faq - english learners with disabilities - english learners with disabilities ... • 207,703 ls...

FAQ - English Learners with Disabilities

Special Education Directors’ Conference – August 2016

Gilberto Sánchez

Principal Consultant Division of Special Education Services

Session Objective

Identify and respond to frequently asked questions (FAQ) from schools and school districts regarding the evaluation and provision of special education and related services to English Learners (ELs) with disabilities

Special Education Directors’ Conference – August 2016 2

English Learner Data in Illinois for School Year 2013

According to the Illinois State Board of Education (ISBE), in 2013: • 207,703 ELs were enrolled in Illinois public schools • 54 counties in Illinois had 100 or fewer ELs

enrolled in their public schools – Five counties had only one EL student

• 18.5 percent of ELs, or 38,481 students, were identified with a disability

– 47.9 percent of these were in first through fifth grades

ISBE Bilingual Program Directors’ Conference – September 2015 Special Education Directors’ Conference – August 2016 3

Should we wait for an EL to become proficient in English prior to

a special education evaluation?


A Common Misconception Regarding ELs and Special Education


• “We have to wait five to seven years for ELs to develop their English language skills before we can rule out language as a cause for the student’s difficulty. – If a student truly has an intrinsic difficulty, then it exists in

all the student’s languages and in most use contexts. “

(Hamayan, Marler, Sanchez-Lopez and Damico, 2013)


• “If we label an EL as learning disabled, at least s/he will get some help. – Intervention tasks often revolve around surface structures of

language, targeting grammar, syntax, and spelling. This constricts language usage and makes it more difficult for ELLs to understand and retain information.”

(Hamayan, Marler, Sanchez-Lopez and Damico, 2013)

A Common Misconception Regarding ELs and Special Education, continued

A Misinterpretation of Federal Regulations

• Determinant Factors – All Disabilities 34 CFR 300.306(b) – A child must not be determined to be a

child with a disability under this part – • If the determinant factor for the determination

is: – Lack of appropriate instruction in reading; – Lack of appropriate instruction in math; – Limited English Proficiency.


An Issue Regarding EL Evaluations –§300.173 Overidentification

and Disproportionality


The State must have in effect, consistent with the purposes of this part and with section 618(d) of the Act, policies and procedures designed to prevent the inappropriate overidentification or disproportionate representation by race and ethnicity of children as children with disabilities . . .

Answer


No, but . . .

Hint: Use student data, student data, student data

Refer to: Illinois Special Education Eligibility and Entitlement Procedures and Criteria within a Response to Intervention (RtI) Framework. Illinois State Board of Education, 2012.

Department of Education (DOE) Guidance Regarding ELs – OSEP Dear Colleague Letter of

January 7, 2015*

II. Common Civil Rights Issues – Through OCR’s and DOJ’s enforcement work,

several areas have been identified that frequently result in noncompliance by school districts. . .

• F. Ensure that EL students with disabilities under the Individuals with Disabilities Education Act (IDEA) or Section 504 are evaluated in a timely and appropriate manner . . .

* The following excerpts do not reflect every fact or the entire scope contained within following guidance (Dear Colleague Letter of January 7, 2015). The reader is encouraged to review the full text of the source cited.


Tools and Resources for Addressing ELs with Disabilities (DOE)


• “The Individuals with Disabilities Education Act (IDEA) and

Section 504 of the Rehabilitation Act of 1973 (Section 504) address the rights of students with disabilities in school and other educational settings. If an EL is suspected of having one or more disabilities, the LEA must evaluate the EL promptly to determine if the EL has a disability or disabilities and whether the EL needs disability- related services related aids and services . . .

• Disability evaluations may not be delayed because of a student’s limited English language proficiency (ELP) or the student’s participation in a language instruction educational program (LIEP). Also, a student’s ELP cannot be the basis for determining that a student has a disability.”


Is there a list of state approved bilingual psychologists or related service providers who can conduct bilingual evaluations?

Answer


No.

The next questions cites guidance on nondiscriminatory evaluations.*


How do I proceed with a bilingual evaluation of a child who speaks a low

incidence world language?

Which are appropriate assessments for ELs suspected of having a disability?

What assessments can be used for low incidence languages?


Answer


The Illinois State Board of Education does not promote or endorse any

assessment instruments.

• The next slides cite guidance on nondiscriminatory evaluations.

