ells in special education: how can esl and special education …€¦ · the population of english...
TRANSCRIPT
9252012
ELLs in Special Education How Can ESL and Special Education Teachers Support ELLs with IEPs
Ana Sainz de la Pentildea Victor Rodriguez-Diaz
Pennsylvania Training and Technical Assistance Network
September 24 2012
Pennsylvania Training and Technical Assistance Network
PaTTANrsquos Mission
The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education and to build the capacity of local educational agencies to serve students who receive special education services
1
9252012
PDErsquos Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure Individualized Education Program (IEP)
teams begin with the general education setting with the use of Supplementary Aids and Services
before considering a more restrictive environment
The population of English language learners in Pennsylvania has increased 114 in the past 10 years (OELA Report 2010) The purpose of this presentation is to address the academic linguistic and cultural needs of English language learners (ELLs) including ELLs in Special Education with the intention of building capacity among educators school administrators and other professionals who work with ELLs and their families The content of the presentation has been developed to inform support and empower educators to embrace the beliefs that all teachers must take responsibility for providing an equitable education for all children acknowledge that each English language learner has a unique set of academic linguistic and socio-cultural strengths and needs and that it is our responsibility to figure out how to use these competencies and skills to lead them to academic success
Pennsylvania Training and Technical Assistance Network
2
9252012
Explanation of Series
bull This series consists of 3 sections 1 Todayrsquos webinar from 300 to 430 pm 2 A PLC group activity that will be assigned at
the end of todayrsquos webinar The PLC activity will be due via email by NOVEMBER 15
3 The final webinar will take place on DECEMBER 6 from 300 to 430
bull In order to receive Act 48 hours for this series you must participate in all 3 sections
Outcomes
bull Increased collaboration between ESL and Special Educators by clarifying each otherrsquos roles instructional practices and policy related to the education of ELLs
bull Collaborate in the development of an instructional plan for ELLs with IEPs addressing their linguistic academic and behavioral needs
3
9252012
Who are our ELLs There are 47894 ELLs in PA
English Language Learners (ELLs) are a heterogeneous group 200 different languages The largest group (70) are Spanish speakers ELL enrollment has increased 114 in the last
ten years The ten most commonly spoken languages
are Spanish Chinese Vietnamese Russian Arabic Korean Khmer Gujarati French Creole amp Pidgins The majority of ELLs were born in the US
Top 10 LEAs by ELL Enrollment
55 of the Total ELL Population
LEA Name No of ELLs
Philadelphia City SD 13281
Reading SD 3063
Allentown City SD 2173
Lancaster SD 2030
Bethlehem Area SD 1236
York City SD 1169
Hazleton Area SD 975
Erie City SD 850
Upper Darby SD 712
Harrisburg City SD 627
In Pennsylvania 189 districts and charter schools currently have fewer than 10 ELLs
4
9252012
ELLs in Special Education
6270 ELLs in Special Education (2009) 1 of 8 ELLs has an IEP and
receives Special Education services
In Pennsylvania
bull The largest numbers of ELLs who receive Special Education are in the Learning Disability category
bull The percentages of ELLs with IEPs are greater in districts with fewer than 20 English language learners
5
9252012
This trend is not happening only in PA
Special education had become the default intervention Special education was seen as the place with the answers without taking into consideration what the long-term implications were going to be for the studentsldquo Sonia Picos Program Manager Special Education Department San Diego School District
National Data
National research done within the last decade including a 2003 study commissioned by the US Department of Education found that over identification occurred more commonly in districts with small numbers of ELLs (fewer than 99 such students) and under identification was more common in districts with larger English language learner populations
6
9252012
National Data
Less than 20 of public school teachers in the US who have at least one ELL in their class are certified to teach ELLs (Waxman Tellez amp Walberg 2004)
Thus most teachers lack the training expertise and experience in teaching reading and other subjects to ELLs
National Data
Most multidisciplinary school teams charged with making special education eligibility decisions for ELLs also lack the training and experience in differentiating language difference from a learning disability (Collier 2001 Flanagan amp Ortiz 2001 Klingner Artiles amp Barletta 2006 Ortiz 1997)
7
9252012
What do Special Education Teachers Need to Know About ESL Programs
Educating Students With Limited English Proficiency (LEP) and English Language Learners
State regulation 22 Pa Code sect 426 declares Every school district shall provide a program for each student whose dominant language is not English for the purpose of facilitating the students achievement of English proficiency and the academic standards under sect 412 (relating to academic standards) Programs under this section shall include appropriate bilingual-bicultural or English as a second language (ESL) instruction
16
8
9252012
ESL Program
17
ESL Program
(1)planned instruction by a qualified ESL Bilingual teacher
(2)adaptationsmodifications in the delivery of content instruction by all teachers based on the studentrsquos language proficiency level and the Pennsylvania Language Proficiency Standards (PA ELPS) for ELLs as well as the Pennsylvania academic standards
9
Specific Components of ESL Programs
bull PA English Language Proficiency Standards (ELPS)
bull Model Performance Indicators (MPIs) bull WIDA CAN-DO Descriptors bull English Language Proficiency
Assessments
PA Academic Standards amp PA ELP Standards
PA Academic Standards bull Are for ALL students bull Are part of Curriculum
Framework bull Guide content instruction
bull Comprise content specific objectives
PA ELP Standards bull Are for ELLs bull Are part of the
Curriculum Framework for ELLs
bull Guide district ESL and content curriculum and instruction
bull Include both content and language objectives
20
9252012
10
9252012
The Pennsylvania English Language Proficiency Standards (ELPS) wwwpdesasorg
Standard 1English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting
English language learners communicate information ideas and concepts necessary for academic success Standard 2 in the content area of LANGUAGE ARTS
Standard 3 in the content area of MATHEMATICS
Standard 4 in the content area of SCIENCE
Standard 5 in the content area of SOCIAL STUDIES
21
Using a strand of MPIs
bull Science grade level cluster 9-12 Writing ClassroomFormative ndash Look at Level 3
bull What is the difference in language demand and content demand between levels 3 and 5
Level 1 Level 2 Level 3 Level 4 Level 5 Standard
Entering Beginning Developing Expanding Bridging Or Anchor
Level 6-
Reach
ing
W r i t i n g
Use drawings words and phrases to answer WH questions on lab reports based on science experiments in small groups
Use phrases or sentences with diagrams to answer questions on lab reports based on experiments with a partner
Complete lab reports following stepshyby-step procedures based on experiments
Produce lab reports from outlines or learning logs based on science experiments
Produce detailed lab reports based on grade level science experiments
S11A21
22
11
Tell a story that involves a specific
mathematical operation with a
partner
Tell a story that involves a specific
mathematical operation with a
partner
9252012
Sample MPI
Content stem
Support
Tell the steps to solve a long
division problem with a partner
Language function
English Language Proficiency Standard 3 Mathematics
Grade Level Cluster 4-5 Domain SPEAKING Proficiency Level 3 Level 1
Entering Level 2
Beginning Level 3
Developing Level 4
Expanding Level 5
Bridging Standard or
Anchor
Level 6-
Reach
ing
L i S t e n I n g
S p Tell a story that e involves a
specific a mathematical k operation with I a partner
n g 23
The Levels of English Language Proficiency
ENTERING
BEGINNING
DEVELOPING
EXPANDING
1
2
3
4
5
6 REACHING
BRIDGING
24
12
9252012
WIDA-ACCESS Placement Test (W-APT)
State-mandated English language proficiency assessment
Measures English language proficiency in listening speaking reading and writing
What is ACCESS for ELLs (Assessment of Communication and Comprehension of English State to State)
bull A state-mandated assessment of English Language Proficiency (measures Listening Speaking Reading and Writing)
bull Required by NCLB Title III Language Instruction for LEP and Immigrant Children and Youth
bull Administered once a year in early spring bull An accountability tool equal to PSSA
13
9252012
The Can Do Descriptors
The WIDA CAN DO Descriptors are commonly used by ESL teachers in coaching teachers about differentiated instruction for English language learners (ELLs) They can also be used to plan lessons or observe students progress You can download this document from the WIDA website wwwwidaus
28
14
9252012
Can Do Descriptors Grades 9-12 (Speaking)
Level 1 Entering
Level 2 Beginner
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Answer yesno or choice questions within context of lessons or personal experiences bull Provide identifying information about self bull Name everyday objects and pre-taught vocabulary bull Repeat words short phrases memorized chunks of language
Describe persons places events or objects bull Ask WH-questions to clarify meaning bull Give features of content based material (eg time periods) bull Characterize issues situations regions shown in illustrations
Suggest ways to resolve issues or pose solutions bullCompare contrast features traits characteristics using general and some specific language bull Sequence processes cycles procedures or events bull Conduct interviews or gather information through oral interaction bull Estimate make predictions or pose hypotheses from models
Take a stance and use evidence to defend it bull Explain content-related issues and concepts bull Compare and contrast points of view bull Analyze and share pros and cons of choices bull Use and respond to gossip slang and idiomatic expressions bull Use speaking strategies (eg circumlocution)
Give multimedia oral presentations on grade-level material bull Engage in debatesdiscussions on content-related issues using technical language bull Explain metacognitive strategies for solving problems (eg ldquoTell me how you know itrdquo) bull Negotiate meaning in pairs or group discussions
