The May 25 Memo protects English Language Learners from LD placement based on language alone, emphasizing fair assessments and targeted language supports.

Outline you can skim:

• Hook: fairness in classrooms matters to every student, especially ELLs

• What the May 25 Memo says (core prohibition and intent)

• Why this matters (protecting rights, avoiding mislabeling, improving support)

• How schools can respond in real life (assessment, supports, staff training, documentation)

• Common myths and practical examples

• Quick takeaways

• Closing thoughts and resources to know

What the May 25 Memo is really saying — and why it matters

Let’s start with the heart of it. The May 25 Memo, issued by the Department’s Office for Civil Rights, is all about ensuring English Language Learners (ELLs) have fair access to a quality education. Think of it as a reminder that language ability isn’t a reliable gauge of a student’s overall potential. The memo makes a clear point: ELL students should not be placed in special education classes simply because they’re learning English or because they struggle in ways that are connected to language development rather than a true disability.

In plain terms, that means a school can’t sideline a student just because their English is still developing. They can’t assume, just because a student uses different sounds, or reads with a bit of a lag, that the child must be learning disabled. The memo pushes for careful, accurate assessment and targeted language support instead. It’s about safeguarding a student’s right to a fair, inclusive education and preventing language barriers from becoming a reason for segregation.

Why this matters so much

You might wonder, what’s really at stake here? For one, mislabeling a student as having a disability based on limited English can close doors that should stay open. It can mean fewer opportunities, less access to general education (where most learning happens), and an unnecessary stigma that sticks with a kid long after they’ve picked up the language skills they need.

On the other side, there’s incredible value in giving ELL students the right supports while they’re acquiring language. When teachers have clear guidelines and proper assessments, they can tailor instruction so a student can participate meaningfully in math, science, social studies, and literature—without waiting for English mastery to be perfect. The outcome is a classroom where language becomes a bridge, not a barrier.

Let me explain with a quick analogy. Imagine you’re learning to drive in a city with heavy traffic. If you’re handed a car full of distractions rather than a well-tuned vehicle, you’ll struggle to navigate. The May 25 Memo is like a rule that ensures the car is equipped with the right mirrors, signals, and a coach beside you. It’s not about slowing you down; it’s about making sure you have the support you need to go where you’re capable of going.

What schools should do in response

So, what does this look like in a real classroom or district? Here are practical steps that align with the memo’s spirit, without getting bogged down in jargon.

• Separate language needs from disability labels

• When a student shows gaps in reading or math, start with language-support-based strategies before considering a special education label.

• Use language-appropriate assessments that separate language development from cognitive processing.

• Use proper, language-aware evaluations

• Ensure evaluations are conducted by teams trained to distinguish language acquisition issues from learning disabilities.

• Bring in bilingual or culturally competent evaluators when possible to avoid misinterpretation of test results.

• Provide targeted language supports

• Implement sheltered instruction, bilingual aides, or bilingual materials that help students access the same content as peers.

• Scaffold tasks with visuals, simplified language, and explicit language objectives so students can participate and demonstrate understanding.

• Align with broader supports, not isolation

• Promote inclusion by placing ELLs in general classrooms with appropriate supports rather than segregating them solely based on language status.

• Use collaborative teaching models where general educators and specialists co-plan and co-teach.

• Train staff and build awareness

• Run concise trainings for teachers and support staff on identifying language-related barriers versus true disabilities.

• Provide ongoing coaching so teachers feel confident using strategies that support language development.

• Involve families and communities

• Communicate clearly with families about assessments, supports, and progress.

• Listen to concerns from parents or guardians and bring them into the planning process.

• Document decisions and monitor progress

• Keep a clear trail of the steps taken to support language development and academic work.

• Review progress data regularly to determine if a different approach is needed, always with equity in mind.

• Use evidence-based practices

• Borrow from proven frameworks like the Sheltered Instruction Observation Protocol (SIOP) or language-proficient-appropriate measures.

• Align with standards from organizations such as WIDA or related state guidelines to ensure consistency.

A few real-world touches that help

The classroom isn’t a lab; it’s a living space where kids bring diverse backgrounds, hopes, and language profiles. You’ll see teachers who combine warmth with structure—call-and-response routines, anchor charts, and vocabulary routines that travel across subjects. You’ll hear students switch between languages with ease, using one to help unlock understanding in the other. That’s not disorder; that’s a resourceful brain learning how to connect ideas.

But let’s not pretend this is all rainbows. Sometimes, you’ll run into tensions between the urgency to place students in general content and the caution needed to avoid mislabeling. The May 25 Memo nudges schools to slow down just enough to get the diagnosis right, and to err on the side of language support when there’s any doubt. It’s a sensible balance, not an obstacle course.

Myths people often bring up (and how to respond)

• Myth: “ELLs should only be in language classes until they’re fluent.”

Reality: They need access to the same content as their peers, with supports that help them engage. Fluency comes with time and targeted instruction, not isolation.

• Myth: “Everyone who struggles is a disability case.”

Reality: Struggling with language doesn’t automatically equal a disability. Proper evaluation is essential, and supports should be language-focused.

• Myth: “Putting ELLs in general classes hurts the classroom’s pace.”

Reality: When supports are in place, students can progress alongside peers, and teachers often find new, effective ways to teach that benefit all students.

A concise takeaway you can hold onto

• The May 25 Memo from the Office for Civil Rights states that ELL students must not be placed in LD classes solely due to language proficiency or language-related academic struggles.

• The aim is equitable access to education, accurate assessment, and appropriate language support.

• Schools should implement language-aware evaluations, provide robust language supports, train staff, involve families, and keep thorough documentation.

Where to look for guidance if you want to learn more

• Department of Education and OCR resources on civil rights in education

• Guidance documents about identification and evaluation of ELLs

• Language development frameworks such as the WIDA standards

• Practical classroom tools for language support, including visuals, sentence frames, and collaborative teaching approaches

A few closing reflections

Education is a shared journey, and policy like the May 25 Memo helps keep that journey fair and fruitful for every student. It’s less about labels and more about opportunities—opportunities to learn, to participate, and to grow with dignity. If you’re a student navigating this world, or a teacher supporting classmates and colleagues, the core message remains simple: see the student first, listen to the learner’s needs, and pair language development with thoughtful instruction.

If you’re curious about how schools implement these ideas day to day, you’ll notice constants across districts: a culture that values accurate assessments, a toolbox full of language supports, and a team that works together to ensure no student is left behind because of language barriers. That’s the practical heart of the May 25 Memo in action—and it’s a strategy that benefits classrooms far beyond the walls of any single school.