Parent IEP Meeting Checklist for a Child Who is an English Language Learner
Attending an IEP meeting can be a daunting experience for parents. For parents of children who are dually identified as English Language Learners (“ELL”) and student with a disability, additional considerations should be made and added to each section of the child’s IEP. If the parent requires an interpreter to participate in the meeting, the school district is required to provide one. The following checklist can help parents prepare for many of the additional considerations that should be addressed at the IEP meeting of a child who is identified as an ELL.
1) The IEP indicates that the student is classified as an ELL student;
2) The IEP includes information about the student’s current level of English language acquisition, specifying current levels in listening, speaking, reading and writing;
3) The IEP indicates the assessment tool used to determine whether the student has made progress in listening, speaking, reading and writing since the previous year, specifies the amount of progress the student has made, and whether the student met the goals of expected progress;
4) The IEP indicates whether the ELL student requires alternate state assessments, specifies the alternate assessments to be utilized, and who will administer the alternate assessments (e.g., special education teacher, ELL staff, other proctor);
5) The IEP specifies the accommodations that will be provided to the ELL student when taking tests and completing other coursework, such as having questions read to the student when listening levels in English are proficient, but reading level in English is not;
6) The IEP includes ELL goals and short-term objectives (where appropriate) that are linguistically appropriate and reflect the child’s level of need;
7) The IEP includes a description of who will be responsible for the implementation of the linguistically appropriate goals and ELL services, the educational setting where these services will be delivered, and the duration and frequency of the services delivered;
8) The IEP includes program accommodations and modifications necessary for the ELL student to participate in their educational program based on the evaluation and other needs identified in the IEP, so the student can benefit from linguistically appropriate instruction.
Parents should remember that asking for clarification during these meetings is critical. As a parent, it is important to have an understanding of the child’s educational strengths and needs, which will enable full participation in the development of the child’s educational program.
By Tanya Alvarado, Esq., McAndrews Law Offices, P.C.