Meeting the Needs of English Learners with Disabilities Written for

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Criteria 2: Teacher Evaluation

Yu Li’s teachers felt she has not developed English language proficiency as evidenced by her day to day classroom performance. They do feel that her disability impacts her rate of learning but feel that it is in Yu Li’s best interest to continue receiving English language development services. The teacher noted that Yu Li’s error patterns were typical of those seen by other English learners at a younger age.

Criteria 3: Parent Input

Yu Li’s parent(s) feels she has not acquired the English skills

needed to be successful in school (as appropriate to her cognitive level). They feel she is making appropriate progress towards her IEP goals but feels she needs continued ELD services.
Criteria 4: Comparison of Performance in Basic Skills

Yu Li takes the CAPA, not the CST. Based on her level 1 CAPA performance, Yu Li continues to score below basic and the reclassification team did not feel Yu Li met this criteria.

Should Yu Li be reclassified as RFEP at this time? No.

She did not meet any one of the four CBE reclassification criteria.

Frequently Asked Questions
Question: Is reclassification to RFEP the responsibility of the IEP team for EL students in special education?

Response: No. Each LEA must establish policies and procedures to designate which staff or the team members that are responsible for reclassification of EL students. The English Learner Division at the CDE advises that reclassification is not the jurisdiction of the IEP team. However, if the LEA has designated the IEP team as the EL reclassification team for students with IEPs, it may an acceptable practice for the IEP team, in collaboration with staff members who have expertise in the reclassification of English learner, to reclassify students to RFEP. It is best practice for English learner and special education staff members to work together collaboratively to make reclassification decisions for students with disabilities.
Question: May a school EL reclassification team use “alternative criteria” to reclassify a student who is EL to RFEP?

Response: No.There is no provision that allows an LEA to use “alternative reclassification criteria.” LEAs must follow the four criteria established by the State Board of Education. However, within the four established reclassification criteria there is flexibility in the way teams apply the guidelines that may be relevant to students with disabilities. It is also recommended that LEA staff consult or collaborate with special educators in making reclassification decisions.
Question: May a school classify a student that has severe disabilities and is non-verbal as FEP upon entry?

Response: No. There is no provision that allows an LEA to use “alternative criteria” to classify a student as EL, even upon entry if it is deemed that the student is an English learner based on the language survey. The IEP team may determine if the student needs an alternative assessment to CELDT and what that alternative will be (this must be an IEP team decision).
Question: May a school designate a student who uses American Sign Language (ASL) as FEP even though they are EL based on the enrollment survey?

Response: Based on communication with the English Language Learner Division at CDE in April 2010, it was agreed that for the purposes of CELDT testing and identifying students as English learners who use ASL and have an IEP or 504 Plan the following would apply:

  • Non‑English speaking parent, student uses ASL ‑ CELDT testing required; student may be considered an English learner.

  • English speaking parent, student uses ASL ‑ No CELDT testing required.

  • Parent uses ASL, student is hearing ‑ No CELDT testing required; student may or may not be under IEP/504.

  • Parent uses ASL, student uses ASL ‑ No CELDT testing


Question: According to the CBE CELDT Guidelines, the first reclassification criteria requires that a student must pass the English language proficiency section on CELDT with an overall proficiency level of early advanced or higher, a listening score of intermediate or higher, a speaking score of intermediate or higher, a reading score of intermediate or higher, and a writing score of intermediate or higher. May the IEP team use the results of the “alternative assessment” to CELDT that was designated by the IEP team as the “objective assessment instrument?”

Response: Yes, as long as the student demonstrates English proficiency in all four domains: listening, speaking, reading, and writing – this may be at the functional skills level.
Question: For the fourth reclassification criteria “comparison of performance in basic skills,” may the reclassification team use data from the CMA or CAPA assessments since the student does not take CST?

Response: The CBE has not currently revised the CELDT Reclassification Guidelines to include the assessments that IEP teams may designate as alternative measures to CST. It is presumed that it would be acceptable to use these measures as the data source for the fourth criteria, as not allowing them may be considered discriminatory.


Appendix A

ELD Programs / Curricular Materials & Resources

Appendix A1: What Works Clearinghouse (WWC) EL Reading


Programs Reported to Target EL Students

What Works Clearinghouse

  • Accelerated Reader

  • Arthur

  • Augmenting Thinking Through Language Acquisition Skills (ATTLAS)

  • Bilingual Cooperative Integrated Reading and Composition (BCIRC)

  • Peer Tutoring and Response Groups

  • Enhanced Proactive Reading

  • Fast ForWord Language

  • Instructional Conversations and Literature Logs

  • Into English (not rated)

  • On Our Way to English (not rated)

  • Peer-Assisted Learning Strategies (PALS)©

  • Read Naturally

  • Read Well

  • Reading Mastery / SRA / McGraw-Hill

  • Reading Recovery®

  • Sheltered Instruction Observation Protocol

  • Success for All® (not rated)

  • Vocabulary Improvement Program for English Language Learners & Their Classmates (VIP)

Appendix A2: Publishers Listing Programs as Appropriate for ELD
Success for All

Success for All is a comprehensive reform model that focuses school resources and energies on seeing that all children succeed in reading from the beginning of their time in school. It provides schools with well-structured curriculum materials emphasizing systematic phonics in grades K-1 and cooperative learning, direct instruction in comprehension skills, and other elements in grades 2-6. It provides extensive professional development and follow-up for teachers, frequent assessment and regrouping, one-to-one tutoring for children who are struggling in reading, and family support programs. A full-time facilitator helps all teachers implement the model. For English language learners, Success for All has two variations. One is a Spanish bilingual program, Exito para Todos, which teaches reading in Spanish in grades 1-2 and then transitions them to English only instruction, usually starting in third grade. The other is an English language development (ELD) adaptation, which teaches children in English with appropriate supports, such as vocabulary development strategies linked to the words introduced in children’s reading texts. In both adaptations, children at the lowest levels of English proficiency usually receive separate instruction the reading period to help develop their oral language skills.
Direct Instruction or

