Identifying and Serving English Language LearnersEnglish Language Learners
with Special Needs:Part IPart I
Presented by:Lynore M. Carnuccio
WIDA Consortium
© 2009 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us
Learning Outcomes
Following these presentations participants will be able to:Following these presentations, participants will be able to:
• Accurately identify English Language Learners (ELL) with y y g g g ( )special needs
• Develop appropriate standards-based and legally sufficient t th d f ELL ith i l dprograms to serve the needs of ELL with special needs
• Apply the RTI (Response to Intervention) Model to ELL with special needsspec a eeds
• Develop and participate in collaborative teams to address the needs of students identified as ELL with special needs
2Identifying and Serving ELLs with Special Needs: Part IWIDA Consortium / CAL / Metritech
Who are ELLs?
English language learners are students who have a first lang age other thanlanguage other than English, are in the process of acquiringprocess of acquiring English, and are not yet able to profit fully from p yEnglish-only instruction.
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What is a disability?
A disability is defined as a physical or mental impairment that substantially limits onesubstantially limits one or more major life activities, such asactivities, such as performing manual tasks, walking, seeing, hearing, speaking and working.
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Disability – Supreme Court
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Examples of Disabilities
Some examples of disabilities include:
AutismDeafnessDeafnessBlindnessMental retardationMental retardationOrthopedic impairmentCommunication disorders such as stuttering, impaired articulation or a voice impairment which adversely affects educational performance
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Note that…
even though it may be hindering the student’s academic progress,the inability to understand, speak, read and write English p , gshould not be considered a disability
Not speaking English is not a disability
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Background InformationBackground InformationBackground InformationBackground Information
Review of Collier’s Presentation
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9Identifying and Serving ELLs with Special Needs: Part IWIDA Consortium / CAL / Metritech
10Identifying and Serving ELLs with Special Needs: Part IWIDA Consortium / CAL / Metritech
In Between
English Language Learners areEnglish Language Learners areEnglish Language Learners are English Language Learners are functioning between 2 distinct functioning between 2 distinct l d lt Fl d lt Flanguages and cultures. For languages and cultures. For
families, this may continue for 2 or families, this may continue for 2 or yy3 generations and impact 3 generations and impact
adjustment to the new languageadjustment to the new languageadjustment to the new language adjustment to the new language and new cultural environment.and new cultural environment.
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Nature v. Nurture
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Nature v. Nurture cont’d
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Culture Shock
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Acculturation Process Side Effects
Heightened anxietyConfusion in locus controlConfusion in locus controlWithdrawalSilence/unresponsivenessSilence/unresponsivenessResponse fatigueCode switchingCode switchingDistractibilityR i t t hResistance to changeDisorientation
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Stress related behaviors
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Child Study Team
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Activity: CST Members
Find the Handout labeled ChildFind the Handout labeled Child Study Team Members.
List the members of the ChildList the members of the Child Study Team in your site/district by both title and name.
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Child Study Team cont’d
Who is missing ?
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Instructional Intervention Team
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So, what about…
Prevention and Intervention?Prevention and Intervention?
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How can inappropriate referrals of ESL students be avoided?of ESL students be avoided?
Documentation of pre-referral interventions is a required t f th i l d ti l tipart of the special education evaluation process
Many schools have developed problem solving teams (M-teams, Building Teams, etc.)(M teams, Building Teams, etc.)When interventions suggested by such teams are successful, a referral to special education may no longer bbe necessaryIt is important that ESL teachers are part of these teams in order to bring their knowledge and skills to thein order to bring their knowledge and skills to the problem-solving process
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This knowledge includes:
Awareness of the second language acquisition processAppropriate instructional strategies for ESL studentsSSensitivity to cultural diversity Sensitivity to child-rearing practices in immigrant f ili th t b diff t f th U Sfamilies that may be different from the U.S.The importance of native language support
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Classroom Behavior & Performance
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Samuel Ortiz, 1998
Characteristics of Positive School Climates for ELLs
Shared knowledge among teachers about the d ti f ELLeducation of ELLs
Respect for linguistic and cultural diversity of studentsstudentsEffective and collaborative school, home and community relationshipsy pAcademically rich programs High expectations for all studentsgChallenging curriculumOngoing systemic evaluation of student’s linguistic
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and academic progress
What about effective instruction?
Instruction in the native language and in EnglishTapping into students’ prior knowledgeCulturally relevant curriculumM i f l d t d d b d lMeaningful and standards-based language use across the curriculum at student’s instructional levelThematic instructione at c st uct oIndividual guidance and supportScaffolding & differentiationInteractive discourseCollaborative learning
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(Artiles & Ortiz, 2002)
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Samuel Ortiz, 1998
What if some ELLs still struggle?