30
Sensory Graphic and Interactive Supports
15
32
9252012
31
Sensory Supports by Content Area
16
9252012
What do ESL Teachers Need to Know About Special Education
bull Overview of Special Education and the role and responsibilities of the ESL teacher
bull Frequently Asked Questions regarding ELLs receiving Special Education Services and ESL Instruction
Scenario
bull You are an ESL teacher bull It is Septemberhellip classes are starting bull You are informed by your principal that you
will be teaching 3 students with IEPs bull You have no experience teaching students
with disabilities
What do you do Where do you start
17
9252012
What do you do
bull Getting Familiar with the IEP form ndash IEP form wwwpattannet ndash Annotated IEP form wwwpattannet ndash IEP form and annotated form ndash available in
different languages wwwpattannet
bull Getting familiar with the student ndash What would you ask the principal The special
Education teacher What would you review Who can help
Getting familiar with the IEP form
bull Read the IEP form and the Annotated IEP form
bull All sections are important and the order of the information is provided
bull Pay attention to ndash Special considerations the IEP team must
considerhellip
ndash Present levels of Academic Achievementhellip ndash Participation in State and Local Assessments
18
9252012
Getting familiar with the IEP form - continued
ndash Goals and Objectives ndash Program Modifications and Specially Designed
Instruction ndash Supports for School Personnel ndash Educational Placement type of service and type of
support
Additional Resources wwwpattannet
bull Chapter 14 and IDEA Regulations (Special Education Services and Programs)
bull Chapter 711 (Charter School and Cyber School Services and Programs for Children with Disabilities)
bull Chapter 15 (Protected Handicapped Students)
bull The Special Education Effective Practices for my General Education Classroom (online)
19
9252012
Disabilities Implications for ELLs
bull Orthopedic impairment bull Autism bull Other health impairment bull Deaf-blindness bull Specific learning disability bull Deafness bull Speech or language bull Emotional disturbance
impairmentbull Hearing impairment
bull Traumatic brain injury bull Mental retardation
bull Visual impairment bull Multiple disabilities including blindness
Determining Eligibility for Special Education
A student may be eligible for special education if the student
1) Has a disability and 2) Needs special education as determined by an evaluation team
A student must meet both qualifications in order to be eligible for special education
20
9252012
What do ESL teachers bring to the table
Expertise abouthellip bull Second language acquisition process and working with
students with diverse backgrounds bull How to develop appropriate IEPs based on English language
proficiency of the student bull How to help differentiate between a typical ELL at a specific
language proficiency level versus other ELLs with similar profiles
bull How to ensure that multiple data sources are used throughout the process (eg years in the US years of instruction in English English language proficiency as per W-APT ACCESS for ELLs etc)
What do ESL teachers bring to the table continued
Expertise abouthellip bull W-APT and ACCESS for ELLs scores interpretation bull Descriptor of the studentrsquos ELP level bull WIDA CAN DO Descriptors relative to the grade and ELP
levels of the individual student bull Guidance regarding development of Model Performance
Indicators (MPIs) bull Cultural norms linguistic differences parent communication bull Expertise to help the IEP determine if previous ESL
instruction was appropriate in quantity and quality
21
9252012
Frequently Asked Questions ndash ELLs receiving Special Education Services
Should an ESL teacher be a member of the IEP team for an English language learner (ELL)
When an IEP team is developing the IEP for an English Language Learner (ELLs) can the team deviate from the ldquoguidelines to consider when planning direct instructionrdquo which are listed in the BEC 22 PA code 426
Should an ESL student with a disability receive both ESL instruction and special education services Who makes the decision regarding the instructional plan
Are districts required to wait 3 years for a referral for an evaluation
Frequently Asked Questions ndash ELLs receiving Special Education Services Should assessment data related to second language acquisition be part of the evaluation report
Who decides the need for and amount of ESL services an ELL student with a disability receives
What criteria are used when determining specific assessments for an ELL
What criteria are used for exiting students from the ESL programs How does the criteria relate to severely disabled students who have not acquired any language skills
22
9252012
People
Policies Practices
What are Culturally Responsive Educational Systems
wwwnccrestorg
Culturally Responsive Educational Systems Students who come from culturally and linguistically diverse backgrounds can excel in academic endeavors if their culture language heritage and experiences are valued and used to facilitate their learning and development Moreover culturally responsive educational systems create spaces for teacher reflection inquiry and mutual support around issues of cultural differences and academic achievement
23
9252012
Collaborative school-community relationships
bullParents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins)
bullBy being involved with the families and communities of English learners educators come to understand the social linguistic and cultural contexts in which the children are being raised (Ortiz)
Collaborative school-community relationships
bull Educators respect cultural differences in child-rearing practices and in how parents choose to be involved in their childrens education (Garcia amp Dominguez)
24
9252012
Focus on the Classroom Cultures in the Classroom
What students amp teachers bring with them
Whatrsquos already there
The work people do together
The Classroom Culture Classroom Cultures
wwwnccrestorg
ESL Teacher and Special Education Teacher Collaboration
bull Teachers can share instructional resources observe each others classrooms and offer suggestions for improving instruction or managing behavior
bull ESL teachers can demonstrate strategies to support English language learners in Special Education and General Education classrooms
25
9252012
ESL Teacher and Special Education Teacher Collaboration
bull In schools with positive climates faculty function as a community and share the goal of helping students and each other regardless of the labels students have been given or the programs or classrooms to which teachers and students are assigned
Collaborative Preparation for Planned Instruction
bull What are the academic and language needs of the student
bull How are the goals of the IEP addressed bull What will the delivery of instruction look
like bull Do all teachers understand second
language acquisition process
26
Collaborative Preparation for Planned Instruction
bull Are the needs of the student based upon learning disability or language difference or both
bull Do all teachers understand cultural differences
bull What is the cultural perception regarding a student identified with a disability
Points for your collaborative discussions
Special Education bull Studentrsquos type of disability bull Cognitive skill development bull Studentrsquos behaviors bull Effective instructional
strategies for this student bull Standards-based instruction
ndash PA Core Standards bull Assessments
ESL bull Studentrsquos personal
environmental background bull Home Language bull Home Culture bull Standards-based instruction
ndash PA ELPS bull Assessments specific to
individual ELL bull Professionalism
9252012
27
9252012
Resources
bull Brown Dale S and Karen Ford (2007) Communication Strategies for All Classrooms Focusing on English Language Learners and Students with Learning Disabilities
bull English Language Learners with Special Needs Effective Instructional Strategies httpwwwldonlineorgarticle5622
bull Evaluating ELLs for Special Needs a Challenge Education Week Published Online August 28 2012
httpwwwedweekorgewarticles2012082902ell_e ph32htmltkn=OMWFMLYL2FIuZu0hKaWlqX3ZlH QdH6oeE1CtNampcmp=ENL-EU-NEWS
Resources continued
bull Learning Disabilities in English Language Learners wwwldonlineorgspearswerlingLearning_Dis abilities_in_English_Language_Learners
bull Ortiz Alba (2001) English Language Learners with Special Needs Effective Instructional Strategies
bull Torres-Velasquez Diane and Diane Rodriguez (2005) Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities
28
Directions for follow-up
bull You will receive an email with your grouprsquos members your assignment and directions for completion and submission of assignment
bull If you donrsquot receive this email by noon tomorrow please contact Marie Strobel at mstrobelpattannet Be sure to enter gtgtgt in the subject box
Contact Information wwwpattannet
Ana Sainz de la Pentildea Educational Consultant asainzdelapenapattannet
Victor Rodriguez-Diaz Assistant Director VRodriguezpattannet
Paula Zucker amp Connie E Cochran RtII and ELL Technical Assistants
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
9252012
29
9252012
PDErsquos Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure Individualized Education Program (IEP)
teams begin with the general education setting with the use of Supplementary Aids and Services
before considering a more restrictive environment
The population of English language learners in Pennsylvania has increased 114 in the past 10 years (OELA Report 2010) The purpose of this presentation is to address the academic linguistic and cultural needs of English language learners (ELLs) including ELLs in Special Education with the intention of building capacity among educators school administrators and other professionals who work with ELLs and their families The content of the presentation has been developed to inform support and empower educators to embrace the beliefs that all teachers must take responsibility for providing an equitable education for all children acknowledge that each English language learner has a unique set of academic linguistic and socio-cultural strengths and needs and that it is our responsibility to figure out how to use these competencies and skills to lead them to academic success
Pennsylvania Training and Technical Assistance Network
2
9252012
Explanation of Series
bull This series consists of 3 sections 1 Todayrsquos webinar from 300 to 430 pm 2 A PLC group activity that will be assigned at
the end of todayrsquos webinar The PLC activity will be due via email by NOVEMBER 15
3 The final webinar will take place on DECEMBER 6 from 300 to 430
