ENGLISH LEARNER STUDENTS WITH DISABILITIES

DISTRICT BULLETINS, REFERENCE GUIDES, AND OTHER DISTRICT RESOURCES

Publications from the Division of Special Education

BUL-6890.1: Guidelines for IEP Teams on the Reclassification Procedures for Secondary Long Term Learners with Disabilities in Grades 6-12, September 25, 2018

This bulletin provides guidelines for Individualized Education Program (IEP) teams to follow when recommending reclassification as Fluent English Proficient (RFEP) for a Long-Term English learner (LTEL) eligible for Special Education services. California Education Code Section 313.1 (a) (b) defines a Long-Term English Learner as “an English learner who is enrolled in any of grades 6 to 12, inclusive, has been enrolled in schools in the United States for more than six years, has remained at the same English language proficiency level for two or more consecutive years” as determined by the state’s annual English language development test. These procedures are only authorized for eligible LTEL students with disabilities (LTEL SWDs) in grades 6-12 with an active IEP who meet the criteria outlined in this bulletin. This bulletin provides IEP teams, including those for students on the alternate curriculum, with the process for reclassification of LTELs that considers the impact of the student’s disability on English Language Proficiency (ELP).

BUL-048496.0: Annual Alternate Assessment of the English Language Proficiency Levels of Students with Disabilities on the Alternate Curriculum, April 9, 2018

It is District policy that the guidelines and procedures outlined in this Bulletin be followed when students on the alternate curriculum are identified by IEP teams as needing an alternate English language proficiency assessment in lieu of participation in all or part of the English Language Proficiency Assessments for California (ELPAC).

REF-5994.2: Scheduling Appropriate English Language Development (ELD) Instruction for Secondary English Learners with Disabilities, July 3, 2017

The purpose of this Reference Guide is to provide guidance for using the English Learner Master Plan (2012) to serve students with disabilities with an active Individualized Education Program (IEP). This Reference Guide (1) outlines the options for placement in ELD courses for English Learners (ELs) with disabilities who are matriculating to, or are currently attending a middle or high school; and (2) provides secondary schools with procedures to ensure that students with disabilities have equal access to appropriate ELD courses.

REF-6124.1: IEP Guidelines for Documenting English Language Development (ELD) Instruction For Students with Disabilities, October 25, 2013

The purpose of this Reference Guide is to: (1) provide guidelines to all District staff responsible for development and implementation of Individualized Education Plans (IEPs) for students with disabilities who are English Learners (ELs); and (2) outline the required components of an IEP for all students whose language classification is Limited English Proficient (LEP). 

REF-5828.0: Secondary English Language Development (ELD) Course Codes for Students with Disabilities Participating on the Alternate Curriculum, September 10, 2012

The purpose of this Reference Guide is to provide secondary English Language Development (ELD) course codes and descriptions for students participating on the alternate curriculum.

MEM-6866.3: 

REF-084500.1 - ELPAC Matrix 2020

Publications from Other Divisions and Offices

Multilingual and Multicultural Education Department