* The following excerpts do not reflect every fact or the entire scope contained within the regulations discussed here. The reader is encouraged to review the full text of the source cited.

34 CFR §300.304 Evaluation procedures (c) Other evaluation procedures. Each public agency must ensure that— • (1) Assessments and other evaluation materials used to assess a

child under this part— • (i) Are selected and administered so as not to be discriminatory on

a racial or cultural basis; • (ii) Are provided and administered in the child's native language or

other mode of communication and in the form most likely to yield accurate information on what the child knows and can do academically, developmentally, and functionally, unless it is clearly not feasible to so provide or administer;

• (iii) Are used for the purposes for which the assessments or measures are valid and reliable;

• (iv) Are administered by trained and knowledgeable personnel; and

• (v) Are administered in accordance with any instructions provided by the producer of the assessments. Special Education Directors’ Conference – August 2016 17

23 IAC Section 226.150 Evaluation to be Nondiscriminatory


• Each evaluation shall be conducted so as to ensure that it is nondiscriminatory with respect to language, culture, race, and gender. (See also 34 CFR 300.304(c).) • a) The languages used to evaluate a child shall be consistent with the

child's primary language or other mode of communication. (See Section 226.140.) If the language use pattern involves two or more languages or modes of communication, the child shall be evaluated by qualified specialists or, when needed, qualified bilingual specialists using each of the languages or modes of communication used by the child.

• b) If documented efforts to locate and secure the services of a qualified bilingual specialist are unsuccessful, the district shall use an individual who possesses the professional credentials required under Section 226.840 to complete the specific components of the evaluation. This qualified specialist shall be assisted by a school district employee holding an educator license issued pursuant to Article 21B of the School Code [105 ILCS 5/Art. 21B] or other individual who has demonstrated competencies in the language or modes of communication of the child.

23 IAC Section 226.140 Modes of Communication and Cultural Identification


• Before a child is given an evaluation . . . district shall ensure compliance with the requirements of Section 14-8.02 of the School Code by determining the primary language of the child’s home, general cultural identification, and mode of communication. – a) Determination of the child’s language use pattern and

general cultural identification shall be made by determining the languages spoken in the child’s home and the languages used most comfortably and frequently by the child.

– b) If the child has a non-English-speaking background, a determination shall be made of his or her proficiency in English. This determination shall be conducted in accordance with the provisions of 23 Ill. Adm. Code 228 (Bilingual Education) . . .

23 IAC Section 226.150 Nondiscriminatory Evaluation, continued

• c) If documented efforts to locate and secure the services of

a qualified bilingual specialist or a qualified specialist assisted by another individual as provided in subsection (b) are unsuccessful, the district shall conduct assessment procedures which do not depend upon language. Any special education resulting from these alternative procedures shall be reviewed annually until the student's proficiency is determined no longer to be limited pursuant to 23 Ill. Adm. Code 228.25 (Program Options, Placement, and Assessment).

• d) Tests given to a child whose primary language is other than English shall be relevant, to the maximum extent possible, to his or her culture.


Tools and Resources for Addressing ELs with Disabilities (DOE)


• . . . four potential factors that may contribute to the misidentification of special education needs, and learning disabilities in particular, among students who are ELs: (1) the evaluating professional’s lack of knowledge of second language development and disabilities; (2) poor instructional practices; (3) weak intervention strategies; and (4) inappropriate assessment tools (Sánchez, Parker, Akbayin, & McTigue, 2010).

• Are evaluators trained to conduct the evaluation and interpret the results, including knowing how to differentiate between language needs and a disability?

Comparison of Language Differences vs. Disabilities

22 Special Education Directors’ Conference – August 2016

Reading Comprehension and Vocabulary Learning Behavior Manifested

Indicators of a Language Difference due to 2nd Language Acquisition

Indicators of a Possible Learning Disability

Student does not understand passage read, although may be able to read w/ fluency and accuracy

Lacks understanding and background knowledge of topic in L2; is unable to use contextual clues to assist with meaning; improvement seen over time as L2 proficiency increases

Student doesn’t remember or comprehend what was read in L1 or L2 (only applicable if student has received instruction in L1); this does not improve over time; this may be due to a memory or processing deficit

Does not understand key words/ phrases; poor comprehension

Lacks understanding of vocabulary and meaning in English

The student’s difficulty with comprehension and vocabulary

This table is reprinted with permission of Dr. Jarice Butterfield on the DOE’s link - Tools and Resources for Addressing English Learners with Disabilities (Chapter 6 Tool #2, page 8).

