developing appropriate referrals of els ecsd-draft 2013
TRANSCRIPT
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Developing Appropriate Referrals of ELs
ECSD-Draft
2013
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Referrals and ELsThe topic of disproportionate or overrepresentation of ELs in
special education continues to challenge all educators (Garcia & Ortiz, 2006, NCCRESt Brief)
“Unless practitioners enlarge their understanding of cultural and linguistic factors, and apply such knowledge in the decision-making process, overrepresentation of diverse students will continue (i.e., unnecessary referrals and overrepresentation in special education)” (Hoover, 2013, p. 45)
A common practice that continues to exist in our schools is the misinterpretation of learning differences due to diversity as indicators of disabilities (Harry & Klingner, 2006)
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Referrals and ELs
While most believe that the ‘referral’ is the initial step in the
special education process, much occurs
prior to a referral that shapes its appropriateness and need
An appropriate and necessary referral begins with
‘Quality of Instruction’
in response to intervention multi-tiered models
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A Familiar Referral?
Read Silently: Hoover (2012) TEC Article Vignette (Maria)
Relevancy to today’s topic:“Although Maria shows signs of struggling and exhibits some behaviors consistent with a disability, closer examination of her teaching and learning situation shows a lack of consideration of several key cultural and linguistic instructional influences on her progress”
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Required Items for referral of an EL in Eagle County School District
Items/Materials required for EL
Referral in ECSD
Referral Statement
(Documented ‘reason for referral’)
Cultural /Language
Information (Home language; IPT
scores; CELA; student’s preferred language)
Academic HistoryTime in US
schools/District; Primary program type-
ESL/Dual/Bilingual)
Intervention(Tier 2/3 structures;
Methods; Goals; Duration; Curricula; Language of delivery;
Rate of Progress compared with true
peer(s); Effects-six data points )
Achievement Scores
(CSAP; Screening; Progress Monitoring;
Fluency; Gap Analysis; Rate of
Improvement/Progress)
ESL Instruction (Duration; Strategies; Curricula;
Goals/Objectives)
Source: District CLD Referral Team
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Quality of Instruction is Key to Appropriate Referral: Workshop Outcomes
Exploration: Examine own issues and concerns associated with referrals of ELs
Application: Apply topics discussed to ELs recently referred/being considered for referral
Follow-up: Identify 2-3 topics or issues discussed today requiring additional development and explanation in the referral of ELs
Action Plan: Describe three Action Items that grade level or school team will implement based on today’s discussions of referrals of ELs to ensure appropriate referrals are made
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Today’s Topics
1. Overview of Referral Issues for ELs
2. Examining Referral Influences
3. Quality of Instruction and Referrals
4. Culturally/Linguistically Responsive Referral (Ecological Perspective)
5. Other Factors to Reduce Unnecessary Referrals
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Topic 1. Referral Issues Two Key Concerns with Special Education Referrals of ELs
English learners are traditionally placed according to their linguistic proficiency rather than true content/skills ability
Lack of C/L responsive tests, instruction, and a diluted curriculum lead to a learning environment that fails to connect with diverse students
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Referral and Assessment
Why do we spend so much time talking about the significance of a referral for special education?
Question from recent workshop:
“Doesn’t the assessment completed after a referral determine whether a disability exists, and if so, why not make the referral to find out?”
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Referral-Placement Rate
"Referral for assessment has been cited as one of the most important predictors of future special education eligibility (Artiles & Trent, 1994; Mehan et al., 1986; Ysseldyke & Algozzine, 1983)
because most students referred for consideration of special education are eventually placed in special education programs” (Hosp & Reschly (2003, p. 70)
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Interpreting Behaviors in Culturally/ Linguistically Responsive Ways
Researchers have demonstrated that teachers’ perceptions of appropriate behaviors (Rong, 1996) and deviant behaviors (Puig et al., 1999; Weisz et al., 1988) are culturally defined,
leading to the possibility for cultural misunderstanding or mismatch of expectations that might affect referral rates of non-minority students (Hosp & Reschy, 2003)
Handout: Hoover Personal Referral Experiences Chart
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Interactive Check
Turn to a partner and discuss one example or situation from your experiences where a behavior exhibited by an EL may have initially been viewed as a problem or concern, which after being reconsidered, was determined due to cultural or linguistic factors or influences, not a problem
(5 Minutes)
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Prereferral Instructional Structures: Practices from Then and Now
Now: RTI Model Then: Prereferral Model
Screen all learners Screening not completedEvidence-based practice EB Practice not requiredAchievement discrepancy Potential discrepancyProgress monitoring Infrequent monitoringCBM assessment Norm reference devicesPrevention Wait to FailQuality of instruction Intrinsic disorders
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Difference vs Disability and Referrals
One of the single biggest errors made regarding ELs and special education referral and/or placement is:
misinterpreting a learning or language difference as a learning or language disability
We must become better at making this distinction
Handout: Difference/Disability Table
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Topic 2:Examining Referral Influences
The manner in which we view expectations, goals, perceptions, values, etc. of ELs and their families contributes to how we shape and describe a referral.