bull In order to receive Act 48 hours for this series you must participate in all 3 sections
Outcomes
bull Increased collaboration between ESL and Special Educators by clarifying each otherrsquos roles instructional practices and policy related to the education of ELLs
bull Collaborate in the development of an instructional plan for ELLs with IEPs addressing their linguistic academic and behavioral needs
3
9252012
Who are our ELLs There are 47894 ELLs in PA
English Language Learners (ELLs) are a heterogeneous group 200 different languages The largest group (70) are Spanish speakers ELL enrollment has increased 114 in the last
ten years The ten most commonly spoken languages
are Spanish Chinese Vietnamese Russian Arabic Korean Khmer Gujarati French Creole amp Pidgins The majority of ELLs were born in the US
Top 10 LEAs by ELL Enrollment
55 of the Total ELL Population
LEA Name No of ELLs
Philadelphia City SD 13281
Reading SD 3063
Allentown City SD 2173
Lancaster SD 2030
Bethlehem Area SD 1236
York City SD 1169
Hazleton Area SD 975
Erie City SD 850
Upper Darby SD 712
Harrisburg City SD 627
In Pennsylvania 189 districts and charter schools currently have fewer than 10 ELLs
4
9252012
ELLs in Special Education
6270 ELLs in Special Education (2009) 1 of 8 ELLs has an IEP and
receives Special Education services
In Pennsylvania
bull The largest numbers of ELLs who receive Special Education are in the Learning Disability category
bull The percentages of ELLs with IEPs are greater in districts with fewer than 20 English language learners
5
9252012
This trend is not happening only in PA
Special education had become the default intervention Special education was seen as the place with the answers without taking into consideration what the long-term implications were going to be for the studentsldquo Sonia Picos Program Manager Special Education Department San Diego School District
National Data
National research done within the last decade including a 2003 study commissioned by the US Department of Education found that over identification occurred more commonly in districts with small numbers of ELLs (fewer than 99 such students) and under identification was more common in districts with larger English language learner populations
6
9252012
National Data
Less than 20 of public school teachers in the US who have at least one ELL in their class are certified to teach ELLs (Waxman Tellez amp Walberg 2004)
Thus most teachers lack the training expertise and experience in teaching reading and other subjects to ELLs
National Data
Most multidisciplinary school teams charged with making special education eligibility decisions for ELLs also lack the training and experience in differentiating language difference from a learning disability (Collier 2001 Flanagan amp Ortiz 2001 Klingner Artiles amp Barletta 2006 Ortiz 1997)
7
9252012
What do Special Education Teachers Need to Know About ESL Programs
Educating Students With Limited English Proficiency (LEP) and English Language Learners
State regulation 22 Pa Code sect 426 declares Every school district shall provide a program for each student whose dominant language is not English for the purpose of facilitating the students achievement of English proficiency and the academic standards under sect 412 (relating to academic standards) Programs under this section shall include appropriate bilingual-bicultural or English as a second language (ESL) instruction
16
8
9252012
ESL Program
17
ESL Program
(1)planned instruction by a qualified ESL Bilingual teacher
(2)adaptationsmodifications in the delivery of content instruction by all teachers based on the studentrsquos language proficiency level and the Pennsylvania Language Proficiency Standards (PA ELPS) for ELLs as well as the Pennsylvania academic standards
9
Specific Components of ESL Programs
bull PA English Language Proficiency Standards (ELPS)
bull Model Performance Indicators (MPIs) bull WIDA CAN-DO Descriptors bull English Language Proficiency
Assessments
PA Academic Standards amp PA ELP Standards
PA Academic Standards bull Are for ALL students bull Are part of Curriculum
Framework bull Guide content instruction
bull Comprise content specific objectives
PA ELP Standards bull Are for ELLs bull Are part of the
Curriculum Framework for ELLs
bull Guide district ESL and content curriculum and instruction
bull Include both content and language objectives
20
9252012
10
9252012
The Pennsylvania English Language Proficiency Standards (ELPS) wwwpdesasorg
Standard 1English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting
English language learners communicate information ideas and concepts necessary for academic success Standard 2 in the content area of LANGUAGE ARTS
Standard 3 in the content area of MATHEMATICS
Standard 4 in the content area of SCIENCE
Standard 5 in the content area of SOCIAL STUDIES
21
Using a strand of MPIs
bull Science grade level cluster 9-12 Writing ClassroomFormative ndash Look at Level 3
bull What is the difference in language demand and content demand between levels 3 and 5
Level 1 Level 2 Level 3 Level 4 Level 5 Standard
Entering Beginning Developing Expanding Bridging Or Anchor
Level 6-
Reach
ing
W r i t i n g
Use drawings words and phrases to answer WH questions on lab reports based on science experiments in small groups
Use phrases or sentences with diagrams to answer questions on lab reports based on experiments with a partner
Complete lab reports following stepshyby-step procedures based on experiments
Produce lab reports from outlines or learning logs based on science experiments
Produce detailed lab reports based on grade level science experiments
S11A21
22
11
Tell a story that involves a specific
mathematical operation with a
partner
Tell a story that involves a specific
mathematical operation with a
partner
9252012
Sample MPI
Content stem
Support
Tell the steps to solve a long
division problem with a partner
Language function
English Language Proficiency Standard 3 Mathematics
Grade Level Cluster 4-5 Domain SPEAKING Proficiency Level 3 Level 1
Entering Level 2
Beginning Level 3
Developing Level 4
Expanding Level 5
Bridging Standard or
Anchor
Level 6-
Reach
ing
L i S t e n I n g
S p Tell a story that e involves a
specific a mathematical k operation with I a partner
n g 23
The Levels of English Language Proficiency
ENTERING
BEGINNING
DEVELOPING
EXPANDING
1
2
3
4
5
6 REACHING
BRIDGING
24
12
9252012
WIDA-ACCESS Placement Test (W-APT)
State-mandated English language proficiency assessment
Measures English language proficiency in listening speaking reading and writing
What is ACCESS for ELLs (Assessment of Communication and Comprehension of English State to State)
bull A state-mandated assessment of English Language Proficiency (measures Listening Speaking Reading and Writing)
bull Required by NCLB Title III Language Instruction for LEP and Immigrant Children and Youth
bull Administered once a year in early spring bull An accountability tool equal to PSSA
13
9252012
The Can Do Descriptors
The WIDA CAN DO Descriptors are commonly used by ESL teachers in coaching teachers about differentiated instruction for English language learners (ELLs) They can also be used to plan lessons or observe students progress You can download this document from the WIDA website wwwwidaus
28
14
9252012
Can Do Descriptors Grades 9-12 (Speaking)
Level 1 Entering
Level 2 Beginner
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Answer yesno or choice questions within context of lessons or personal experiences bull Provide identifying information about self bull Name everyday objects and pre-taught vocabulary bull Repeat words short phrases memorized chunks of language
Describe persons places events or objects bull Ask WH-questions to clarify meaning bull Give features of content based material (eg time periods) bull Characterize issues situations regions shown in illustrations
Suggest ways to resolve issues or pose solutions bullCompare contrast features traits characteristics using general and some specific language bull Sequence processes cycles procedures or events bull Conduct interviews or gather information through oral interaction bull Estimate make predictions or pose hypotheses from models
Take a stance and use evidence to defend it bull Explain content-related issues and concepts bull Compare and contrast points of view bull Analyze and share pros and cons of choices bull Use and respond to gossip slang and idiomatic expressions bull Use speaking strategies (eg circumlocution)
Give multimedia oral presentations on grade-level material bull Engage in debatesdiscussions on content-related issues using technical language bull Explain metacognitive strategies for solving problems (eg ldquoTell me how you know itrdquo) bull Negotiate meaning in pairs or group discussions
30
Sensory Graphic and Interactive Supports
15
32
9252012
31
Sensory Supports by Content Area
16
9252012
What do ESL Teachers Need to Know About Special Education
bull Overview of Special Education and the role and responsibilities of the ESL teacher
bull Frequently Asked Questions regarding ELLs receiving Special Education Services and ESL Instruction
Scenario
bull You are an ESL teacher bull It is Septemberhellip classes are starting bull You are informed by your principal that you
will be teaching 3 students with IEPs bull You have no experience teaching students
with disabilities
What do you do Where do you start
17
9252012
What do you do
bull Getting Familiar with the IEP form ndash IEP form wwwpattannet ndash Annotated IEP form wwwpattannet ndash IEP form and annotated form ndash available in
different languages wwwpattannet
bull Getting familiar with the student ndash What would you ask the principal The special
Education teacher What would you review Who can help
Getting familiar with the IEP form
bull Read the IEP form and the Annotated IEP form
bull All sections are important and the order of the information is provided
bull Pay attention to ndash Special considerations the IEP team must
considerhellip
ndash Present levels of Academic Achievementhellip ndash Participation in State and Local Assessments
18
9252012
Getting familiar with the IEP form - continued
ndash Goals and Objectives ndash Program Modifications and Specially Designed
Instruction ndash Supports for School Personnel ndash Educational Placement type of service and type of
support
Additional Resources wwwpattannet
bull Chapter 14 and IDEA Regulations (Special Education Services and Programs)
bull Chapter 711 (Charter School and Cyber School Services and Programs for Children with Disabilities)
bull Chapter 15 (Protected Handicapped Students)
bull The Special Education Effective Practices for my General Education Classroom (online)
19
9252012
Disabilities Implications for ELLs
