- Gov. tool kit-Tools and Resources for Addressing English Learners With Disabilities
- USDE/OCR Equal Access to Elementary and Secondary Education for Students Who are English Learners with Disabilities Fact Sheet (Published Nov. 12, 2024)
We are required to follow State and Federal Laws when referring a Multilingual Learner for SpEd. Work with Language & Culture Services to make sure your school is in compliance.
Do you have an ML student who you think may need special ed testing? Or who you notice is struggling significantly? Click the button above to set up a consultation with your language teacher specialist. They can help set up language-focused RTI by looking at the student's background and working with you throughout the RTI process so that, as a team, we can determine if the student needs an evaluation for Special Education services or just some focused interventions to help them get on track with school.
*For questions about re-evaluations for MLs, please contact the district's Bilingual Psychologists at bilingual-school-psychs-uc@jordandistrict.org
Things to keep in mind when considering a referral for MLs:
- Stages of Language Acquisition
- US Department of Education English Learner Tool Kit, Ch. 6: Tools and Resources for Addressing English Learners with Disabilities
- Adapted Charts from Tool #2 of Ch.6 from the English Learner Tool Kit
- Similar Behaviors Associated with Learning Disabilities & Second Language (L2) Acquisition
- Characteristics and behaviors often associated with various learning problems & common manifestations of ELLs during classroom instruction that may mimic various disorders or cognitive deficits- Link to Chart
- Stages of Acculturation
Response to Intervention (RtI)
- Teachers reach out to LCS Teacher Specialist as soon as there is a concern about a Multilingual Learner (ML) not making appropriate success. If a student has a pink "L" on Skyward, LCS must be involved, even if the newest Home Language Survey says English.
- LCS will consult with the classroom teacher as well as the school referral team, if possible, to make an individual plan for the ML and choose language interventions.
- Teachers gather data based on language interventions chosen with LCS.
- LCS meets with teachers and school referral team to discuss the results of RtI and determine next steps.
- Repeat as needed.
If Testing is Needed After RtI
- LCS Team will notify SpEd Teacher, General Ed Teacher, and the Bilingual Psychologists that testing is needed.
- LCS will add student's name to our "On Deck" document, where a bilingual psychologist will be assigned to the student's case.
- A bilingual psychologist will reach out to the Special Education teacher to share next steps, including when to send home consent to test.
- General Ed Teachers continue RtI process.
- School Team communicates with parents/guardians and bilingual psychologists to discuss the data. If all agree, parents sign a "Consent to Test."
- Bilingual Psychologist will lead the evaluation process, working with the Special Education teacher(s) at the school.
- The bilingual Psychologist will notify the school team once testing is completed. Testing will continue by the school team.
- Results are gathered.
- The school team and bilingual psychologist meet with parents and student to discuss the test results and make a final suggestion.
- Re-evaluations do not need to go through LCS IF second language acquisition has already been ruled out during previous testing. Email your Language Teacher Specialist or bilingual psychologists to find out.
Bilingual Psychologists