23 IAC Section 226.110 Evaluation Procedures

– Nonstandard conditions – If an assessment is conducted under nonstandard

conditions, a description of the extent to which the assessment varied from standard conditions shall be included in the evaluation report. This information is needed so that the team of evaluators can assess the effects of these variances on the validity and reliability . . . and determine whether additional assessments are needed. For example, the use of a translator when a qualified bilingual specialist is not available may create nonstandard conditions.


What are the qualifications for a bilingual interpreter?


Answer


• Schools must provide translation or interpretation from appropriate and competent individuals. – Translators must have a knowledge in both languages

of any specialized terms or concepts and are be trained regarding: • the role of interpreter and translator; • ethics of interpreting and translating; and, • the need to maintain confidentiality.

– May not rely on or ask students, siblings, friends or untrained school staff to translate or interpret for parents.

DOE – OSEP Dear Colleague Letter of January 7, 2015

Sample Confidential Statement for Interpreters


Confidentiality Statement I _______________________________________, understand that as an interpreter for

a parent, who is limited English proficient, on an IEP team that, I will have access to

confidential information subject to the confidentiality requirements of Article 14 of the

Illinois School Code, 105 ILCS 5/14-1.01 et seq., the Illinois School Student Records

Act, 105 ILCS 10/1 et seq., and the Illinois Mental Health and Developmental

Disabilities Confidentiality Act, 740 ILCS 110/1 et seq. I agree not to use or disclose

any confidential student or other information in violation of any of the foregoing statutory

provisions or the implementing regulations associated therewith.

_________________________________ ________________________ Signature Date

Effective Language Assistance to Parents/Guardians who are Limited English

Proficient • Districts must provide effective language assistance to LEP

parents:

– LEP parents are entitled to meaningful communication in a language they can understand, such as translated materials or a language interpreter.

– Schools must respond to parent/guardian requests for language assistance.

• Note, parents/guardians can be limited English proficient even if their child is proficient in English.

27 Special Education Directors’ Conference – August 2016

23 Illinois Administrative Code 226.530 Parents’ Participation (who are limited English proficient)

– “notifying parents of the meeting early enough to ensure that they will have an opportunity to attend” means the district shall provide written notification no later than ten days prior to the proposed date of the meeting. In addition, the district shall take whatever action is necessary to facilitate the parent’s understanding of and participation in the proceedings at a meeting, including arranging for and covering the expense of an interpreter for parents whose native language is other than English or for an interpreter licensed pursuant to the Interpreter for the Deaf Licensure Act of 2007 [225 ILCS 443] for parents who are deaf.



What is the difference between a translator and an interpreter?

Answer


• What Is the Difference Between an Interpreter and a Translator? – An interpreter orally converts one language to

another between two or more individuals who do not speak each other's language. A translator converts one language to another in writing, i.e., his or her concentration is on written material. Although the intent is the same, the skills and knowledge required of a translator are more extensive …

“Serving English Language Learners with Disabilities: A Resource Manual for Illinois Educators” (2002)

How can the district provide language-related services for an EL identified with a

disability?

How are language-related needs documented on the IEP?


Comments from Some Staff in the Field . . .


• Switching may confuse the child . . . • Special education teacher/related service

provider may only speak English . . . • Teacher may only provide instruction in

English. . . – Child needs to learn English anyway . . .

ANSWER

TOOL #3 DEVELOPING AN IEP FOR AN ENGLISH LEARNER WITH A DISABILITY

A CHECKLIST FOR IEP TEAMS: CONSIDERING LIMITED ENGLISH PROFICIENCY—DEVELOPING THE IEP

– This list of questions is a sample included as part of a National Dissemination Center for Children with Disabilities

(NICHCY) training tool on IDEA. It is a tool to assist educators in developing IEPs for an EL student with a disability.


Framing Questions Yes No

1. Has the dominant language in the home been considered?

2. Has the child’s primary language of communication been considered?

3. Have the cultural values and beliefs of the parents been considered in planning for the child’s education?

4. Does the instructional plan incorporate a variety of instructional strategies?

5. Is there a member of the IEP Team who has expertise regarding the student and understands how language develops as well as strategies that can be used when educating a student with English as a second language?

