English Learners (ELs)

ELL Teacher's Role in IEP Meetings

by Jennifer Alicandri

As an ESL teacher, it can be just as tricky to figure out our role in the IEP process as it is to determine the basis for an Ell student’s difficulties in the classroom (language barrier? Disability?). The Dept of Ed provides some guidance in their October 2010 Questions and Answers document, summarized below.
At least one member of the IEP team should be someone who can interpret assessments and be able to speak to the way the results of those assessments will impact instruction. Therefore, it is critical that someone able to interpret the ACCESS for ELLs language proficiency assessment be a part of the team.
The data obtained through this assessment will not only guide the team in how to instruct our Ell students, but will also help support IEP goals. The ESL teacher is able to provide valuable insight into how English is acquired as a second language, family interactions, cultural responsiveness, and how to reduce language barriers.
Clearly, ELL teachers are great advocates for Ell students with disabilities, and very valuable to the IEP team as a whole

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