This flow chart explains the steps to determine if a student is an "English Only" speaker or an "English Learner (EL)." It describes the assessment that should be administered to determine EL eligibility.
Wagner, Ed.S., B. Bilingual Testing Referral Flow Chart.
This research study provides an overview of trends and issues in both underrepresentation and overrepresentation of English learners in special education. Contributing factors for variability, as well as recommendations for future research and improved practice are provided.
Counts, Jennifer, Antonis Katsiyannis, and Denise K. Whitford. 2018. “Culturally and Linguistically Diverse Learners in Special Education: English Learners.” NASSP Bulletin 102 (1): 5–21.
The playbook provides tools for educators, families, and community members to engage in policy dialogues and development processes to support the creation of a local policy document
California Collaborative for Educational Excellence, (2021).
This workshop presents current research on language, cognitive, academic development, and their application to evaluation within a comprehensive, research-based framework for generating valid data to support conclusions & decisions regarding the presence or absence of various types of disorders with culturally and linguistically diverse learners.
Imperial Special Education Local Plan Area, (2021).
This resource is intended as a goal writing tool to assist both regular and special educators to meet the needs of students who are identified as English learners (EL) and may possibly need to be identified or are currently identified for special education.
Ventura County Special Education Local Plan Area, (2019).
The author analyzed the national special education data from 2006-2020 for students with diasabilites who are English Learners with a focus on trends and outcomes. The study discusses the implications for schools and districts and the need to address the changes in student population in to improve outcomes for students with disabilities.
Cooc, N. (2023). National Trends in Special Education and Academic Outcomes for English Learners With Disabilities. The Journal of Special Education, 0(0). https://doi.org/10.1177/00224669221147272
This document fulfills requirements in Education Code 313(f)(2) for the teacher evaluation component N of the statewide reclassification criteria. This form may also be used as a tool for formative purposes and ongoing consultation with parents/guardians. OPTEL will soon be translated into the top six languages in California.
The tool has three main sections: receptive language, expressive language, and parent consultation to examine English language proficiency for English Learners. For the language portions there are observations for instructional setting and interaction type as well as ratings of evidence and accommodations provided. Parent input is embedded within the tool.
California Department of Education (2023). Observation Protocol for Teachers of English Learners (OPTEL). Sacramento, CA: California Department of Education. Accessed March 25, 2024.
This user guide supports educators using the OPTEL tool to observe and evaluate English Learner students’ English language proficiency. Keywords: English Learners, reclassification, California, language proficiency,
California Department of Education (2023). OPTEL User Guide. Sacramento, CA: California Department of Education. Accessed March 25, 2024.
Practitioner brief written for parents and teachers of culturally and linguistically diverse (CLD) students; discusses culturally and linguistically responsive prereferral interventions for preventing the disproportionate representation of CLD students in special education.
Shernaz B. García and Alba A. Ortiz (2006) The Equity Alliance at Arizona State University.
This brief is part of the Landscape of Language Learners in California’s MTSS (Multi-Tiered System of Support). It depicts trends related to academic performance, namely trends in English-Learner (EL) classified student1 performance on Math and English Language Arts (ELA) SBAC (Smarter Balanced Assessment System) assessments.
Leger, M-L., Santibanez, L., and Perez, S. (2023). The Landscape of Language Learners in California’s MTSS: The State of Academic Performance. California MTSS Research Consortium, UCLA Center for the Transformation of Schools. Accessed September 8, 2023. https://transformschools.ucla.edu/research/the-landscape-of-language-learners-in-californias-mtss-the-state-of-academic-performance/