Direct Instruction (DI), or Distar (Adams & Engelmann, 1996), currently published by SRA, is a reading program that starts in kindergarten with very specific instructions to teachers on how to teach beginning reading skills. It uses reading materials with a phonetically controlled vocabulary, rapidly paced instruction, regular assessment, and systematic approaches to language development. DI was not specifically written for English language learners or Latino students, but it is often used with them.
Success Maker & Nova Net

Pearson Publishers

The extensive courses in Success Maker Enterprise and NovaNET provide ideal interventions for learners who are functioning at higher levels of language proficiency. Students build on growing fluency to succeed in a variety of content areas. Computer Assisted Instruction.
Ellis Essentials & Ellis Academic

Pearson Publishers

ELLIS Essentials and ELLIS Academic build fluency faster with it proven, contextual computer-assisted instruction approach. Following the natural pattern of language acquisition, ELLIS leads learners to achieve practical English skills in a style that can yield incredible results.
SEACO Curriculum

(For EL Students with Moderate to Severe Disabilities)

The Curriculum Guide for Students with Severe to Moderate Disabilities, developed by State Education Administrators of County Offices (SEACO), is a two-volume document with one section on Instructional Best Practices and one Section on Core Content Access. It is aligned to the CAPA. It is a curriculum framework for EL students.

Basics 2 Curriculum

Lakeshore Publishers

(For EL Students with Moderate to Severe Disabilities)

A functional curriculum that will help students to develop independence as adults. Follows 5 domains which include: Functional Academics, Domestic, Community, Vocational and Recreation and Leisure Domains. Within each domain are goals/objectives for teachers to develop lesson plans for students from the ages of 24 months to 22 years. Within the Curriculum Framework, all goals are correlated with CAPA, State Standards, and EL Standards which provide an exceptional program for each student participating in the process. This kit also includes a Benchmark Assessment that can be used as an alternative to CELDT for students with moderate to severe disabilities.

Waterford Early Learning

May be appropriate for students with moderate disabilities; early computer- assisted literacy program that also targets ELs. Published by Pearson Publishers

Appendix A3: The CDE Approved AB 1802 English Learner Supplemental Materials List (2010)

  • Harcourt Achieve ImprintsBold Print By Steck-Vaughn; Pair It Turn and Learn (English) from Steck-Vaughn; ELL Assessment from Rigby; Fluency Theater from Steck-Vaughn; Steps to Achieve from Steck-Vaughn; Great Strides from Rigby; Vocabulary Advantage from Steck-Vaughn; Lynx from Steck-Vaughn; Elements of Reading Vocabulary from Steck-Vaughn; America’s Story from Steck-Vaughn; History of Our World from Steck-Vaughn; On Our Way to English

  • Harcourt School Publishers –Moving Into English

  • HEC Reading Horizons - Discover Intensive Phonics for Yourself

  • Heinermann Classroom grade K Social Studies – Reading Action

  • Education Publishing Services - Making Connections

  • Fairfield - Language Technologies (Rosetta Stone)

  • First Choice Education Group - Academic Workout Kits

  • Glencoe McGraw-Hill - English Yes

  • Great Source Education Group - The Write Source

  • Cambridge University Press - Discovering Fiction

  • Cognitive Concepts - Earobics Literacy Launch

  • Curriculum Associates, Inc. - CARS/STAR

  • Digital Education Productions - Easy English Academic Success for You

  • DynEd - Let’s Go; English for Success; New Dynamic English; First English

  • Alloy Interactive, Inc./DBA - ESL Reading Smart

  • Ballard & Tighe Publishers - Carousel of Ideas

  • BELLWORK Enterprises, Inc. - The Daily Practice Program

  • Benchmark Education Program - Early Explorers

  • By George! Publishing – Comprehension, By George!; Speaking, By George!

Appendix A4: The CDE EL Approved Core and Intervention Programs


Program Type

Grade Levels


Program Name

Basic (w/ELD included)*

Kindergarten through Grade Six

Houghton Mifflin Company

Houghton Mifflin Reading: A Legacy of Literacy

Basic (w/ELD included)*

Kindergarten through Grade Six


SRA/Open Court Reading

Basic (w/ELD included)*

Grades Six through Eight


The Reader's Choice

Basic (w/ELD included)*

Grades Six through Eight

Holt, Rinehart and Winston

Literature and Language Arts

Basic (w/ELD included)*

Grades Six through Eight

McDougal Littell

McDougal Littell Reading & Language Arts Program

Basic (w/ELD included)*

Grades Six through Eight

Prentice Hall

Prentice Hall Literature: Timeless Voices, Timeless Themes

Reading Intervention (2 or more grade levels below grade)

Grades Four through Eight

Glencoe/McGraw Hill (Sopris West)

Language! A Literacy Intervention Curriculum

Reading Intervention (2 or more grade levels below grade)

Grades Four through Eight

Hampton Brown

High Point

Reading Intervention (2 or more grade levels below grade)

Grades Four through Eight


READ 180

Reading Intervention (2 or more grade levels below grade)

Grades Four through Eight


SRA/Reach Program

Reading Intervention (2 or more grade levels below grade)

Grades Four through Eight

Wright Group/McGraw-Hill

Fast Track Reading Program

Reading Intervention (2 or more grade levels below grade)

Grades Four through Eight

Voyager Expanded Learning, Inc.

Voyager Passport

Reading Intervention (2 or more grade levels below grade)

Grades Four through Eight

Wright Group

Fast Track

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