Tool #3 - Developing an IEP for an EL with a Disability


6. Does the IEP Team have access to assessment data that is accurate and unbiased?

7. Does the assessment information use a variety of methods and environments?

8. Does the “present levels” statement in the IEP address both how the student uses his or her native language and how the student uses English?

9. Do progress monitoring activities measure progress toward the mastery of English?

10. Do the goals delineate in which language they will be addressed and who will be responsible for measuring the outcomes?

English Learner Toolkit, Chapter 6, Tool #3, p. 8.


11. Is there collaboration between general and special education as well as English as a Second Language and bilingual education if appropriate?

12. Is an interpreter for the parents and the student present at the IEP meeting?

13. Are the IEP Team members trained in how to use an interpreter?

14. Is the evaluation process that will be used carefully defined in the native language and in English during the reviews and reevaluations?

15. Are the behaviors that are being measured carefully defined in the native language and in English during the reviews and reevaluations?

English Learner Toolkit, Chapter 6, Tool #3, p. 8.

Tool #3 - Developing an IEP for an EL with a Disability, continued

Also,


Refer to the supplemental documents: “Developing Culturally and Linguistically

Appropriate IEPs for English Learners with Disabilities” - presentation by Jozwik and

Sánchez and the IEP for EL students



• Some examples of when the Departments have identified compliance issues regarding EL students with disabilities eligible for services under Section 504 or the IDEA include when school districts: (1) deny English language services to EL students with disabilities; (2) evaluate EL students for special education services only in English when the native and dominant language of the EL student is other than English; (3) fail to include staff qualified in EL instruction and second language acquisition in placement decisions under the IDEA and Section 504; or (4) fail to provide interpreters to LEP parents at IEP meetings to ensure that LEP parents understand the proceedings.



Which Law Trumps which Law? Special Education v. Bilingual?

Answer


Neither



When the Departments (i.e., DOJ/DOE) conduct investigations, compliance reviews, or monitoring activities to determine if an SEA or school district has met its obligations under the civil rights laws and to provide FAPE to an EL student with a disability, the Departments consider, among other things, whether: • Language assistance services and disability-related services are

provided simultaneously to an EL student who has been evaluated and determined to be eligible for both types of services; and

• The individualized plans for providing special education or disability-related services address EL students’ language-related needs.

Letter to Ralabate, 2002


“The Act (IDEA) requires that the IEP team consider the language needs of a child with limited English proficiency (LEP) as those needs relate to the child's IEP. It is important that the IEP team consider how the child's level of English language proficiency affects the special education and related services that the child needs in order to receive FAPE. Any decisions regarding the extent a child with limited English proficiency will receive instruction in English or the child's native language, the extent to which a child with limited English proficiency with a disability can participate in the general curriculum, or whether English language tutoring is a service that must be included in a child's IEP, must be made by the child's IEP team and based on the individual needs of the child. Title VI of the Civil Rights Act of 1964 also requires school districts to provide children with limited English proficiency with alternative language services to enable them to acquire proficiency in English and to provide them access to the total range of educational services provided by the school, including special education and related services. The IEP team must also address whether the special education and related services that the child needs will be provided in a language other than English.”

Ralabate Letter, OSEP, 10/9/2002

Federal Regulations IDEA, Part B

34 CFR §300.324 Development, review, and revision of IEP.

(2) Consideration of special factors. The IEP Team must— (ii) In the case of a child with limited English

proficiency, consider the language needs of the child as those needs relate to the child's IEP.


Section 226.230 Content of the IEP – The content of each child's IEP shall conform to

the requirements of 34 CFR 300.320. The additional requirements of this Section shall also apply.

• 3) A statement as to the languages or modes of communication in which special education and related services will be provided, if other than or in addition to English.


23 Illinois Administrative Code

ISBE State Performance Plan

Indicator 5: Educational Environments (Students with disabilities, ages 6 – 21 years)

A. Inside the general education classroom 80% or more of the school day o Federal Fiscal Year 2016 - target: 56%

B. Inside the general education classroom less than 40% of the day o Federal Fiscal Year 2016 – target: 16.50%


23 IAC Section 228 Section 228.30 Establishment of Programs*

– c. Specific Requirements for Transitional Bilingual Education (TBE) Programs

• 1) Each full-time TBE program shall consist of at least the following components (Section 14C-2 of the School Code):

– C) Instruction in English as a second language, which must align to the applicable English language development standards set forth in Section 228.10;

– d) Specific Requirements for Transitional Program of Instruction (TPI)

• 2. A transitional program of instruction shall include instruction in ESL . . .



