How would you assure that a student’s level of language proficiency is accurately reflected in the PLAAFP?

For those students who are eligible under the special education category of Specific Learning Disability in Reading and who have English Language Learning needs, what factors would you consider when determining IEP goals and objectives?
How would you assure that a student’s level of language proficiency is accurately reflected in the PLAAFP?
What supports may be needed?
What teaming practices may encourage a strong parent-teacher collaborative relationship? What are some barriers to family and parental involvement? What might you do as an educator to reduce these barriers?