2009 Special Education Directors Conference Maribel Huerta Parent and Educator Liaison Chicago...
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2009 Special Education Directors Conference Maribel Huerta Parent and Educator Liaison Chicago Public Schools District 299 Slide 2 The Importance of Providing Culturally and Linguistically Appropriate Services Essay: What Education Means to Me -written by an immigrant-English Language Learner* and recent scholarship recipient - Jessica Guadalupe Perez *English Language Learner (ELL) is at times used interchangeably with Limited English Proficient Student (LEP) and Culturally and Linguistically Diverse Student (CLD) Slide 3 Did you know? Immigration status of either parent or child has no bearing on the right to enroll. The laws of Illinois and the United States guarantee all students, including undocumented immigrant students, access to a free public education through grade twelve up until the age of twenty-one regardless of immigrant status. This requires every district to guarantee all immigrant students equal access to the full range of programs and resources. Source: www.ISBE.netwww.ISBE.net Slide 4 Did you know? Districts can NOT require that parents or adult caretakers provide either a Visa, Green Card, Illinois drivers license, a state identification card or other documents which require Social Security numbers, nor can they mandate documents such as a lease, or mortgage. Although residency for special education pupils is generally based on guardianship, districts cannot mandate adult caretakers or relatives with whom a non-special education student resides to establish legal guardianship as a condition for gaining access to the district's schools and programs. Funds may be available for districts with a large influx of immigrant students. Contact 312-814-3850 or visit www.isbe.net/bilingual/htmls/consolidated_application.htm Sources: OCR and http://www.isbe.net/pdf/registration_guidance.pdfhttp://www.isbe.net/pdf/registration_guidance.pdf Slide 5 Did you know? The U.S. Department of Education estimates that there are 2.4 million national-origin minority school children who have limited English language skills which affect their ability to participate effectively in education programs and achieve high academic standards. Approximately 69% of ELL are born in the U.S. or are naturalized citizens. The U.S. is now the 3rd largest Spanish-speaking country in the world (tied with Colombia). Some predict Mandarin will catch up. Slide 6 Rules and Regs* Title III Language Instruction for Limited English Proficient and Immigrant Students of No Child Left Behind Act of 2001 Article 14-C of The School Code of Illinois Section 504 of the Rehabilitation Act of 1973 The Individuals with Disabilities Education Act (IDEA, 2004) Special Education Rules by the Illinois State Board of Education *All protect the rights of linguistically and culturally diverse students with disabilities to receive non-discriminatory assessments and linguistically appropriate instructional services* Slide 7 Purposes to help ensure that children who are limited English proficient, including immigrant children and youth: attain English proficiency develop high levels of academic attainment in English meet the same challenging State academic content and student academic achievement standards as all children are expected to meet to promote parental and community participation in language instruction educational programs for the parents and communities of limited English proficient children Students who are ELL should have access to the schools general curriculum and materials Slide 8 Your challenge: Meet federal requirements and serve students with both: linguistic challenges, and learning challenges Engage parents and the community Begin with: English language proficiency of all students whose parents answered "yes" to one or both of the Home Language Survey questions; "Is a language other than English spoken in the home? and "Does the student speak a language other than English?" Slide 9 Screening & Eligibility Slide 10 Screening & Eligibility (continued) Pre-IPT Oral overview and online training can be found at http://www.ballard- tighe.com/IPTOnlineInserviceTraining/IPTOral/IPTOralTests.htmhttp://www.ballard- tighe.com/IPTOnlineInserviceTraining/IPTOral/IPTOralTests.htm Teachers and other appropriately certified district staff members administering the WIDA MODEL including those who had been administering the W-APT until now, must be re-certified prior to administering this test. http://wida.wceruw.org http://wida.wceruw.org Any school district that has started to screen Pre-K/K students with the WIDA MODEL must have informed the Division of English Language Learning by sending an email to Ilyse Leland at [email protected] by May 29, 2009. Should you have any additional questions regarding this request, please call 312-814- 3850. WIDA ACCESS Placement Test (W-APT) Understanding the WIDA English Language Proficiency Standards : A