Message: Understand own personal perceptions about key cultural/linguistic influences on referral
Three Key Influences: Cultural Bias; Perceived Home Expectations; Classroom Setting
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Influence: Cultural Bias
Cultural bias, if left unchecked, may have a significant influence on referrals
Working Assumption: As informed educators, we make attempts in our teaching and referral to avoid cultural bias---However, periodically we need to check our perceptionshttp://mediaplayer.pearsoncmg.com/_blue-top_640x360_ccv2/ab/streaming/myeducationlab/ell/The_Challenges_of_Cultural_Biases_iPad.mp4
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Exploration: Cultural Bias (Groups of three)
Discuss how we as educators prior to making a referral:
1. Make certain that instruction considers development of the whole learner, going beyond teaching only academic skills (e.g., affective)
2. Ensure that the learning behaviors reflected in a potential referral (e.g., time on task; attention; task completion strategies; language learning) are demonstrated and modeled appropriately so sufficient opportunities to learn occur
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Influence: Home Expectations
Home culture and teachings Influence expectations and perceptions toward avenues to success http://mediaplayer.pearsoncmg.com/_blue-top_640x360_ccv2/ab/streaming/myeducationlab/PG606/Week9_Segment1_iPad.mp4
Initial two minutes of video
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Exploration: Home Influences (Groups of three)
Discuss how we as educators:
Consider EL family expectations and perceptions about ‘avenues to success’ when interpreting academic and learning behaviors believed to be an appropriate basis for a necessary referral
Book: Con Respeto: Bridging the Distances Between Culturally Diverse Families and Schools : An Ethnographic Portrait by Guadalupe Valdes (Share my copy)
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Influence: Classroom Setting
The classroom setting influences language development, and this environment must be welcoming and supportive for a proper referral to be made
http://mediaplayer.pearsoncmg.com/_blue-top_640x360_ccv2/ab/streaming/myeducationlab/PG606/Week9_Segment1_iPad.mp4
Two minutes through 3:40
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Exploration: Classroom Setting (Groups of three)
Discuss how we as educators prior to making a referral:
Ensure that the classroom setting promotes participation and interaction among learners with varying levels of English proficiency (i.e., make certain classroom setting is not contributing to need for a referral)
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Topic 3: Quality of Instruction and Appropriate Referral
4 Contextual Themes: Quality Instruction . . .Cultural Context - Contextualizes learning by reflecting and valuing
students‘ cultural values and norms into curriculum implementation
Linguistic Context - Develops linguistic competence through functional, purposeful classroom dialogue
Accommodations Context - Differentiates instruction to reflect communication styles and diverse community practices into the curriculum
Cognitively Challenging Context - Emphasizes higher order thinking in teaching and learning Sources: NCCRESt Brief; CREDE, 2004
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Special Considerations: Reduce Referral Bias
Several considerations guide effective decision-
making to reduce referral bias
Interactive Check: Examine each consideration and identify those most/least emphasized when making or considering a referral for EL
Handout: Referral Considerations
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Topic 4:Cultural Responsive Ecological Referral
Three KeyFactors
Key Ecological Factors in Referral
Learner Factors – What learner brings to the
classroom
Classroom Factors -
C/LR practices and strategies to meet diverse
needs
Home/CommunityFactors –
Influences of environment
outside of schools
Handout: Ecological Factors
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Ecological Referral Consideration: Learner Factors
How do we consider
learner factors when making a
referral?
Language Development
(Learner’s language abilities in conversation
and academics)
Acculturation(Learner’s level of adjustment to new
environments)
Experiential Background
(Learner’s prerequisite skills/abilities)
Teaching/Learning Preferences
(Compatibility exits between preferred teaching style and student’s learning
preferences)
Cultural Values/Norms(Instruction and
management reflect learner’s cultural
norms)
Higher Order Thinking Abilities(Learner is challenged
cognitively in the instruction)Sources: Baca & Cervantes, 2004;
CREDE, 2004; Tharp, 1997
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Interactive Check: Learner Factors and Referral Decision-Making
Respond to each question on the guide to examine current emphasis in considering the Learner Factors prior to making a Referral
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Ecological Referral Consideration: Classroom Factors
Linguistic Competence(Classroom instruction
emphasizes functional language usage/Competence in first and
second languages) Contextualized
Learning(Instruction is
delivered in cultural/ linguistic
appropriate context)
Challenging Curricula
(Curricula promotes learner use of higher order thinking skills)
Joint Productivity
(Instruction allows students to
cooperatively and jointly engaged in
learning tasks)
Instructional Conversation(Instruction
encourages verbal interactions,
conversation)
How do we address
classroom factors when
making a referral?
