Language needs of English learners in the IEP

Limited English proficiency is one of the five special factors in 34 CFR 300.324(a)(2). The team must consider the student's language needs as they relate to the IEP, every time it writes or revises one.^[1] The hard part is not the checkbox. It is telling which difficulties come from learning a second language and which come from a disability, and then planning for both. For the full set of factors, see IEP special factors.

What you need before you start

• The student's latest English language proficiency scores, by domain: listening, speaking, reading, writing.
• Years in U.S. schools and the language history: first language, language at home, any schooling in the first language.
• Progress data in English, and in the first language if any exists.
• The ESL or English language development teacher, who should be at the meeting.
• An interpreter for the parents if they prefer another language. The school must take whatever action is needed so parents understand the meeting, including arranging an interpreter.^[2]

The steps

Step 1: Pull language proficiency by domain

A single overall score hides a lot. A student can speak at a high level and read at a low one. Record each domain. A gap between oral and literacy scores is common in second-language learners and does not by itself point to a disability.

Step 2: Check how the evaluation handled language

Assessments must be given in the language and form most likely to give accurate information on what the student knows and can do, unless that is clearly not feasible.^[3] Check the evaluation report for which language each test used, whether an interpreter was used, and how the evaluator accounted for language. If the report does not say, ask. An evaluation that tested only in English can mistake language learning for a disability.

Step 3: Compare the student with similar peers

Ask: how does this student compare with other English learners with the same first language, years in U.S. schools and proficiency level? If most peers at level 2 read 60 words a minute in English and this student reads 25, write that gap down. If the skill is also weak in the first language, a disability is more likely. The SLP's view matters here; ASHA's guidance on multilingual students explains how to tell a language difference from a disorder.^[4]

Step 4: Write present levels that name both influences

Present levels should state the proficiency level, the skill in each language where known, and how the disability affects learning beyond what language learning explains. The guide on present levels for English learners has full examples.

Step 5: Write goals that are language-aware

Goals target the disability-related skill, with conditions that fit the student's English level. Use visuals, sentence frames or first-language support as conditions where they fit. Do not write English proficiency itself as an IEP goal unless the disability affects language learning directly; English language development has its own program.

Step 6: Plan services side by side

List English language development and special education services together so the schedule works. Name who co-plans and how often. Check that pull-out times do not remove the student from English language development, and the other way around.

Step 7: Plan for both tests

The student takes the state English language proficiency test as well as content tests. The IEP lists accommodations for both. Some accommodations allowed on content tests are not allowed on the proficiency test, so check your state's manual. The guide to ELL accommodations in the IEP lists common ones.

Worked example: Luis, start to finish

Luis is a fictional 4th grader. Spanish is his first language. He started U.S. schools in kindergarten. He was found eligible with a specific learning disability in reading in February.

Language data (spring proficiency test, level out of 6): listening 4.2, speaking 3.9, reading 2.1, writing 2.4, overall 2.9.

Reading data:

The bilingual school psychologist notes that Luis decodes slowly in both languages, even though Spanish spelling is very regular. Other 4th grade English learners at his school with similar proficiency read a median of 82 words a minute in English on the same passages, based on the school's own screening data. That pattern supports a reading disability beyond second-language learning.

Present levels excerpt: "Luis is an English learner at overall proficiency 2.9 (reading 2.1). He reads 38 words correct per minute in grade 4 English text with 86% accuracy, and 41 in Spanish with 88% accuracy. Decoding is slow in both languages, which points to a reading disability and not only second-language learning. Oral English is a strength (listening 4.2): he understands grade 4 science read aloud and retells key ideas with a sentence frame."

Goal: "By February 2028, given an unpracticed grade 4 English passage, Luis will read 75 words correct per minute with at least 95% accuracy, median of 3 probes."

Services: specialized reading instruction, 30 minutes daily, small group, scheduled after his English language development block. ESL and special education teachers co-plan science vocabulary 20 minutes every 2 weeks.

Accommodations: bilingual word-to-word glossary on content tests where the state allows it; text-to-speech in English for science and social studies.

Family: the meeting was held with a Spanish interpreter, and the IEP was translated for the family.

For more goal wording, see IEP goals for English learners and the reading fluency data sheet for tracking the goal.

Common mistakes, with better versions

• Weak: "Luis is below grade level due to language." Better: State proficiency by domain and the skill in both languages, then say what the disability adds.
• Weak: Dropping English language development once the IEP starts. Better: Keep both programs and schedule them so neither cancels the other.
• Weak: A goal like "Luis will improve his English." Better: Target the disability-related skill, such as decoding, with conditions that fit his English level.
• Weak: Leaving the ESL teacher off the invitation. Better: Invite them and ask them to bring proficiency data and classroom samples.
• Weak: Using a family member or the student as the interpreter. Better: Use a trained interpreter so parents can take full part.
• Weak: Copying content-test accommodations to the proficiency test. Better: Check what the state allows on each test.

Templates and research

The What Works Clearinghouse practice guide on teaching academic content and literacy to English learners describes practices such as teaching academic vocabulary intensively over several days and building in structured writing.^[5] The English learner with an IEP glossary entry gives a short definition to share with families. For the broader IEP, see what an IEP is. For how the special factors fit together, see IEP special factors. State rules on proficiency tests, exit criteria and identification vary, so check your state's English learner guidance.

Frequently asked questions

Use it in IEP Atlas

• IEP goals for English learners
• English learner with IEP in the IEP glossary
• Reading fluency data sheet
• IEP in the IEP glossary

Related guides

• What is an IEP? A plain guide to the plan and what is in it
• IEP special factors explained
• IEP vs 504 plan: differences, examples and how to choose
• What is a 504 plan? Eligibility, contents and an example
• 504 plan examples by condition

Sources

1. 34 CFR §300.324: Development, review, and revision of IEP, Legal Information Institute, Cornell Law School
2. 34 CFR §300.322: Parent participation, U.S. Department of Education (IDEA website)
3. 34 CFR §300.304: Evaluation procedures, U.S. Department of Education (IDEA website)
4. Multilingual Service Delivery in Audiology and Speech-Language Pathology, ASHA
5. Teaching Academic Content and Literacy to English Learners in Elementary and Middle School, What Works Clearinghouse, Institute of Education Sciences

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.