3. When a Reclassified or ELL student is not making adequate progress the child will be
offered an Intervention.
4. The Reclassification Team can make recommendations for Interventions and
class/grade placement.
C. MONITORING PROGRESS AFTER RECLASSIFICATION
Districts must monitor pupil performance for two years after reclassification in
accordance with existing California regulations and the federal No Child Left Behind.
A form has been developed to monitor student progress over the two-year period.
English Learners must meet all the District criteria to be reclassified. When one of the
prescribed criteria items cannot be met, the language appraisal team (LAT) may
recommend reclassification depending on the students overall progress. English Learners
with disabilities can be reclassified at the IEP meeting only when a credentialed person
trained in second language acquisition and knowledgeable about the District
reclassification criteria agrees to the recommendation. Special needs students not able to
meet the District's reclassification criteria must be recommended by the language
appraisal team for reclassification.
PART V: PARENTAL INVOLVEMENT
The District strongly supports the involvement of all parents, including those parents of
English Learners, in the educational process of their children. Research continues to show
evidence of benefits that parent involvement brings to the academic achievement of
students.
A. SCHOOL ENGLISH LEARNER ADVISORY COMMITTEE (ELAC)
Each school site with 21 or more English Learners must form a functioning English
Learner Advisory Committee or subcommittee of an existing advisory committee.
ELACs will make every effort to meet state requirements concerning composition
requirements, elections, major tasks, and training as described in the Categorical Program
Monitoring (CPM) manual. It is required by the state that the ELAC advises (reviews and
comments) on four tasks:
1. Development of a detailed master plan for English Learner education for the individual
school
2. Development of the school's needs assessment
3. Administration of the school's annual language census

13

4. Ways to make parents aware of the importance of regular school attendance

At least three meetings per year are expected to be held. Minutes of meetings where
these items are on the agenda need to reflect the discussions held. To encourage parent
participation, ELAC meetings may be held on Back to School nights, Open House or
when other general site meetings are being held.
B. DISTRICT ENGLISH LEARNER ADVISORY COMMITTEE (DELAC)
The California Department of Education requires that district having 51 or more English
Learners must form a functioning advisory committee to represent all English Learners.
The Student Services Department coordinates this committee in conjunction with the
School English Learner Advisory Committee (ELAC). Each school site ELAC Team
nominates up to 3 DELAC committee members. These can be teachers,
paraprofessionals, parents, community members etc. The English Language Coordinator
for each school site may serve as 1 DELAC member if the ELAC team is unable to
forward 3 committee members to DELAC. If DELAC consists of more than 15 members
then officers will be elected to serve as president, secretary and historian. There will be 2
DELAC meetings each year to discuss issues related to the education of English Learners
and other pertinent items.
PART VI: EVALUATION
A. The progress of English Language Learner students will be measured by means of the
following assessment instruments when appropriate:
A. CELDT
The CELDT will be administered annually to assess the progress of English Learners in
acquiring listening, reading, speaking, and writing skills in English until they are
reclassified to Fluent English Proficient.
B. RECLASSIFICATION CRITERIA
Requirements per California Department of Education (CDE) guidelines
1. Assessment of English language proficiency, using an objective assessment
instrument, including, but not limited to, the state test of English language development;
and
2. Teacher Evaluation, including, but not limed to, a review of the students curriculum
mastery; and
3. Parent Opinion and consultation; and
4. Comparison of student performance in basic skills against empirically established
range of performance in basic skills based on the performance of English proficient
students of the same age.
C. ANNUAL MEASURABLE ACADEMIC OBJECTIVES
AMAOs are set by the CDE. Schools/Districts not meeting the state AMAOs are
subject to sanctions. AMAO progress per state findings will be presented to the