One-on-one tutoringgCross-age tutoringR di lRemedial programsStudent and family support groupsStude t a d a y suppo t g oupsFamily counseling
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Some students may still struggle…
Assess school and classesReview data regarding level of language proficiencyReview data regarding instructionReview data regarding interventionsDevelop additional interventions if appropriateImplement recommendation(s) and monitor p ( )progressIf problems persist, recommend a comprehensive
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individual assessment
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Issues of ELLs in Special Education
OverrepresentationSize of ELL population/ProportionalityAvailability of language support programsGrade levelLimited proficiency
UnderrepresentationSubjectivity in classification of student in highSubjectivity in classification of student in high incidence disability categoriesVariability in state practices
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Lack of resources and staff
Consequences
OverrepresentationLowered expectations for performanceReduced potential for academic, social, and economic ad ancementadvancement
Under representationUnder representationLack of special services to which students are legally entitledLack of services that could help students reach their potential
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Consequences
For districts…Civil and administrative sanctions and penalties
F t d tFor students…irreparable harm (Rice & Ortiz, 1994)
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RTI Model
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Three Phase ModelPhase/Tier 1: Determine whether effective instruction is in place for subgroups of students (e g ELL)(e.g., ELL)Phase/Tier 2: Provide effective instruction to the target student/s and measure its effect on gstudent performancePhase/Tier 3: Refer students whose RTI warrants additional or intensive continuing interventionsadditional or intensive continuing interventions
Stated Potential Benefits: “Increased fairness in the assessment process, particularly for minority students”
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(Kovaleski & Prasse, 2004)
Assessment Considerations
Multidisciplinary teams must assure that the student’s diffi lti th lt f di bilit d NOT l k fdifficulties are the result of a disability and NOT a lack of appropriate instruction or second language acquisition.Assessment procedures must be valid.Assessment procedures must be valid.Administered in the language and form most likely to yield accurate academic developmental and function i f i l i f ibl idinformation; unless is not feasible to so provide or administer.Information to parents must be provided to the extentInformation to parents must be provided to the extent possible, in their preferred mode of communication.
(Rohena, 2005)
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A fair, non-biased psychological evaluation of an ESL student is best done by a certified school psychologist who is competent in the language and c lt re of the st dentculture of the student.
If thi i t ibl th h l i t h ld bIf this is not possible, the psychologist should be assisted by a translator who is familiar with the student’s native language and culturestudent s native language and culture.
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Assessment Bottom Line
There is no perfect tool out there…p
The key is in the analysis and contextualization of the resultscontextualization of the results
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More than just a single test…
In addition to the general education teacher, have others (ESL teachers, specialists, family) noted similar difficulties?Does the problem exist across contexts?Does the problem exist across contexts?Are the problems evident in the student’s first language?language?Is the student’s acquisition of English different to that of peers who started about the same level of ELP and had similar instruction?Can some difficulties be explained by cross-cultural diff ?
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differences?
Are there other variables, e.g. inconsistent school attendance, language variations typical of ELLs?attendance, language variations typical of ELLs?Is there evidence of extreme test anxiety?Were there procedural mistakes in the assessment pprocess?Can problematic behaviors be explained by bias in operation before, during or after the assessment?Do data show that the student did not respond to general education interventions?general education interventions?Are the assessment results consistent with the concerns of the general education teacher and
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concerns of the general education teacher and parents?
Steps
If all of the appropriate steps haveIf all of the appropriate steps have been taken, including linguistic
d lt l id ti dand cultural considerations, and the final determination moves to
Tier 3……..
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Planning for Instruction:Program Considerationsg
The IEP must include:A statement of the child’s present levels of academic achievement and functional performance.Measurable annual goalsMeasurable annual goals.Description of how progress toward goals will be measured and how progress will be reported.Statement of services provided based on peer-reviewed research to the extent practicable.St t t f i t d ti tStatement of appropriate accommodations necessary to measure academic achievement and functional performance.
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p
Important
Once an ESL student has been placed in a special education program, it is important to note that boththe bilingual education/ESL program and the special ed cation department in the school districtspecial education department in the school district are jointly responsible for the ESL student’s progress Both sources of supplementary fundingprogress. Both sources of supplementary funding are applied to the student’s educational program.
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Remember
It is more difficult to remediate a disability if instruction is provideddisability if instruction is provided in the student’s weaker language. g g
(Rohano, 2005; Artiles & Ortiz, 2002)
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$64,000.00 Question
Is it possible an ELL who has been pproperly identified as Learning
Disabled will never exit the ESLDisabled will never exit the ESL Program?
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Answer
In the case of a severely LD student, the answer is yes. However, a moreyes. However, a more sound approach would be for the Team to developfor the Team to develop appropriate exit criteria for th ELL t f ththe ELL as part of the initial process.
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Therefore…
Whenever possible, native language p , g gsupport should be provided by teachers paraprofessionals and tutorsteachers, paraprofessionals and tutors.
Having a disability does not mean that the ESL student forfeits the right tothe ESL student forfeits the right to bilingual education or ESL services.
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Questions or Comments?
For more information, please contact the WIDA Help Desk:WIDA Help Desk:
1-866-276-7735 or [email protected]
World Class Instructional Design and Assessment, www.wida.us
Center for Applied Linguistics, www.cal.org
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Metritech, Inc., www.metritech.com
Identifying and Serving English Language Learners with Special Needs (Parts I & II), © 2009 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium. This WIDA
f i l d l t t ti d il bl thprofessional development presentation made available on the ESLPortalPA website is for personal, non-profit educational and non-commercial use only and shall not be copied, modified or redistributed without prior written authorization from WIDA. WIDA and the WIDA pConsortium logo are registered trademarks of the Board of Regents of the University of Wisconsin System. For more information on the WIDA Consortium visit the WIDA website at www.wida.us/
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