• Interventions for English Language (EL) Learners with Disabilities

  • Part 1
    Students who are acquiring English as a second language and have learning disabilities require intensive supports to ensure that both their language and learning needs are being met. Students with these unique needs require careful and thoughtful instructional interventions and IEP goals that are linguistically appropriate. This workshop will cover the best practices for pre-referral interventions and instructional strategies for dually identified students.
    Participants will be able to:
    • Determine sources of data used to inform interventions and instructional practices across settings
    • Gain understanding about appropriate instructional interventions to support EL learners prior to referral for special education 

    • Discuss best practices for working with EL learners who are eligible for special education

    Part 2
    Students who are acquiring English as a second language and have learning disabilities require intensive supports to ensure that both their language and learning needs are being met. Students with these unique needs require careful and thoughtful instructional interventions and IEP goals that are linguistically appropriate. This workshop will cover how to identify supports and alternative testing for EL testing and state academic testing, documented appropriately in the IEP including practice writing linguistically appropriate goals, and determining ways of reclassifying students who are ELs with disabilities. 

    Participants will be able to:
    • Gain knowledge about how document in the IEP appropriately when a student is an EL Learner • Write linguistically appropriate IEP goals
    • Determine utilization of alternative tests or supports needed for state testing for both EL testing and state academic testing
    • Determine ways of reclassifying students who are ELs with disabilities

    This is a 2 hour training.

    Site-Based Trainings may be requested via your SELPA Program Specialist with a minimum of 10 participants at your school site. Should you wish to have a Site-Based Training, but do not have 10 participants, the SELPA may be able to pair your LEA’s needs with other local SELPA Partners in order to offer the training at your site.
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  • Site-Based Professional Learning
  • Site-Based
  • Topic:
  • Disability-Focus
  • LCAP Priority Areas:
  • Basic Access,State Standards and Common Core,Student Achievement,Student Engagement,Other Student Outcomes
  • Start Time:
  • End Time:
  • As Requested

  • Request a Site-Based Training by filling out this form.

Interventions for English Language (EL) Learners with Disabilities

As Requested

Interventions for English Language (EL) Learners with Disabilities Image
Part 1
Students who are acquiring English as a second language and have learning disabilities require intensive supports to ensure that both their language and learning needs are being met. Students with these unique needs require careful and thoughtful instructional interventions and IEP goals that are linguistically appropriate. This workshop will cover the best practices for pre-referral interventions and instructional strategies for dually identified students.
Participants will be able to:
• Determine sources of data used to inform interventions and instructional practices across settings
• Gain understanding about appropriate instructional interventions to support EL learners prior to referral for special education 

• Discuss best practices for working with EL learners who are eligible for special education

Part 2
Students who are acquiring English as a second language and have learning disabilities require intensive supports to ensure that both their language and learning needs are being met. Students with these unique needs require careful and thoughtful instructional interventions and IEP goals that are linguistically appropriate. This workshop will cover how to identify supports and alternative testing for EL testing and state academic testing, documented appropriately in the IEP including practice writing linguistically appropriate goals, and determining ways of reclassifying students who are ELs with disabilities. 

Participants will be able to:
• Gain knowledge about how document in the IEP appropriately when a student is an EL Learner • Write linguistically appropriate IEP goals
• Determine utilization of alternative tests or supports needed for state testing for both EL testing and state academic testing
• Determine ways of reclassifying students who are ELs with disabilities

This is a 2 hour training.

Site-Based Trainings may be requested via your SELPA Program Specialist with a minimum of 10 participants at your school site. Should you wish to have a Site-Based Training, but do not have 10 participants, the SELPA may be able to pair your LEA’s needs with other local SELPA Partners in order to offer the training at your site.