Resource Guide http://www.wida.us/standards/Resource_Guide_web.pdf http://www.wida.us/standards/Resource_Guide_web.pdf Slide 11 Screening & Eligibility (continued) For all students scoring at or above 4.0 best practice encourages the use of additional indicators to determine English language proficiency and eligibility for bilingual education program services Example of additional indicators: Information from family members Information from school personnel Performance evaluations by teachers Results of criterion or norm-referenced tests Results of locally developed test Student academic history (such as report card information) Student work samples Source: http://www.isbe.net/bilingual/pdfs/WIDA_placement.pdfhttp://www.isbe.net/bilingual/pdfs/WIDA_placement.pdf Slide 12 Test Accommodations for ELLs with Disabilities http://www.isbe.net/bilingual/pdfs/access_accomodations.pdf Alternative ACCESS for ELL is currently under development. Workshop will be held August 10 - 11, 2009 http://www.isbe.net/bilingual/pdfs/access_aug09_workshop.pdf http://www.isbe.net/bilingual/pdfs/access_aug09_workshop.pdf Slide 13 IAA is given to students with severe cognitive disabilities in place of ISAT or PSAE, if appropriate. Remember: ACCESS is also required for LEP until proficiency is reached. Slide 14 Similarities between ACCESS for ELLs and the W-APT Slide 15 4 Language Domains Listening- process, understand, interpret, and evaluate spoken language in a variety of situations Speaking- engage in oral communication in a variety of situations for a variety of purposes and audiences Reading- process, understand, interpret, and evaluate written language, symbols and text with understanding and fluency Writing- engage in written communication in a variety of situations for a variety of purposes and audiences Slide 16 Proficiency Levels 1.Entering Student knows and uses minimal social language and academic language with visual support [Overall Composite Score: 1 1.9]. 2.Beginning Student knows and uses some social English and general academic language with visual support [Overall Composite Score: 2 2.9]. 3.Developing Student knows and uses social English and some specific academic language with visual support [Overall Composite Score: 3 3.9]. 4.Expanding Student knows and uses social English and some technical academic language [Overall Composite Score: 4 4.9]. 5.Bridging Student knows and uses social and academic language working with modified grade level material [Overall Composite Score: 5 5.9]. 6.Attained Student knows and uses social and academic language at grade level [Overall Composite Score: 6]. * When Level is achieved (4.0) the school district has the discretion of using additional indicators, e.g., other tests, to determine whether the student is LEP based on the districts established criteria. Slide 17 Virginia Department of Education ELP Standards Videos The Virginia Department of Education has generously offered to share a series of videos created by teachers, for teachers, to promote understanding of the WIDA ELP Standards and offer example lesson plans based on certain language functions. http://www.doe.virginia.gov/VDOE/Instruction /ESL/elp_videos.html#http://www.doe.virginia.gov/VDOE/Instruction /ESL/elp_videos.html# Slide 18 Differences between ACCESS for ELLs and W-APT (1 of 2) Slide 19 Parents of Eligible ELL Must be notified: Their child is eligible for a ___ program: Transitional Bilingual Education Transitional Program of Instruction Dual language/Two-Way Immersion Developmental Bilingual Education Newcomer Program And that they have a right to: visit the classes in which their child is enrolled meet with staff to learn more about the program decline enrollment in an ELL program withdraw their child immediately from the program choose another program if one is available may take action by sending a letter to the school declining the recommended program will mean that the student may be placed in a program where English is the dominant language of instruction. Slide 20 Does your school / district send ALL notices and school information in the language parents understand? Federal law requires that you provide parents whose English is limited school notices or other information in a language they can understand. Slide 21 Accommodate ELL (Early Interventions) Clinical Teaching Peer or Expert Consultation Teacher Assistance Teams (TATs) Alternative Programs and Services One-one tutoring Family and support groups Family counseling Programs supported by Title 1 funds (should be supplemental to and not a replacement for general education instruction general education, not special education, should be primarily responsible for the education of students with special learning needs that cannot be attributed to disabilities Source: Ortiz and the CAL - ERICCLL Slide 22 Over-Identification VS. Under-Identification Direct attention to evaluation issues is essential in order to provide quality education to all students. It is the objective of fair and appropri