bull Orthopedic impairment bull Autism bull Other health impairment bull Deaf-blindness bull Specific learning disability bull Deafness bull Speech or language bull Emotional disturbance
impairmentbull Hearing impairment
bull Traumatic brain injury bull Mental retardation
bull Visual impairment bull Multiple disabilities including blindness
Determining Eligibility for Special Education
A student may be eligible for special education if the student
1) Has a disability and 2) Needs special education as determined by an evaluation team
A student must meet both qualifications in order to be eligible for special education
20
9252012
What do ESL teachers bring to the table
Expertise abouthellip bull Second language acquisition process and working with
students with diverse backgrounds bull How to develop appropriate IEPs based on English language
proficiency of the student bull How to help differentiate between a typical ELL at a specific
language proficiency level versus other ELLs with similar profiles
bull How to ensure that multiple data sources are used throughout the process (eg years in the US years of instruction in English English language proficiency as per W-APT ACCESS for ELLs etc)
What do ESL teachers bring to the table continued
Expertise abouthellip bull W-APT and ACCESS for ELLs scores interpretation bull Descriptor of the studentrsquos ELP level bull WIDA CAN DO Descriptors relative to the grade and ELP
levels of the individual student bull Guidance regarding development of Model Performance
Indicators (MPIs) bull Cultural norms linguistic differences parent communication bull Expertise to help the IEP determine if previous ESL
instruction was appropriate in quantity and quality
21
9252012
Frequently Asked Questions ndash ELLs receiving Special Education Services
Should an ESL teacher be a member of the IEP team for an English language learner (ELL)
When an IEP team is developing the IEP for an English Language Learner (ELLs) can the team deviate from the ldquoguidelines to consider when planning direct instructionrdquo which are listed in the BEC 22 PA code 426
Should an ESL student with a disability receive both ESL instruction and special education services Who makes the decision regarding the instructional plan
Are districts required to wait 3 years for a referral for an evaluation
Frequently Asked Questions ndash ELLs receiving Special Education Services Should assessment data related to second language acquisition be part of the evaluation report
Who decides the need for and amount of ESL services an ELL student with a disability receives
What criteria are used when determining specific assessments for an ELL
What criteria are used for exiting students from the ESL programs How does the criteria relate to severely disabled students who have not acquired any language skills
22
9252012
People
Policies Practices
What are Culturally Responsive Educational Systems
wwwnccrestorg
Culturally Responsive Educational Systems Students who come from culturally and linguistically diverse backgrounds can excel in academic endeavors if their culture language heritage and experiences are valued and used to facilitate their learning and development Moreover culturally responsive educational systems create spaces for teacher reflection inquiry and mutual support around issues of cultural differences and academic achievement
23
9252012
Collaborative school-community relationships
bullParents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins)
bullBy being involved with the families and communities of English learners educators come to understand the social linguistic and cultural contexts in which the children are being raised (Ortiz)
Collaborative school-community relationships
bull Educators respect cultural differences in child-rearing practices and in how parents choose to be involved in their childrens education (Garcia amp Dominguez)
24
9252012
Focus on the Classroom Cultures in the Classroom
What students amp teachers bring with them
Whatrsquos already there
The work people do together
The Classroom Culture Classroom Cultures
wwwnccrestorg
ESL Teacher and Special Education Teacher Collaboration
bull Teachers can share instructional resources observe each others classrooms and offer suggestions for improving instruction or managing behavior
bull ESL teachers can demonstrate strategies to support English language learners in Special Education and General Education classrooms
25
9252012
ESL Teacher and Special Education Teacher Collaboration
bull In schools with positive climates faculty function as a community and share the goal of helping students and each other regardless of the labels students have been given or the programs or classrooms to which teachers and students are assigned
Collaborative Preparation for Planned Instruction
bull What are the academic and language needs of the student
bull How are the goals of the IEP addressed bull What will the delivery of instruction look
like bull Do all teachers understand second
language acquisition process
26
Collaborative Preparation for Planned Instruction
bull Are the needs of the student based upon learning disability or language difference or both
bull Do all teachers understand cultural differences
bull What is the cultural perception regarding a student identified with a disability
Points for your collaborative discussions
Special Education bull Studentrsquos type of disability bull Cognitive skill development bull Studentrsquos behaviors bull Effective instructional
strategies for this student bull Standards-based instruction
ndash PA Core Standards bull Assessments
ESL bull Studentrsquos personal
environmental background bull Home Language bull Home Culture bull Standards-based instruction
ndash PA ELPS bull Assessments specific to
individual ELL bull Professionalism
9252012
27
9252012
Resources
bull Brown Dale S and Karen Ford (2007) Communication Strategies for All Classrooms Focusing on English Language Learners and Students with Learning Disabilities
bull English Language Learners with Special Needs Effective Instructional Strategies httpwwwldonlineorgarticle5622
bull Evaluating ELLs for Special Needs a Challenge Education Week Published Online August 28 2012
httpwwwedweekorgewarticles2012082902ell_e ph32htmltkn=OMWFMLYL2FIuZu0hKaWlqX3ZlH QdH6oeE1CtNampcmp=ENL-EU-NEWS
Resources continued
bull Learning Disabilities in English Language Learners wwwldonlineorgspearswerlingLearning_Dis abilities_in_English_Language_Learners
bull Ortiz Alba (2001) English Language Learners with Special Needs Effective Instructional Strategies
bull Torres-Velasquez Diane and Diane Rodriguez (2005) Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities
28
Directions for follow-up
bull You will receive an email with your grouprsquos members your assignment and directions for completion and submission of assignment
bull If you donrsquot receive this email by noon tomorrow please contact Marie Strobel at mstrobelpattannet Be sure to enter gtgtgt in the subject box
Contact Information wwwpattannet
Ana Sainz de la Pentildea Educational Consultant asainzdelapenapattannet
Victor Rodriguez-Diaz Assistant Director VRodriguezpattannet
Paula Zucker amp Connie E Cochran RtII and ELL Technical Assistants
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
9252012
29
9252012
Explanation of Series
bull This series consists of 3 sections 1 Todayrsquos webinar from 300 to 430 pm 2 A PLC group activity that will be assigned at
the end of todayrsquos webinar The PLC activity will be due via email by NOVEMBER 15
3 The final webinar will take place on DECEMBER 6 from 300 to 430
bull In order to receive Act 48 hours for this series you must participate in all 3 sections
Outcomes
bull Increased collaboration between ESL and Special Educators by clarifying each otherrsquos roles instructional practices and policy related to the education of ELLs
bull Collaborate in the development of an instructional plan for ELLs with IEPs addressing their linguistic academic and behavioral needs
3
9252012
Who are our ELLs There are 47894 ELLs in PA
English Language Learners (ELLs) are a heterogeneous group 200 different languages The largest group (70) are Spanish speakers ELL enrollment has increased 114 in the last
ten years The ten most commonly spoken languages
are Spanish Chinese Vietnamese Russian Arabic Korean Khmer Gujarati French Creole amp Pidgins The majority of ELLs were born in the US
Top 10 LEAs by ELL Enrollment
55 of the Total ELL Population
LEA Name No of ELLs
Philadelphia City SD 13281
Reading SD 3063
Allentown City SD 2173
Lancaster SD 2030
Bethlehem Area SD 1236
York City SD 1169
Hazleton Area SD 975
Erie City SD 850
Upper Darby SD 712
Harrisburg City SD 627
In Pennsylvania 189 districts and charter schools currently have fewer than 10 ELLs
4
9252012
ELLs in Special Education
6270 ELLs in Special Education (2009) 1 of 8 ELLs has an IEP and
receives Special Education services
In Pennsylvania
bull The largest numbers of ELLs who receive Special Education are in the Learning Disability category
bull The percentages of ELLs with IEPs are greater in districts with fewer than 20 English language learners
5
9252012
This trend is not happening only in PA
Special education had become the default intervention Special education was seen as the place with the answers without taking into consideration what the long-term implications were going to be for the studentsldquo Sonia Picos Program Manager Special Education Department San Diego School District
National Data
National research done within the last decade including a 2003 study commissioned by the US Department of Education found that over identification occurred more commonly in districts with small numbers of ELLs (fewer than 99 such students) and under identification was more common in districts with larger English language learner populations
6
9252012
National Data
Less than 20 of public school teachers in the US who have at least one ELL in their class are certified to teach ELLs (Waxman Tellez amp Walberg 2004)
Thus most teachers lack the training expertise and experience in teaching reading and other subjects to ELLs
National Data
Most multidisciplinary school teams charged with making special education eligibility decisions for ELLs also lack the training and experience in differentiating language difference from a learning disability (Collier 2001 Flanagan amp Ortiz 2001 Klingner Artiles amp Barletta 2006 Ortiz 1997)
7
9252012
What do Special Education Teachers Need to Know About ESL Programs
Educating Students With Limited English Proficiency (LEP) and English Language Learners
State regulation 22 Pa Code sect 426 declares Every school district shall provide a program for each student whose dominant language is not English for the purpose of facilitating the students achievement of English proficiency and the academic standards under sect 412 (relating to academic standards) Programs under this section shall include appropriate bilingual-bicultural or English as a second language (ESL) instruction
