Considerations for English Learners Suspected & Identified ... · Considerations for English...
Transcript of Considerations for English Learners Suspected & Identified ... · Considerations for English...
Considerations for English Learners Suspected & Identified
with Learning Disabilities
Sharen Bertrando [email protected]
EL Collabora*ve January 26, 2015
What EL Collaborative members want to know about English Learners . . .
K – W -‐ L
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Know What to Know Learned
. Iden*fica*on
Assessment
Interven*ons
What do the data show?
Statewide Number of English Learners
Number of English Learners for Sonoma County
Number of Students and Percent of Enrollment for English Learners
Sonoma County State
# of Students % of Enrollment % of Enrollment
English Learners 16,307 23.0% 22.7%
ELs Receiving SpEd 3,182 32.1%
CDE (2014); Data Quest (2014); SEIS (2014)
What does the research say?
Research data – English Learners
• Highest grade reten?on
• Highest dropout rate of all youth
• Limited bilingual prac?ces
• Inappropriate referrals to Special Educa?on
• Higher incidence categories of special educa?on eligibility
Duran (2008); Klingner (2012);Suárez-‐Orozco, Roos, & Suárez-‐Orozco (2010); Sullivan ( 2011)
English learner &/or language production difficulty?
Tony, 4th grade student Chapter 1 of The Bad Beginning by Lemony Snicket Transcript:
In The Bad Beginning, ah um then their, in the Bad Beginning the their parents were die and the house on fire and they tried to get out but they didn’t because the house full of fire, and at the…end of chapter 1 the house…
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What behaviors does Tony elicit that indicate he is an English learner? A student with learning disabili*es?
Biggest error in placing ELs into special education Misinterpre?ng language acquisi?on as a learning or language disability (LD)
Determining whether an EL has a LD is a process of elimina?on • Understand language acquisi?on process
• Know possible characteris?cs associated with LD
• Look at quality of instruc?on and students’ opportuni?es to learn
• E.g., Differen?ated instruc?on with fidelity to research-‐based strategies
• Ask parents about L1 language delay, LD characteris?cs
Adapted from Klingner, 2012
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Language acquisition or learning disability?
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Behaviors associated with LD Behaviors when acquiring L2 Difficulty following direc*ons
Confused by figura*ve language
May have difficulty with a[en*on span
May seem easily frustrated
Difficulty with phonological awareness
Difficulty dis*nguishing between sounds not in L1
Slow to learn sound-‐symbol correspondence
Confusion when sound for the symbol is different in L1
Difficulty remembering sight words Difficulty when meanings not understood
Difficulty retelling story in sequence Understand more than can express in L2
May have auditory memory difficulty Slow to process challenging language
Adapted from Klingner, 2012
Reasons for ELs experiencing academic difficulties Deficiencies in teaching or learning environment
• Lack of effec?ve ELD instruc?on and support
• Lack of effec?ve general educa?on instruc?on and support
Extrinsic considera?ons • Limited formal educa?on • Health/medical issues
• Absenteeism • High transiency
In need of Special Educa?on services • Uniden?fied as needing special educa?on services
Ar*les & Or*z (2002); Gersten & Baker (2000); Saunders, Goldenberg, & Marcelle*i, 2013)
Strategies to Support Learner’s Engagement with Complex Text
Area Supporting Learners’ Engagement with Complex Text
Background Knowledge Leverage students existing knowledge
Comprehension Strategies
Teaching and Modeling – questioning, visualizing
Vocabulary Explicitly teaching – context clues & morphological knowledge
Text Organization & Linguistic Features
Explicitly teaching – discussing text features, organizations, language resources
Discussions Engaging in peer discussions
Sequencing Sequencing text & tasks to build on each other; Teacher read alouds
Rereading Rereading text or selected passages to look for answers
Tools Teaching to develop outlines, charts, organizers
Writing Modeling returning to the text as writing
ELA/ELD Frameworks adopted by California State Board of Educa*on, 2014
Reflec?on
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How do you, or staff at your school, determine when certain students are not learning as expected and iden*fy a different way to teach them?
Assessments guidelines for identification of ELs with suspected disability Comprehensive, norm referenced assessments in English and na?ve language*, to include non-‐verbal assessments across babery recommended in all areas of suspected disability
Informa?on from mul?ple contexts (i.e., criterion references tests, classroom-‐based assessments).
