Preventing Disproportionate Representation: Culturally and Linguistically Responsive Prereferral Interventions (PDF)
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.
Citation/Source
Shernaz B. García and Alba A. Ortiz (2006) The Equity Alliance at Arizona State University.
Publication Date 2024
Culturally and Linguistically Diverse Learners in Special Education: English Learners (PDF)
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.
Citation/Source
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.
Publication Date 2024
Bilingual Testing Referral Flow Chart (PDF)
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.
Citation/Source
Wagner, Ed.S., B. Bilingual Testing Referral Flow Chart.
Publication Date 2024
English Learner Master Plan Playbook: Developing Equitable Local Education Policies for Multilingual and English Learner Students (Website)
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
Citation/Source
California Collaborative for Educational Excellence, (2021).
Publication Date 2024
Evaluation of Culturally and Linguistically Diverse Populations: A Nondiscriminatory Assessment (YouTube Video)
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.
Citation/Source
Imperial Special Education Local Plan Area, (2021).
Publication Date 2024
Linguistically Appropriate Goals (PowerPoint)
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.
Citation/Source
Ventura County Special Education Local Plan Area, (2019).
Publication Date 2024
National Trends in Special Education and Academic Outcomes for English Learners With Disabilities (Article)
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.
Citation/Source
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
Publication Date 2024
OPTEL User Guide
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,
Citation/Source
California Department of Education (2023). OPTEL User Guide. Sacramento, CA: California Department of Education. Accessed March 25, 2024.
Publication Date 2024
Observation Protocol for Teachers of English Learners (OPTEL)
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.
Citation/Source
California Department of Education (2023). Observation Protocol for Teachers of English Learners (OPTEL). Sacramento, CA: California Department of Education. Accessed March 25, 2024.
Publication Date 2024
The Landscape of Language Learners in California’s MTSS: Who Are California’s English Language Learners? (Website)
This brief depicts demographic trends and the rich diversity of the English-Learner (EL) classified students enrolled in California’s public schools. These data include the number of language learners, geographic trends in where they live, their home language, and their race.
Citation/Source
Leger, M-L., Santibanez, L., Obeso, O. and Perez, S. (2023). The Landscape of Language Learners in California’s MTSS: Who are California’s English Language Learners? California MTSS Research Consortium, UCLA Center for the Transformation of Schools. Accessed September 5, 2023.
Publication Date 2024