16
8
9252012
ESL Program
17
ESL Program
(1)planned instruction by a qualified ESL Bilingual teacher
(2)adaptationsmodifications in the delivery of content instruction by all teachers based on the studentrsquos language proficiency level and the Pennsylvania Language Proficiency Standards (PA ELPS) for ELLs as well as the Pennsylvania academic standards
9
Specific Components of ESL Programs
bull PA English Language Proficiency Standards (ELPS)
bull Model Performance Indicators (MPIs) bull WIDA CAN-DO Descriptors bull English Language Proficiency
Assessments
PA Academic Standards amp PA ELP Standards
PA Academic Standards bull Are for ALL students bull Are part of Curriculum
Framework bull Guide content instruction
bull Comprise content specific objectives
PA ELP Standards bull Are for ELLs bull Are part of the
Curriculum Framework for ELLs
bull Guide district ESL and content curriculum and instruction
bull Include both content and language objectives
20
9252012
10
9252012
The Pennsylvania English Language Proficiency Standards (ELPS) wwwpdesasorg
Standard 1English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting
English language learners communicate information ideas and concepts necessary for academic success Standard 2 in the content area of LANGUAGE ARTS
Standard 3 in the content area of MATHEMATICS
Standard 4 in the content area of SCIENCE
Standard 5 in the content area of SOCIAL STUDIES
21
Using a strand of MPIs
bull Science grade level cluster 9-12 Writing ClassroomFormative ndash Look at Level 3
bull What is the difference in language demand and content demand between levels 3 and 5
Level 1 Level 2 Level 3 Level 4 Level 5 Standard
Entering Beginning Developing Expanding Bridging Or Anchor
Level 6-
Reach
ing
W r i t i n g
Use drawings words and phrases to answer WH questions on lab reports based on science experiments in small groups
Use phrases or sentences with diagrams to answer questions on lab reports based on experiments with a partner
Complete lab reports following stepshyby-step procedures based on experiments
Produce lab reports from outlines or learning logs based on science experiments
Produce detailed lab reports based on grade level science experiments
S11A21
22
11
Tell a story that involves a specific
mathematical operation with a
partner
Tell a story that involves a specific
mathematical operation with a
partner
9252012
Sample MPI
Content stem
Support
Tell the steps to solve a long
division problem with a partner
Language function
English Language Proficiency Standard 3 Mathematics
Grade Level Cluster 4-5 Domain SPEAKING Proficiency Level 3 Level 1
Entering Level 2
Beginning Level 3
Developing Level 4
Expanding Level 5
Bridging Standard or
Anchor
Level 6-
Reach
ing
L i S t e n I n g
S p Tell a story that e involves a
specific a mathematical k operation with I a partner
n g 23
The Levels of English Language Proficiency
ENTERING
BEGINNING
DEVELOPING
EXPANDING
1
2
3
4
5
6 REACHING
BRIDGING
24
12
9252012
WIDA-ACCESS Placement Test (W-APT)
State-mandated English language proficiency assessment
Measures English language proficiency in listening speaking reading and writing
What is ACCESS for ELLs (Assessment of Communication and Comprehension of English State to State)
bull A state-mandated assessment of English Language Proficiency (measures Listening Speaking Reading and Writing)
bull Required by NCLB Title III Language Instruction for LEP and Immigrant Children and Youth
bull Administered once a year in early spring bull An accountability tool equal to PSSA
13
9252012
The Can Do Descriptors
The WIDA CAN DO Descriptors are commonly used by ESL teachers in coaching teachers about differentiated instruction for English language learners (ELLs) They can also be used to plan lessons or observe students progress You can download this document from the WIDA website wwwwidaus
28
14
9252012
Can Do Descriptors Grades 9-12 (Speaking)
Level 1 Entering
Level 2 Beginner
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Answer yesno or choice questions within context of lessons or personal experiences bull Provide identifying information about self bull Name everyday objects and pre-taught vocabulary bull Repeat words short phrases memorized chunks of language
Describe persons places events or objects bull Ask WH-questions to clarify meaning bull Give features of content based material (eg time periods) bull Characterize issues situations regions shown in illustrations
Suggest ways to resolve issues or pose solutions bullCompare contrast features traits characteristics using general and some specific language bull Sequence processes cycles procedures or events bull Conduct interviews or gather information through oral interaction bull Estimate make predictions or pose hypotheses from models
Take a stance and use evidence to defend it bull Explain content-related issues and concepts bull Compare and contrast points of view bull Analyze and share pros and cons of choices bull Use and respond to gossip slang and idiomatic expressions bull Use speaking strategies (eg circumlocution)
Give multimedia oral presentations on grade-level material bull Engage in debatesdiscussions on content-related issues using technical language bull Explain metacognitive strategies for solving problems (eg ldquoTell me how you know itrdquo) bull Negotiate meaning in pairs or group discussions
30
Sensory Graphic and Interactive Supports
15
32
9252012
31
Sensory Supports by Content Area
16
9252012
What do ESL Teachers Need to Know About Special Education
bull Overview of Special Education and the role and responsibilities of the ESL teacher
bull Frequently Asked Questions regarding ELLs receiving Special Education Services and ESL Instruction
Scenario
bull You are an ESL teacher bull It is Septemberhellip classes are starting bull You are informed by your principal that you
will be teaching 3 students with IEPs bull You have no experience teaching students
with disabilities
What do you do Where do you start
17
9252012
What do you do
bull Getting Familiar with the IEP form ndash IEP form wwwpattannet ndash Annotated IEP form wwwpattannet ndash IEP form and annotated form ndash available in
different languages wwwpattannet
bull Getting familiar with the student ndash What would you ask the principal The special
Education teacher What would you review Who can help
Getting familiar with the IEP form
bull Read the IEP form and the Annotated IEP form
bull All sections are important and the order of the information is provided
bull Pay attention to ndash Special considerations the IEP team must
considerhellip
ndash Present levels of Academic Achievementhellip ndash Participation in State and Local Assessments
18
9252012
Getting familiar with the IEP form - continued
ndash Goals and Objectives ndash Program Modifications and Specially Designed
Instruction ndash Supports for School Personnel ndash Educational Placement type of service and type of
support
Additional Resources wwwpattannet
bull Chapter 14 and IDEA Regulations (Special Education Services and Programs)
bull Chapter 711 (Charter School and Cyber School Services and Programs for Children with Disabilities)
bull Chapter 15 (Protected Handicapped Students)
bull The Special Education Effective Practices for my General Education Classroom (online)
19
9252012
Disabilities Implications for ELLs
bull Orthopedic impairment bull Autism bull Other health impairment bull Deaf-blindness bull Specific learning disability bull Deafness bull Speech or language bull Emotional disturbance
impairmentbull Hearing impairment
bull Traumatic brain injury bull Mental retardation
bull Visual impairment bull Multiple disabilities including blindness
Determining Eligibility for Special Education
A student may be eligible for special education if the student
1) Has a disability and 2) Needs special education as determined by an evaluation team
A student must meet both qualifications in order to be eligible for special education
20
9252012
What do ESL teachers bring to the table
Expertise abouthellip bull Second language acquisition process and working with
students with diverse backgrounds bull How to develop appropriate IEPs based on English language
proficiency of the student bull How to help differentiate between a typical ELL at a specific
language proficiency level versus other ELLs with similar profiles
bull How to ensure that multiple data sources are used throughout the process (eg years in the US years of instruction in English English language proficiency as per W-APT ACCESS for ELLs etc)
What do ESL teachers bring to the table continued
Expertise abouthellip bull W-APT and ACCESS for ELLs scores interpretation bull Descriptor of the studentrsquos ELP level bull WIDA CAN DO Descriptors relative to the grade and ELP
levels of the individual student bull Guidance regarding development of Model Performance
Indicators (MPIs) bull Cultural norms linguistic differences parent communication bull Expertise to help the IEP determine if previous ESL
instruction was appropriate in quantity and quality
21
9252012
Frequently Asked Questions ndash ELLs receiving Special Education Services
Should an ESL teacher be a member of the IEP team for an English language learner (ELL)
When an IEP team is developing the IEP for an English Language Learner (ELLs) can the team deviate from the ldquoguidelines to consider when planning direct instructionrdquo which are listed in the BEC 22 PA code 426
Should an ESL student with a disability receive both ESL instruction and special education services Who makes the decision regarding the instructional plan
Are districts required to wait 3 years for a referral for an evaluation
Frequently Asked Questions ndash ELLs receiving Special Education Services Should assessment data related to second language acquisition be part of the evaluation report
Who decides the need for and amount of ESL services an ELL student with a disability receives
What criteria are used when determining specific assessments for an ELL
What criteria are used for exiting students from the ESL programs How does the criteria relate to severely disabled students who have not acquired any language skills
22
9252012
People
Policies Practices
What are Culturally Responsive Educational Systems
wwwnccrestorg
Culturally Responsive Educational Systems Students who come from culturally and linguistically diverse backgrounds can excel in academic endeavors if their culture language heritage and experiences are valued and used to facilitate their learning and development Moreover culturally responsive educational systems create spaces for teacher reflection inquiry and mutual support around issues of cultural differences and academic achievement