Systema?c observa?on in educa?onal environments
Structured interviews (i.e., student, parent, teachers)
Bu[erfield (2014)
Best practices for EL assessment
1. Administer cross cultural, non-‐discriminatory full or par?al bilingual assessment in English and na?ve language using bilingual assessors using evidence-‐based prac?ces
2. Use structured interviews with parents, staff, and student (if possible).
3. Engage in observa?on of student in varied environments.
4. Collect data from curriculum-‐based assessment measures.
5. Engage in structured interviews (staff and family).
Buberfield (2014)
Pre-referral guidance for ELs School environment – Is there appropriate
curriculum and instruc?on being implemented? General Educa?on ELD Instruc?on Highly qualified teachers
Interven?ons – Have interven?ons been implemented and documented over ?me? RtI – Behavioral and Academics Reading Interven?ons School wide supports
Referral for Special Educa?on Eligibility – Are students assessed in their na?ve language and English? Bilingual assessment Cultural considera?ons Bi-‐lingual psychologists
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Identifying ELs for special education ”A pupil shall be referred for special educa*on services only aier the resources of the regular educa*on program have been considered, and when appropriate, u*lized.” E. C. 56303
The normal process of 2nd language acquisi*on, as well as manifesta*ons of dialect and sociolinguis*c variance shall not be diagnosed as a handicapping condi*on. CCR, Title 5 3023(b)
A child may not be determined to be eligible for SPED…if the determinant factor for eligibility determina*on is…1) lack of instruc*on in reading or math, or 2) limited English proficiency…. CFR 300.534
ELP reclassification guidelines for ELs receiving special education services
LEA establishes policies and procedures to designate team members responsible
Best prac?ces for general educa?on teachers, English Language and special educa?on specialists, and school psychologists work in collabora?on
Best prac?ces for IEP team to make reclassifica?on decisions for ELs with disabili?es as long as a professional with second language acquisi?on (EL) exper?se par?cipates
Buberfield (2014)
English Learner re-classification criteria checklist
Assessment of language proficiency using an objec?ve instrument
Teacher evalua?on
Parent opinion and consulta?on
Comparison of performance in basic skills
Buberfield (2014)
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IEP team assessment considerations for ELs with disabilities
Recommenda?on for accommoda?ons, modifica?ons, or an alterna?ve assessment (EC Sec?on 56345)
Alternate ELP assessments considera?ons prior to determina?on 34 CFR §300.320 (a) (6) (i) • Why child cannot par?cipate in the CELDT
• Why the par?cular alterna?ve assessment selected is appropriate
• Made on case by case basis
• Student’s language needs determine accommoda?ons
• IEP must contain statement of individual's necessary appropriate accommoda?ons Accommoda?ons
• Must assess in listening, speaking, reading and wri?ng
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2013-2014 CELDT Information Guide page 17 for ���Participation Criteria Checklist for Alternate Assessments
Interventions – What does the research say? Language and Reading Interven?ons for English Learner and English Learners with Disabili?es
Recommenda*on #3 Early literacy interven*ons should focus on a combina*on of skills
Recommenda*on #6 Peer Assis*ng Learning (PALS) for primary grades
Recommenda*on #6 Focus on cogni*ve strategies
Rivera, Lesaux, & Francis (2009)
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Book 1: Research-based Recommendations for Instruction and Academic Interventions
Book 2: Research-based Recommendations for Serving Adolescent Newcomers
Book 3: Research-based Recommendations for the Use of Accommodations in Large-scale Assessments
Practical Guidelines for the Education of English Language Learners www.centeroninstruction.org/files/ELL1-Interventions.pdf
Interventions
What interven?ons are you currently using?
What are its strengths?
What are its limita?ons?
Considerations for Intervention Programs Be a good consumer
Establish non-‐nego?ables
Network
Collaborate within district(s)
Explore open sources & digital text
Explore technology tools
Guidance from the CDE ELA/ELD Framework
Toolkit for Evalua?ng Alignment of Instruc?onal and Assessment Materials • hbp://www.ccsso.org/Resources/Digital_Resources/
Toolkit_for_Evalua?ng_Alignment_of_Instruc?onal_and_Assessment_Materials_.html
In Closing…
High quality teacher prepara*on and professional development programs on teaching English learners with disabili*es should address theore*cal knowledge and pedagogical methods on second language acquisi*on and evidenced-‐based prac*ces to accelerate academic achievement.