English Learners and Students with Disabilities
Students with disabilities have the same access to the current English Language Development (ELD) instruction and infrastructure at school sites as their nondisabled peers. The District provides services to ELs that are mandated by federal and state laws. These include, when necessary, ELD instruction and any necessary supports to provide ELs with access to the core curriculum.
All schools inform parents annually of the instructional program options that are
available to students, as well as of their right to apply for a Parental Exception Waiver from the EL Program. EL Program options information is provided orally and in writing, using language and materials designed to be readily understandable to the parent. To inform parents of the instructional program options, schools provide parents a copy of the Initial Notification of Enrollment in Instructional Programs for English Learners Parent Brochure.
All ELs, including those with disabilities, are assessed each year on their progress toward meeting the California English Language Development Standards. EL students are assessed annually either with the California English Language Development Test (CELDT), or the District-approved alternate assessment for students with significant cognitive disabilities, the Communication Observation Matrix (COM). ELs with disabilities may be tested using the California Department of Education (CDE)-approved Testing Variations, Accommodations, and Modifications Matrix, which is updated annually. The Individualized Education
Program (IEP) team documents in the student’s IEP any accommodations or modifications used both for assessments and for classroom ELD instruction.
As with all English learners, ELs with an Individualized Education Program (IEP) are expected to make progress in English language proficiency and academic content mastery. To attain this, the instructional programs for ELs with IEPs will include ELD as a component of their core instruction, as well as access to core content using Specially Designed Academic Instruction in English (SDAIE) and other research-based instructional methodologies appropriate for ELs with disabilities.
Guidelines for IEP Teams on the Reclassification Procedures for Secondary Long Term English Learners with Disabilities in Grades 6-12
Scheduling Appropriate English Language Development (ELD) Instruction for Secondary English Learners with Disabilities
IEP Guidelines for Documenting English Language Development (ELD) Instruction for Students with Disabilities
Reclassification of English Learners
Title III Annual Parent Notification Requirements (Elementary)
Policies and Procedures for Identifying students with Disabilities as Low-Verbal/Non-Verbal and as Potential English Learners (ELs)
Instructional Minutes for ELD-ELA in Elementary SchoolsAdditional Information