23
9252012
Collaborative school-community relationships
bullParents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins)
bullBy being involved with the families and communities of English learners educators come to understand the social linguistic and cultural contexts in which the children are being raised (Ortiz)
Collaborative school-community relationships
bull Educators respect cultural differences in child-rearing practices and in how parents choose to be involved in their childrens education (Garcia amp Dominguez)
24
9252012
Focus on the Classroom Cultures in the Classroom
What students amp teachers bring with them
Whatrsquos already there
The work people do together
The Classroom Culture Classroom Cultures
wwwnccrestorg
ESL Teacher and Special Education Teacher Collaboration
bull Teachers can share instructional resources observe each others classrooms and offer suggestions for improving instruction or managing behavior
bull ESL teachers can demonstrate strategies to support English language learners in Special Education and General Education classrooms
25
9252012
ESL Teacher and Special Education Teacher Collaboration
bull In schools with positive climates faculty function as a community and share the goal of helping students and each other regardless of the labels students have been given or the programs or classrooms to which teachers and students are assigned
Collaborative Preparation for Planned Instruction
bull What are the academic and language needs of the student
bull How are the goals of the IEP addressed bull What will the delivery of instruction look
like bull Do all teachers understand second
language acquisition process
26
Collaborative Preparation for Planned Instruction
bull Are the needs of the student based upon learning disability or language difference or both
bull Do all teachers understand cultural differences
bull What is the cultural perception regarding a student identified with a disability
Points for your collaborative discussions
Special Education bull Studentrsquos type of disability bull Cognitive skill development bull Studentrsquos behaviors bull Effective instructional
strategies for this student bull Standards-based instruction
ndash PA Core Standards bull Assessments
ESL bull Studentrsquos personal
environmental background bull Home Language bull Home Culture bull Standards-based instruction
ndash PA ELPS bull Assessments specific to
individual ELL bull Professionalism
9252012
27
9252012
Resources
bull Brown Dale S and Karen Ford (2007) Communication Strategies for All Classrooms Focusing on English Language Learners and Students with Learning Disabilities
bull English Language Learners with Special Needs Effective Instructional Strategies httpwwwldonlineorgarticle5622
bull Evaluating ELLs for Special Needs a Challenge Education Week Published Online August 28 2012
httpwwwedweekorgewarticles2012082902ell_e ph32htmltkn=OMWFMLYL2FIuZu0hKaWlqX3ZlH QdH6oeE1CtNampcmp=ENL-EU-NEWS
Resources continued
bull Learning Disabilities in English Language Learners wwwldonlineorgspearswerlingLearning_Dis abilities_in_English_Language_Learners
bull Ortiz Alba (2001) English Language Learners with Special Needs Effective Instructional Strategies
bull Torres-Velasquez Diane and Diane Rodriguez (2005) Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities
28
Directions for follow-up
bull You will receive an email with your grouprsquos members your assignment and directions for completion and submission of assignment
bull If you donrsquot receive this email by noon tomorrow please contact Marie Strobel at mstrobelpattannet Be sure to enter gtgtgt in the subject box
Contact Information wwwpattannet
Ana Sainz de la Pentildea Educational Consultant asainzdelapenapattannet
Victor Rodriguez-Diaz Assistant Director VRodriguezpattannet
Paula Zucker amp Connie E Cochran RtII and ELL Technical Assistants
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
9252012
29
9252012
Who are our ELLs There are 47894 ELLs in PA
English Language Learners (ELLs) are a heterogeneous group 200 different languages The largest group (70) are Spanish speakers ELL enrollment has increased 114 in the last
ten years The ten most commonly spoken languages
are Spanish Chinese Vietnamese Russian Arabic Korean Khmer Gujarati French Creole amp Pidgins The majority of ELLs were born in the US
Top 10 LEAs by ELL Enrollment
55 of the Total ELL Population
LEA Name No of ELLs
Philadelphia City SD 13281
Reading SD 3063
Allentown City SD 2173
Lancaster SD 2030
Bethlehem Area SD 1236
York City SD 1169
Hazleton Area SD 975
Erie City SD 850
Upper Darby SD 712
Harrisburg City SD 627
In Pennsylvania 189 districts and charter schools currently have fewer than 10 ELLs
4
9252012
ELLs in Special Education
6270 ELLs in Special Education (2009) 1 of 8 ELLs has an IEP and
receives Special Education services
In Pennsylvania
bull The largest numbers of ELLs who receive Special Education are in the Learning Disability category
bull The percentages of ELLs with IEPs are greater in districts with fewer than 20 English language learners
5
9252012
This trend is not happening only in PA
Special education had become the default intervention Special education was seen as the place with the answers without taking into consideration what the long-term implications were going to be for the studentsldquo Sonia Picos Program Manager Special Education Department San Diego School District
National Data
National research done within the last decade including a 2003 study commissioned by the US Department of Education found that over identification occurred more commonly in districts with small numbers of ELLs (fewer than 99 such students) and under identification was more common in districts with larger English language learner populations
6
9252012
National Data
Less than 20 of public school teachers in the US who have at least one ELL in their class are certified to teach ELLs (Waxman Tellez amp Walberg 2004)
Thus most teachers lack the training expertise and experience in teaching reading and other subjects to ELLs
National Data
Most multidisciplinary school teams charged with making special education eligibility decisions for ELLs also lack the training and experience in differentiating language difference from a learning disability (Collier 2001 Flanagan amp Ortiz 2001 Klingner Artiles amp Barletta 2006 Ortiz 1997)
7
9252012
What do Special Education Teachers Need to Know About ESL Programs
Educating Students With Limited English Proficiency (LEP) and English Language Learners
State regulation 22 Pa Code sect 426 declares Every school district shall provide a program for each student whose dominant language is not English for the purpose of facilitating the students achievement of English proficiency and the academic standards under sect 412 (relating to academic standards) Programs under this section shall include appropriate bilingual-bicultural or English as a second language (ESL) instruction
16
8
9252012
ESL Program
17
ESL Program
(1)planned instruction by a qualified ESL Bilingual teacher
(2)adaptationsmodifications in the delivery of content instruction by all teachers based on the studentrsquos language proficiency level and the Pennsylvania Language Proficiency Standards (PA ELPS) for ELLs as well as the Pennsylvania academic standards
9
Specific Components of ESL Programs
bull PA English Language Proficiency Standards (ELPS)
bull Model Performance Indicators (MPIs) bull WIDA CAN-DO Descriptors bull English Language Proficiency
Assessments
PA Academic Standards amp PA ELP Standards
PA Academic Standards bull Are for ALL students bull Are part of Curriculum
Framework bull Guide content instruction
bull Comprise content specific objectives
PA ELP Standards bull Are for ELLs bull Are part of the
Curriculum Framework for ELLs
bull Guide district ESL and content curriculum and instruction
bull Include both content and language objectives
20
9252012
10
9252012
The Pennsylvania English Language Proficiency Standards (ELPS) wwwpdesasorg
Standard 1English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting
English language learners communicate information ideas and concepts necessary for academic success Standard 2 in the content area of LANGUAGE ARTS
Standard 3 in the content area of MATHEMATICS
Standard 4 in the content area of SCIENCE
Standard 5 in the content area of SOCIAL STUDIES
21
Using a strand of MPIs
bull Science grade level cluster 9-12 Writing ClassroomFormative ndash Look at Level 3
bull What is the difference in language demand and content demand between levels 3 and 5
Level 1 Level 2 Level 3 Level 4 Level 5 Standard
Entering Beginning Developing Expanding Bridging Or Anchor
Level 6-
Reach
ing
W r i t i n g
Use drawings words and phrases to answer WH questions on lab reports based on science experiments in small groups
Use phrases or sentences with diagrams to answer questions on lab reports based on experiments with a partner
Complete lab reports following stepshyby-step procedures based on experiments
Produce lab reports from outlines or learning logs based on science experiments
Produce detailed lab reports based on grade level science experiments
S11A21
22
11
Tell a story that involves a specific
mathematical operation with a
partner
Tell a story that involves a specific
mathematical operation with a
partner
9252012
Sample MPI
Content stem
Support
Tell the steps to solve a long
division problem with a partner
Language function
English Language Proficiency Standard 3 Mathematics
Grade Level Cluster 4-5 Domain SPEAKING Proficiency Level 3 Level 1
Entering Level 2
Beginning Level 3
Developing Level 4
Expanding Level 5
Bridging Standard or
Anchor
Level 6-
Reach
ing
L i S t e n I n g
S p Tell a story that e involves a
specific a mathematical k operation with I a partner
n g 23
The Levels of English Language Proficiency
ENTERING
BEGINNING
DEVELOPING
EXPANDING
1
2
3
4
5
6 REACHING
BRIDGING
24
12
9252012
WIDA-ACCESS Placement Test (W-APT)
State-mandated English language proficiency assessment
Measures English language proficiency in listening speaking reading and writing
What is ACCESS for ELLs (Assessment of Communication and Comprehension of English State to State)
bull A state-mandated assessment of English Language Proficiency (measures Listening Speaking Reading and Writing)
bull Required by NCLB Title III Language Instruction for LEP and Immigrant Children and Youth
bull Administered once a year in early spring bull An accountability tool equal to PSSA
13
9252012
The Can Do Descriptors
The WIDA CAN DO Descriptors are commonly used by ESL teachers in coaching teachers about differentiated instruction for English language learners (ELLs) They can also be used to plan lessons or observe students progress You can download this document from the WIDA website wwwwidaus
