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Writing High-Quality IEPs for Dually Identified Students
Taffy Carlisle
Mariana Praschnik-Enriquez
• Taffy Carlisle– Education Specialist
• Mariana Praschnik-Enriquez – Education Specialist
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Objectives• Identify and understand legal requirements for a
variety of IEP components for English learners with disabilities
• Identify and understand the relationship between different IEP components
• Identify, understand, and contribute to a menu of best practices for developing high-quality IEP components for English learners with disabilities
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English Learners with Disabilities
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Present Levels of Functional and
Academic Performance
Present Levels of Functional and
Academic Performance
ServicesServices AssessmentsAssessments
Annual Goals & Objectives
Annual Goals & Objectives
Extended School Year
Extended School Year Special FactorsSpecial Factors
Meeting Participants
Meeting Participants
Transition PlanningTransition Planning
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Present Levels of Academic and Functional Performance (PLAAFP)
Requirements: • Narrative and supporting data• Skill-specific statements and reference multiple
sources of information
• Academic Performance• Functional Performance
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Present Levels
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Best Practices for PLAAFP
• Include information on:– Language acquisition
– Acculturation Checklist
– Outcomes of additional support
– Conversational/academic level of student
• Knowing that fluency doesn’t mean comprehension
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Services
Services
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Best Practices for Services for ELSWD
• Direct instruction with ELD teacher
• Push in
• Language instruction supporting content
• Co-Teaching
• ELD/SpEd consultation
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Assessments
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District Assessments
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Assessments
Universal Tools
Embedded
Breaks, calculator, English
dictionary/glossary. expandable passages,
highlighter, spell check, Zoom, writing
tools, etc.
Non-embeddedBreaks, English
dictionary, scratch paper, thesaurus
Design Supports
Embedded
Color contrast, text-to-speech, translated
test, translations, turn off universal tools, etc.
Non-embeddedbilingual dictionary, read aloud, scribe,
translation (glossary, etc.
Documented Accommodations
Embedded
American Sign Language, Braille, closed captioning, text-to-speech
Non-embeddedAbacus, Alternate Response Options, calculator, pointing on demand, read
aloud, scribe, speech-to-text
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Best Practices for Assessments for ELSWD
• Accommodations – Extended time
– Small group
– Non-verbal assessment
– Other accessibility supports
– Colored screen
– Bilingual dictionary when permitted
– Text to speech
– Technology15
Annual Goals & Objectives
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Annual Goals & Objectives
Best Practices for Goals & Objectives for ELSWD
• Understand ELPA21 scores and meaning for each domain
• Write goals & objectives relating to emerging domains
• Support student abilities in proficient domains
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ELPA21 Scores
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Extended School Year
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Best Practice for ESY
• Know district ESY policy/process
• Know funding streams– Understand how Title III, Title I-C and HB 3499 can
be used for ESY of ELSWD
• Ensure ESY is considered for ELSWD
• Translated/interpreted communication with parents
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Special Factors
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Best Practices for Special Factors
Contemplate the following when considering special factors for ELSWD:• If/how student has experienced trauma
• If/how student behavior is impacted by level of language acquisition
• If/how student behavior is impacted by cultural norms
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Meeting Participants
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IEP Team Member
General Education Teacher
Special Education Teacher/Provider
Parent – (And Interpreter as needed)
District Representative
Student (whenever appropriate)
English Language (EL) Teacher (when EL student is involved)
Individual to Interpret Evaluation
Related Service Provider
Agency Representatives (transition-age, where appropriate)
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Meeting Participants
IEP Team
Member
Requirements Responsibility
English Language (EL) Teacher (when EL student is involved)
• Has knowledge about language acquisition
• Has knowledge of the student
• Inform the team of progress in second language acquisition
• Evaluate progress and participation in general education for language learning implications
• Provide language supports
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Best Practices for Meeting Participants
• Knowledge of family’s culture/language
• Tone of meeting
• Relationship building
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Transition PlanningRequirements:
Post-Secondary Goals
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EMPLOYMENT EDUCATION TRAINING INDEPENDENT LIVING
PREFERENCES Prefers working alone, working with his hands, working afternoons/evenings (Interview, Observation, Survey)
Prefers not to do any formal education/classes
INTERESTS Interested in carpentry and mechanics (survey)
Would like to do an apprenticeship/work experience in a shop (Interview)
Would like to live with friends after graduation (interview)
NEEDS Needs more work experience, needs a job that keeps him busy, less reading/writing required
Reading/Writing is low (Accuplacer test)
Needs help with public transportation (Parent report)
STRENGTHS Math skills are strong (WJIII, ACT)Organized in classes (observation)
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Best Practices for Transition
• Have students develop a portfolio of student interests
• Have students complete a transition project
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• Taffy Carlisle– [email protected]
• Mariana Praschnik-Enriquez– [email protected]
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