Sources: Baca & Cervantes, 2004; CREDE, 2004; Tharp, 1997
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Interactive Check:Classroom Factors and Referral Decision-Making
Respond to each question on the guide to examine current emphasis in considering the Classroom Factors prior to making a Referral
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Ecological Referral Consideration: Home/Community Factors
Home Language(s)(instruction values home language(s) in learning
environment)New Community
Adjustment(Classroom
structures reflect needs of students new
to country/community/
US schools)
Community Connections
(School incorporates community resources)
Educational History
(Prior educational history, if known, is
addressed in differentiated instruction)
Family Structure & Heritage
(Instruction values/ respects family structures
and educational expectations)
How do we address
home/community factors when
making referral?
Sources: Baca & Cervantes, 2004; CREDE, 2004; Tharp, 1997
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Interactive Check: Home/Community Factors and Referral Decision-Making
Respond to each question on the guide to examine current emphasis in considering the Home/Community Factors prior to making a Referral
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4. Other factors to reduce unnecessary referrals of diverse learners?
1. C/LR Data-Based Decisions (Comparison with ‘true peers’)
2. C/LR Instruction (Common Teaching Practices)
3. C/LR Education-Eliminate problematic practices when teaching ELs
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Analysis with True Peers: Language Proficiency Level
1. Determine the English proficiency level of the struggling student based on CELA or WIDA ACCESS-What level is student? (level 1-4/1-6)
2. Determine the struggling learner's reading level using AIMSweb (ORF)
3. Identify other ELs in the same grade in same school who have same English proficiency level as struggling learner
4. Calculate average AIMSweb reading score (ORF) of this group
5. Complete gap analysis (CDE Formula) comparing struggling learner ORF reading score to average of non struggling ELs with same English language proficiency level
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Problematic Practices Impacting Referrals
Several Practices Reflect Key Issues in Teaching and Learning:
Educator Relevance Diagnosis Cultural Language Instructional
Assessment Ineffective practices lead to ineffective instruction
which may lead to inappropriate referrals
Sources: Developed from Baca & Cervantes (2004); Sorrells, Webb-Johnson, & Townsend (2004); Haager & Klingner (2005); Tharp (1997); Patton & Day-Vines (2002); Hoover (2009)
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How Might Educators Confront Problematic Practices to Reduce Referrals: Asking the Right Questions?
Practice 1 - Lack of exposure to multicultural perspectives (Educator issue)
Relevant Prereferral Question: Do educators possess cultural competent teaching preparation and teaching abilities?
* * * * * * * * *
Practice 2 -Failure to incorporate cultural values/norms in the curriculum (Relevance issue)
Relevant Prereferral Question: How are cultural values and norms reflected in daily instruction and assessment?
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How Might Educators Confront Problematic Practices to Reduce Referrals: Asking the Right Questions?
Practice 3: Language differences are misunderstood as language/reading disabilities (Diagnosis issue)
Relevant Prereferral Question: What safeguards are in place to ensure that limited English proficiency is viewed as a language difference and not a language disorder?
* * * * * * * *
Practice 4: Failure to accommodate acculturation (Culture issue)Relevant Preferral Question: How are the effects of adapting to a
new environment (community, school, classroom) considered in instructional/assessment decisions?
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How Might Educators Confront Problematic Practices to Reduce Referrals: Asking the Right Questions?
Practice 5: Lack of inclusion of both first and second languages (Language Issue)
Relevant Prereferral Question: When bilingual student, does assessment/instruction consider both native and English languages/cultures?
* * * * * * * * *
Practice 6: Insufficient Opportunities to Learn (Instructional issue)Relevant Prereferral Question: What documentation exists to
confirm that diverse learners who struggle in school are provided sufficient opportunities to learn reflective of their cultural/linguistic needs?
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How Might Educators Confront Problematic Practices to Reduce Referrals: Asking the Right Questions?
Practice 7: Biased Assessment (Assessment Issue)Relevant Preferral Question: What assurances exist
confirming that unbiased monitoring and assessment practices/instruments are used with diverse learners who struggle in school?
* * * * * * * * * UNDERLYING REFERRAL CONSIDERATION
Educators must adequately respond to each of these problematic practices and associated questions
to provide effective instruction prior to referral
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Referral Influences: Application
Using information from your student example who was recently or is being considered for referral:
A. Identify 2-3 items from Table 1 in the TEC article that are reflected in the referral information; and,
B. Identify 2-3 Table items requiring additional consideration
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Follow-Up Item(s)
Identify 3 topics or issues discussed today requiring additional development and explanation in the referral of ELs
Document on Paper/Board
Keep Yellow Carbon Copy
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Outcome Action Items
Describe three Action Items that your grade level or school team will implement based on today’s discussions of referrals of ELs to ensure appropriate referrals are madeDocument on Paper/Board Keep Yellow Carbon Copy