Resources Details

OSEP Fast Facts: Students with Disabilities Who Are English Learners (ELs) Served Under IDEA Part B (Webpage)

This fact sheet provides national data about demographics of English Learners (EL), including trend data and data disaggregated by disability, placement of EL students with disabilities, and high school completion. 

OSEP Fast Facts: Educational Environments of Children with Disabilities, Ages 5 (in kindergarten) through 21, Served under IDEA Part B (Webpage)

This document highlights national data regarding the number of students with disabilities that are receiving a free and appropriate public education (FAPE).  The data are disaggregated by gender, location of education, English language proficiency, type of disability, disciplinary removals, and by state.

OSEP Fast Facts: Educational Environments for School-Aged Children with Disabilities (Webpage) 

This document highlights national data regarding the percentage of time students with disabilities are educated with their typically developing peers.  The data are disaggregated by placement, disability, race/ethnicity, and by state. 

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,

Office of Special Education Programs (OSEP) Topic Brief and Links to Discussion Guides, Disproportionality and Overidentification (WEBSITE)

Click on each of the regulation titles to find questions for leading dialogue.

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.

NOTE: Overrepresentation in Special Education: Does the IDEA Violate the Equal Protection Clause? (PDF)

This law commentary article examines if and how overrepresentation in special education might violate the equal protection clause of the U.S. Constitution.

No Shame or Stigmas: Prioritizing Students Experiencing Homelessness in Long Beach Unified and Monterey County (Website)

Homelessness is a condition that is intersectional with the educational experiences and outcomes of youth. This brief highlights state and school officials’ perspectives to examine relevant challenges, policies, and practices related to the youth homelessness crisis. In addition to identifying pertinent challenges, participants provided insights into established and emerging practices and approaches that have been effective in meeting the needs of homeless youth. 

New York State Education Department My Brother’s Keeper Guidance Document: Emerging Practices for Schools and Communities (PDF)

This report commissioned by the New York State Education Department explores strategies to help boys and young men of color—and all students—realize their full potential. The report provides an overview of the outcome trends among boys of color in K-12 school environments, and a research review of the most prevalent strategies currently being implemented in schools and communities across the country.

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