14

ELAC/DELAC and progress monitored and discussed and made available to necessary
site and district councils.
AMAO 1: Gains in the percentage of students making progress in learning English
The CELDT contains five proficiency levels: beginning, early intermediate, intermediate,
early advanced and advanced.
The annual growth target is for students to gain one proficiency level per year until
they reach the level where they are considered English language proficient on the
CELDT (Early Advanced Overall with no sub skill below Intermediate).
There are three methods of meeting the annual growth target. Students at the Beginning,
Early Intermediate or Intermediate levels are expected to gain one proficiency level per
year. Students at the Early Advanced level with some skill areas below Intermediate are
expected to bring all skill areas up to the Intermediate level; and, students already at the
English proficient level are expected to maintain that level until they are redesignated.
AMAO 2: Gains in the percentage of students attaining English proficiency
For the second AMAO it was necessary to define the group of students who could
reasonably be expected to reach English language proficiency at a given point in time.
The SBE approved the use of the following student cohort:
Students with two years of CELDT scores who have been in U.S. schools for four or
more years; and
Students at the Intermediate level or above who did not reach English proficiency the
prior year; and
Students below the Intermediate level the prior year who met the English proficient
level.
Using this cohort of students credits LEAs for students who reach the English proficient
level after four or more years in U.S. schools and those in the Intermediate level or below
the prior year who reach English language proficiency the following year. This definition
does not penalize districts for students below the Intermediate level who do not reach the
English proficient level unless they have been in the U.S. for four or more years. Under
this AMAO, students who reached the English proficient level one-year are not also
counted as reaching the English proficient level the next year (if they have not been
redesignated). This was done to provide an additional incentive to LEAs to redesignate
eligible students when they reach the English proficient level on the CELDT. In
establishing this AMAO, it was also thought that the inclusion of students at the
Intermediate level would motivate LEAs to better target the needs of English learners at
that level.
AMAO 3: Adequate Yearly Progress (AYP) for English Learner Subgroup at the
LEA (District) Level.
ALL students (including English learners) are expected to score at proficient and
advanced levels beginning with the 2013-14 school year.

15

NOTE: AMAO 3 will be modified due to state standard test results unavailable for
2014/15. The district will be following guidance from county, state and federal
guidelines in assisting with goals for AMAO.
What are the consequences if an LEA doesn't meet the growth targets?
If an LEA fails to meet the growth targets for two consecutive years, the LEA (Local
Education Agency) shall develop an improvement plan that will ensure that the AMAOs
are met. The improvement plan shall specifically address the factors that prevented the
LEA from achieving the AMAOs. The plan may apply to targeted schools rather than the
entire LEA if the particular factors that prevented the LEA from meeting the AMAOs
warrant such an approach. If the LEA fails to meet the AMAOs for four consecutive
years the state shall require the LEA to modify their curriculum, program and method of
instruction, or decide that the LEA should not receive Title III funds.
PART VII: SPECIAL NEEDS
English Language Learners are provided equal access to special services including but
not limited to Special Education, Section 504, Title 1, Alternative Education and extra
curricular activities.
Student with special needs who are assessed under the Individuals with Disabilities
Education Act (IDEA) are assessed with tests that are sensitive to the English Language
Learner. Results of tests are analyzed with bias towards English Language status. English
Language Learners are included in the any offer of a Free and Appropriate Public
Education (FAPE). Special Education Teams must differentiate between language
differences and possible learning disabilities. Students who are found eligible for and
receive support under Special Education have goals that are linguistically appropriate and
take into consideration the unique language needs of the EL population and the specific
language needs to the student as determined by a combination of Special Education,
General Education and state mandated assessments including CELDT.
Reclassification of EL Students with an Individualized Education Plan (IEP) may be done
via the IEP Team as long as the team includes a member who is well versed in English
Language Development. Reclassification as part of the IEP process may be done
following 4 required criteria:
Criteria 1: Assessment of Language Proficiency using an Objective Assessment
Instrument such as CELDT
EL students shall be provided with fair and equal access to special services such as:
Special Education, Title I, Alternative Education, and extra curricular activities.

16

Criteria 2: Teacher Evaluation to include substantial samples of students academic

language performance in the classroom (including General Education, Resource
Specialist and Special Day Class settings).
Criteria 3: Parent Opinion and Consultation during the development of the IEP.
Criteria 4: Comparison of Performance in Basic Skills. This may include results of CST,
CMA and/or CAPA. Note: The impact of the students disability may be a factor other
than English Language Proficiency to consider. Reclassification as part of the IEP
process may use the CMA or CAPA results to inform whether or not students with
moderate to several disabilities have demonstrated basic performance skills in English at
their functional level.
The Individualized Education Program (IEP) team makes the final determination of all
aspects of student programming, assessment, and services based upon present levels of
performance and goals generated by the IEP Team.

17