Educators often must ask the question, “Is it language, or is it something more?” about a multilingual learner (ML) who is exhibiting difficulty in school. This is a much more complex question than it may appear to be on the surface. With limited physical evidence, we must make complex decisions, determine the best methods to collect additional information, and then use that information to identify and provide the appropriate intervention(s) and/or specially designed instruction through an IEP. The processes for intervention and referral services, identification of a student as an English language learner, and referral and identification for special education are often not aligned, resulting in the potential for a student to fall through the cracks. Alignment of these processes and collaboration among educators and families is key to ensuring that all students receive the equitable educational services to which they are entitled. Special education, general education and English as a Second Language (ESL)/bilingual processes are governed by different sets of federal and state regulations that were not developed collaboratively. Additionally, best practices that emerged from research in different areas often do not take into account the complexity and intersectionality of students’ backgrounds and characteristics. With multilingual students who are having learning difficulties in mind, NJPSA convened a group of educators who are expert practitioners in the fields of ESL/bilingual education and special education. Together, they reviewed practices, laws, and regulations to produce a guidance document that districts can use to make sound and practical decisions that truly respect students’ linguistic, cultural and neurological needs; reflect best practices from both fields; and comply with federal and state laws and regulations.

This session will provide an overview of the NJPSA publication and answer questions related to determining whether an observed difficulty is language-related, and will review common misperceptions about servicing MLs who require multiple services. We will also discuss how to collect compelling data, as well as ways that different departments can develop lines of communication, processes, and procedures that ensure that students receive exactly what they need, when they need it.

Intervention, Evaluation, and Delivery of Special Education Services to MLs