Fact Sheet, Ensuring English Learner Students Can Participate Meaningfully and Equally in Educational Programs (January 2015)


Evaluating EL Students for Special Education and Providing Dual Services • EL students with disabilities must be provided both the language assistance

and disability-related services to which they are entitled under Federal law. • EL students who may have a disability, like all other students who may have

a disability and may require services under the Individuals with Disabilities Education Act (IDEA) or Section 504 of the Rehabilitation Act of 1973, must be located, identified and evaluated for special education and disability-related services in a timely manner.

• To avoid inappropriately identifying EL students as students with disabilities because of their limited English proficiency, EL students must be evaluated in an appropriate language based on the student’s needs and language skills .

• To ensure that an individualized plan for providing special education or disability-related services addresses the language-related needs of an EL student with a disability, it is important that the team designing the plan include participants knowledgeable about that student’s language needs.


Does the district have to translate the evaluation information or the IEP if a

parent/guardian who is limited English proficient requests it?

How about for low-incidence languages?

Answer


There currently is no regulation in the Illinois School Code, the Illinois Administrative

Code, or the Code of Federal Regulations that requires school districts or schools to

translate evaluation information or IEPs for parents who are limited English proficient.

HOWEVER . . .



J. Ensuring Meaningful Communication with Limited English Proficient Parents • School districts and SEAs have an obligation to ensure

meaningful communication with LEP parents in a language they can understand and to adequately notify LEP parents of information about any program, service, or activity of a school district or SEA that is called to the attention of non-LEP parents. – this essential information includes but is not limited to information

regarding: language assistance programs, special education and related services, IEP meetings, grievance procedures, notices of nondiscrimination, student discipline policies and procedures . . .

Fact Sheet, Information for Limited English Proficient Parents and for Schools and School Districts that

Communicate with Them


• What steps must school districts take to provide effective language assistance to LEP parents? – School districts must provide effective language assistance to

limited English proficient parents, such as by offering translated materials or a language interpreter. Language assistance must be free and provided by appropriate and competent staff, or through appropriate and competent outside resources.

• It is not sufficient for the staff merely to be bilingual. For example, a staff member who is bilingual may be able to communicate directly with limited English proficient parents in a different language, but may not be competent to interpret in and out of that language, or to translate documents.

Title 34: Education


§300.322 Parent participation. – (a) Public agency responsibility—general. Each public

agency must take steps to ensure that one or both of the parents of a child with a disability are present at each IEP Team meeting or are afforded the opportunity to participate, including—

• (e) Use of interpreters or other action, as appropriate. The public agency must take whatever action is necessary to ensure that the parent understands the proceedings of the IEP Team meeting, including arranging for an interpreter for parents with deafness or whose native language is other than English.

23 Illinois Administrative Code


Section 226.530 Parents’ Participation With respect to parents’ participation in meetings, school districts

shall conform to the requirements of 34 CFR 300.322 and 300.501. For purposes of 34 CFR 300.322(a)(1), “notifying parents of the meeting early enough to ensure that they will have an opportunity to attend” means the district shall provide written notification no later than ten days prior to the proposed date of the meeting. In addition, the district shall take whatever action is necessary to facilitate the parent’s understanding of and participation in the proceedings at a meeting, including arranging for and covering the expense of an interpreter for parents whose native language is other than English or for an interpreter licensed pursuant to the Interpreter for the Deaf Licensure Act of 2007 [225 ILCS 443] for parents who are deaf.


23 IAC Section 226.700 General – a) Each school district, independently or in

cooperation with other districts, shall provide a comprehensive program of special education for children with disabilities . . . A “comprehensive program” is one that includes:

• 7) Interaction with parents and other concerned persons that facilitates the educational development of children with disabilities;

23 Illinois Administrative Code, continued

Conclusions

• Emphasis on strong, student-centered practices

• Reaching out when in doubt • Consideration of all rules and

regulations pertaining to ELs with disabilities


Questions

Special Education Directors’ Conference – August 2016

Gilberto Sánchez Principal Consultant

Division of Special Education Services (312) 814-5560

[email protected]

55

mailto:[email protected]