28
14
9252012
Can Do Descriptors Grades 9-12 (Speaking)
Level 1 Entering
Level 2 Beginner
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Answer yesno or choice questions within context of lessons or personal experiences bull Provide identifying information about self bull Name everyday objects and pre-taught vocabulary bull Repeat words short phrases memorized chunks of language
Describe persons places events or objects bull Ask WH-questions to clarify meaning bull Give features of content based material (eg time periods) bull Characterize issues situations regions shown in illustrations
Suggest ways to resolve issues or pose solutions bullCompare contrast features traits characteristics using general and some specific language bull Sequence processes cycles procedures or events bull Conduct interviews or gather information through oral interaction bull Estimate make predictions or pose hypotheses from models
Take a stance and use evidence to defend it bull Explain content-related issues and concepts bull Compare and contrast points of view bull Analyze and share pros and cons of choices bull Use and respond to gossip slang and idiomatic expressions bull Use speaking strategies (eg circumlocution)
Give multimedia oral presentations on grade-level material bull Engage in debatesdiscussions on content-related issues using technical language bull Explain metacognitive strategies for solving problems (eg ldquoTell me how you know itrdquo) bull Negotiate meaning in pairs or group discussions
30
Sensory Graphic and Interactive Supports
15
32
9252012
31
Sensory Supports by Content Area
16
9252012
What do ESL Teachers Need to Know About Special Education
bull Overview of Special Education and the role and responsibilities of the ESL teacher
bull Frequently Asked Questions regarding ELLs receiving Special Education Services and ESL Instruction
Scenario
bull You are an ESL teacher bull It is Septemberhellip classes are starting bull You are informed by your principal that you
will be teaching 3 students with IEPs bull You have no experience teaching students
with disabilities
What do you do Where do you start
17
9252012
What do you do
bull Getting Familiar with the IEP form ndash IEP form wwwpattannet ndash Annotated IEP form wwwpattannet ndash IEP form and annotated form ndash available in
different languages wwwpattannet
bull Getting familiar with the student ndash What would you ask the principal The special
Education teacher What would you review Who can help
Getting familiar with the IEP form
bull Read the IEP form and the Annotated IEP form
bull All sections are important and the order of the information is provided
bull Pay attention to ndash Special considerations the IEP team must
considerhellip
ndash Present levels of Academic Achievementhellip ndash Participation in State and Local Assessments
18
9252012
Getting familiar with the IEP form - continued
ndash Goals and Objectives ndash Program Modifications and Specially Designed
Instruction ndash Supports for School Personnel ndash Educational Placement type of service and type of
support
Additional Resources wwwpattannet
bull Chapter 14 and IDEA Regulations (Special Education Services and Programs)
bull Chapter 711 (Charter School and Cyber School Services and Programs for Children with Disabilities)
bull Chapter 15 (Protected Handicapped Students)
bull The Special Education Effective Practices for my General Education Classroom (online)
19
9252012
Disabilities Implications for ELLs
bull Orthopedic impairment bull Autism bull Other health impairment bull Deaf-blindness bull Specific learning disability bull Deafness bull Speech or language bull Emotional disturbance
impairmentbull Hearing impairment
bull Traumatic brain injury bull Mental retardation
bull Visual impairment bull Multiple disabilities including blindness
Determining Eligibility for Special Education
A student may be eligible for special education if the student
1) Has a disability and 2) Needs special education as determined by an evaluation team
A student must meet both qualifications in order to be eligible for special education
20
9252012
What do ESL teachers bring to the table
Expertise abouthellip bull Second language acquisition process and working with
students with diverse backgrounds bull How to develop appropriate IEPs based on English language
proficiency of the student bull How to help differentiate between a typical ELL at a specific
language proficiency level versus other ELLs with similar profiles
bull How to ensure that multiple data sources are used throughout the process (eg years in the US years of instruction in English English language proficiency as per W-APT ACCESS for ELLs etc)
What do ESL teachers bring to the table continued
Expertise abouthellip bull W-APT and ACCESS for ELLs scores interpretation bull Descriptor of the studentrsquos ELP level bull WIDA CAN DO Descriptors relative to the grade and ELP
levels of the individual student bull Guidance regarding development of Model Performance
Indicators (MPIs) bull Cultural norms linguistic differences parent communication bull Expertise to help the IEP determine if previous ESL
instruction was appropriate in quantity and quality
21
9252012
Frequently Asked Questions ndash ELLs receiving Special Education Services
Should an ESL teacher be a member of the IEP team for an English language learner (ELL)
When an IEP team is developing the IEP for an English Language Learner (ELLs) can the team deviate from the ldquoguidelines to consider when planning direct instructionrdquo which are listed in the BEC 22 PA code 426
Should an ESL student with a disability receive both ESL instruction and special education services Who makes the decision regarding the instructional plan
Are districts required to wait 3 years for a referral for an evaluation
Frequently Asked Questions ndash ELLs receiving Special Education Services Should assessment data related to second language acquisition be part of the evaluation report
Who decides the need for and amount of ESL services an ELL student with a disability receives
What criteria are used when determining specific assessments for an ELL
What criteria are used for exiting students from the ESL programs How does the criteria relate to severely disabled students who have not acquired any language skills
22
9252012
People
Policies Practices
What are Culturally Responsive Educational Systems
wwwnccrestorg
Culturally Responsive Educational Systems Students who come from culturally and linguistically diverse backgrounds can excel in academic endeavors if their culture language heritage and experiences are valued and used to facilitate their learning and development Moreover culturally responsive educational systems create spaces for teacher reflection inquiry and mutual support around issues of cultural differences and academic achievement
23
9252012
Collaborative school-community relationships
bullParents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins)
bullBy being involved with the families and communities of English learners educators come to understand the social linguistic and cultural contexts in which the children are being raised (Ortiz)
Collaborative school-community relationships
bull Educators respect cultural differences in child-rearing practices and in how parents choose to be involved in their childrens education (Garcia amp Dominguez)
24
9252012
Focus on the Classroom Cultures in the Classroom
What students amp teachers bring with them
Whatrsquos already there
The work people do together
The Classroom Culture Classroom Cultures
wwwnccrestorg
ESL Teacher and Special Education Teacher Collaboration
bull Teachers can share instructional resources observe each others classrooms and offer suggestions for improving instruction or managing behavior
bull ESL teachers can demonstrate strategies to support English language learners in Special Education and General Education classrooms
25
9252012
ESL Teacher and Special Education Teacher Collaboration
bull In schools with positive climates faculty function as a community and share the goal of helping students and each other regardless of the labels students have been given or the programs or classrooms to which teachers and students are assigned
Collaborative Preparation for Planned Instruction
bull What are the academic and language needs of the student
bull How are the goals of the IEP addressed bull What will the delivery of instruction look
like bull Do all teachers understand second
language acquisition process
26
Collaborative Preparation for Planned Instruction
bull Are the needs of the student based upon learning disability or language difference or both
bull Do all teachers understand cultural differences
bull What is the cultural perception regarding a student identified with a disability
Points for your collaborative discussions
Special Education bull Studentrsquos type of disability bull Cognitive skill development bull Studentrsquos behaviors bull Effective instructional
strategies for this student bull Standards-based instruction
ndash PA Core Standards bull Assessments
ESL bull Studentrsquos personal
environmental background bull Home Language bull Home Culture bull Standards-based instruction
ndash PA ELPS bull Assessments specific to
individual ELL bull Professionalism
9252012
27
9252012
Resources
bull Brown Dale S and Karen Ford (2007) Communication Strategies for All Classrooms Focusing on English Language Learners and Students with Learning Disabilities
bull English Language Learners with Special Needs Effective Instructional Strategies httpwwwldonlineorgarticle5622
bull Evaluating ELLs for Special Needs a Challenge Education Week Published Online August 28 2012
httpwwwedweekorgewarticles2012082902ell_e ph32htmltkn=OMWFMLYL2FIuZu0hKaWlqX3ZlH QdH6oeE1CtNampcmp=ENL-EU-NEWS
Resources continued
bull Learning Disabilities in English Language Learners wwwldonlineorgspearswerlingLearning_Dis abilities_in_English_Language_Learners
bull Ortiz Alba (2001) English Language Learners with Special Needs Effective Instructional Strategies
bull Torres-Velasquez Diane and Diane Rodriguez (2005) Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities
28
Directions for follow-up
bull You will receive an email with your grouprsquos members your assignment and directions for completion and submission of assignment
bull If you donrsquot receive this email by noon tomorrow please contact Marie Strobel at mstrobelpattannet Be sure to enter gtgtgt in the subject box
Contact Information wwwpattannet
Ana Sainz de la Pentildea Educational Consultant asainzdelapenapattannet
Victor Rodriguez-Diaz Assistant Director VRodriguezpattannet
Paula Zucker amp Connie E Cochran RtII and ELL Technical Assistants