Web-based Resources These websites provide information about supporting English learners with disabilities: • Fact Sheet, Ensuring English Learner Students Can Participate Meaningfully

and Equally in Educational Programs (January 2015) – http://www2.ed.gov/about/offices/list/ocr/docs/dcl-factsheet-el-

students-201501.pdf • English Learner Toolkit (see Chapter 6 on ELs with disabilities, Department

of Education) – http://www2.ed.gov/about/offices/list/oela/english-learner-

toolkit/index.html • Resources from the Office of Civil Rights relevant to English learners

– http://www2.ed.gov/about/offices/list/ocr/ellresources.html • Dear Colleague Letter (available in seven languages): Guidance to ensure

equal opportunities for English Learners – https://www.justice.gov/crt/guidance-ensure-equal-opportunities-

english-learner-students • Patti Ralabate letter – U.S .Department of Education


http://www2.ed.gov/about/offices/list/ocr/docs/dcl-factsheet-el-students-201501.pdf



http://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html

http://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html

http://www2.ed.gov/about/offices/list/ocr/ellresources.html

https://www.justice.gov/crt/guidance-ensure-equal-opportunities-english-learner-students

https://www.justice.gov/crt/guidance-ensure-equal-opportunities-english-learner-students

http://www2.ed.gov/policy/speced/guid/idea/letters/2002-4/ralabate100902placement4q2002.doc

Web-based Resources - ISBE

• Illinois State Board of Education resources for ELs with IEPs. Online. Retrieved from: http://www.isbe.net/bilingual/htmls/bilsp.htm

• Illinois State Board of Education. (2002). Serving English Language Learners with Disabilities. Online. Retrieved from: http://www.isbe.net/bilingual/pdfs/bilingual_manual2002.pdf

• Illinois State Board of Education. (2012). Illinois Special Education Eligibility and Entitlement Procedures and Criteria within a Response to Intervention (RtI) Framework. Online. Retrieved from: http://www.isbe.net/spec-ed/pdfs/sped_rti_framework.pdf


http://www.isbe.net/bilingual/htmls/bilsp.htm

http://www.isbe.net/bilingual/pdfs/bilingual_manual2002.pdf

http://www.isbe.net/spec-ed/pdfs/sped_rti_framework.pdf

http://www.isbe.net/spec-ed/pdfs/sped_rti_framework.pdf

References and Resources • Hamayan, E. V., Marler, B., Sanchez-Lopez, C., & Damico, J.

(2013). Special Education considerations for English language learners: Delivering a Continuum of Services (2nd ed.). Caslon Pub.

• Illinois State Board of Education. (2015). Bilingual Education Programs and English Language Learners in Illinois; SY 2013 (2012-2013 School Year) Statistical Report. Retrieved from: http://www.isbe.net/research/pdfs/el-program-stat-rpt13.pdf

• Illinois State Board of Education. (2002). Serving English Language Learners with Disabilities Retrieved from: http://www.isbe.net/bilingual/pdfs/bilingualmanual2002.pdf


http://www.isbe.net/research/pdfs/el-program-stat-rpt13.pdf



References and Resources, continued • Illinois State Board of Education. (2013). New “proficiency”

definition for identifying English Learners, notification pursuant to 23 Illinois Administrative Code 228.25(b)(2). Retrieved from: http://www.isbe.net/bilingual/pdfs/proficiency-def-mod-memo0613.pdf

• Illinois State Board of Education. (2016). Rules Currently in Effect (Subchapter f, Instruction for Specific Student Populations [226 and 228]) online. Retrieved from: Illinois State Board of Education - Rules currently in effect

• U.S. Government Printing Office. (2016). Electronic Code of Federal Regulations online. Retrieved from: eCFR — Code of Federal Regulations


http://www.isbe.net/bilingual/pdfs/proficiency-def-mod-memo0613.pdf

http://www.isbe.net/bilingual/pdfs/proficiency-def-mod-memo0613.pdf

http://www.isbe.net/rules/archive/default.htm

http://www.isbe.net/rules/archive/default.htm

http://www.ecfr.gov/cgi-bin/text-idx?SID=d6ae9a693dbd4671fe9fc14aefafc088&tpl=/ecfrbrowse/Title34/34cfr300_main_02.tpl

http://www.ecfr.gov/cgi-bin/text-idx?SID=d6ae9a693dbd4671fe9fc14aefafc088&tpl=/ecfrbrowse/Title34/34cfr300_main_02.tpl

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