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
9252012
29
9252012
ELLs in Special Education
6270 ELLs in Special Education (2009) 1 of 8 ELLs has an IEP and
receives Special Education services
In Pennsylvania
bull The largest numbers of ELLs who receive Special Education are in the Learning Disability category
bull The percentages of ELLs with IEPs are greater in districts with fewer than 20 English language learners
5
9252012
This trend is not happening only in PA
Special education had become the default intervention Special education was seen as the place with the answers without taking into consideration what the long-term implications were going to be for the studentsldquo Sonia Picos Program Manager Special Education Department San Diego School District
National Data
National research done within the last decade including a 2003 study commissioned by the US Department of Education found that over identification occurred more commonly in districts with small numbers of ELLs (fewer than 99 such students) and under identification was more common in districts with larger English language learner populations
6
9252012
National Data
Less than 20 of public school teachers in the US who have at least one ELL in their class are certified to teach ELLs (Waxman Tellez amp Walberg 2004)
Thus most teachers lack the training expertise and experience in teaching reading and other subjects to ELLs
National Data
Most multidisciplinary school teams charged with making special education eligibility decisions for ELLs also lack the training and experience in differentiating language difference from a learning disability (Collier 2001 Flanagan amp Ortiz 2001 Klingner Artiles amp Barletta 2006 Ortiz 1997)
7
9252012
What do Special Education Teachers Need to Know About ESL Programs
Educating Students With Limited English Proficiency (LEP) and English Language Learners
State regulation 22 Pa Code sect 426 declares Every school district shall provide a program for each student whose dominant language is not English for the purpose of facilitating the students achievement of English proficiency and the academic standards under sect 412 (relating to academic standards) Programs under this section shall include appropriate bilingual-bicultural or English as a second language (ESL) instruction
16
8
9252012
ESL Program
17
ESL Program
(1)planned instruction by a qualified ESL Bilingual teacher
(2)adaptationsmodifications in the delivery of content instruction by all teachers based on the studentrsquos language proficiency level and the Pennsylvania Language Proficiency Standards (PA ELPS) for ELLs as well as the Pennsylvania academic standards
9
Specific Components of ESL Programs
bull PA English Language Proficiency Standards (ELPS)
bull Model Performance Indicators (MPIs) bull WIDA CAN-DO Descriptors bull English Language Proficiency
Assessments
PA Academic Standards amp PA ELP Standards
PA Academic Standards bull Are for ALL students bull Are part of Curriculum
Framework bull Guide content instruction
bull Comprise content specific objectives
PA ELP Standards bull Are for ELLs bull Are part of the
Curriculum Framework for ELLs
bull Guide district ESL and content curriculum and instruction
bull Include both content and language objectives
20
9252012
10
9252012
The Pennsylvania English Language Proficiency Standards (ELPS) wwwpdesasorg
Standard 1English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting
English language learners communicate information ideas and concepts necessary for academic success Standard 2 in the content area of LANGUAGE ARTS
Standard 3 in the content area of MATHEMATICS
Standard 4 in the content area of SCIENCE
Standard 5 in the content area of SOCIAL STUDIES
21
Using a strand of MPIs
bull Science grade level cluster 9-12 Writing ClassroomFormative ndash Look at Level 3
bull What is the difference in language demand and content demand between levels 3 and 5
Level 1 Level 2 Level 3 Level 4 Level 5 Standard
Entering Beginning Developing Expanding Bridging Or Anchor
Level 6-
Reach
ing
W r i t i n g
Use drawings words and phrases to answer WH questions on lab reports based on science experiments in small groups
Use phrases or sentences with diagrams to answer questions on lab reports based on experiments with a partner
Complete lab reports following stepshyby-step procedures based on experiments
Produce lab reports from outlines or learning logs based on science experiments
Produce detailed lab reports based on grade level science experiments
S11A21
22
11
Tell a story that involves a specific
mathematical operation with a
partner
Tell a story that involves a specific
mathematical operation with a
partner
9252012
Sample MPI
Content stem
Support
Tell the steps to solve a long
division problem with a partner
Language function
English Language Proficiency Standard 3 Mathematics
Grade Level Cluster 4-5 Domain SPEAKING Proficiency Level 3 Level 1
Entering Level 2
Beginning Level 3
Developing Level 4
Expanding Level 5
Bridging Standard or
Anchor
Level 6-
Reach
ing
L i S t e n I n g
S p Tell a story that e involves a
specific a mathematical k operation with I a partner
n g 23
The Levels of English Language Proficiency
ENTERING
BEGINNING
DEVELOPING
EXPANDING
1
2
3
4
5
6 REACHING
BRIDGING
24
12
9252012
WIDA-ACCESS Placement Test (W-APT)
State-mandated English language proficiency assessment
Measures English language proficiency in listening speaking reading and writing
What is ACCESS for ELLs (Assessment of Communication and Comprehension of English State to State)
bull A state-mandated assessment of English Language Proficiency (measures Listening Speaking Reading and Writing)
bull Required by NCLB Title III Language Instruction for LEP and Immigrant Children and Youth
bull Administered once a year in early spring bull An accountability tool equal to PSSA
13
9252012
The Can Do Descriptors
The WIDA CAN DO Descriptors are commonly used by ESL teachers in coaching teachers about differentiated instruction for English language learners (ELLs) They can also be used to plan lessons or observe students progress You can download this document from the WIDA website wwwwidaus
28
14
9252012
Can Do Descriptors Grades 9-12 (Speaking)
Level 1 Entering
Level 2 Beginner
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Answer yesno or choice questions within context of lessons or personal experiences bull Provide identifying information about self bull Name everyday objects and pre-taught vocabulary bull Repeat words short phrases memorized chunks of language
Describe persons places events or objects bull Ask WH-questions to clarify meaning bull Give features of content based material (eg time periods) bull Characterize issues situations regions shown in illustrations
Suggest ways to resolve issues or pose solutions bullCompare contrast features traits characteristics using general and some specific language bull Sequence processes cycles procedures or events bull Conduct interviews or gather information through oral interaction bull Estimate make predictions or pose hypotheses from models
Take a stance and use evidence to defend it bull Explain content-related issues and concepts bull Compare and contrast points of view bull Analyze and share pros and cons of choices bull Use and respond to gossip slang and idiomatic expressions bull Use speaking strategies (eg circumlocution)
Give multimedia oral presentations on grade-level material bull Engage in debatesdiscussions on content-related issues using technical language bull Explain metacognitive strategies for solving problems (eg ldquoTell me how you know itrdquo) bull Negotiate meaning in pairs or group discussions
30
Sensory Graphic and Interactive Supports
15
32
9252012
31
Sensory Supports by Content Area
16
9252012
What do ESL Teachers Need to Know About Special Education
bull Overview of Special Education and the role and responsibilities of the ESL teacher
bull Frequently Asked Questions regarding ELLs receiving Special Education Services and ESL Instruction
Scenario
bull You are an ESL teacher bull It is Septemberhellip classes are starting bull You are informed by your principal that you
will be teaching 3 students with IEPs bull You have no experience teaching students
with disabilities
What do you do Where do you start
17
9252012
What do you do
bull Getting Familiar with the IEP form ndash IEP form wwwpattannet ndash Annotated IEP form wwwpattannet ndash IEP form and annotated form ndash available in
different languages wwwpattannet
bull Getting familiar with the student ndash What would you ask the principal The special
Education teacher What would you review Who can help
Getting familiar with the IEP form
bull Read the IEP form and the Annotated IEP form
bull All sections are important and the order of the information is provided
bull Pay attention to ndash Special considerations the IEP team must
considerhellip
ndash Present levels of Academic Achievementhellip ndash Participation in State and Local Assessments
18
9252012
Getting familiar with the IEP form - continued
ndash Goals and Objectives ndash Program Modifications and Specially Designed
Instruction ndash Supports for School Personnel ndash Educational Placement type of service and type of
support
Additional Resources wwwpattannet
bull Chapter 14 and IDEA Regulations (Special Education Services and Programs)
bull Chapter 711 (Charter School and Cyber School Services and Programs for Children with Disabilities)
bull Chapter 15 (Protected Handicapped Students)
bull The Special Education Effective Practices for my General Education Classroom (online)
19
9252012
Disabilities Implications for ELLs
bull Orthopedic impairment bull Autism bull Other health impairment bull Deaf-blindness bull Specific learning disability bull Deafness bull Speech or language bull Emotional disturbance
impairmentbull Hearing impairment
bull Traumatic brain injury bull Mental retardation
bull Visual impairment bull Multiple disabilities including blindness
Determining Eligibility for Special Education
A student may be eligible for special education if the student
1) Has a disability and 2) Needs special education as determined by an evaluation team
A student must meet both qualifications in order to be eligible for special education
20
9252012
What do ESL teachers bring to the table
Expertise abouthellip bull Second language acquisition process and working with
students with diverse backgrounds bull How to develop appropriate IEPs based on English language
proficiency of the student bull How to help differentiate between a typical ELL at a specific
language proficiency level versus other ELLs with similar profiles
bull How to ensure that multiple data sources are used throughout the process (eg years in the US years of instruction in English English language proficiency as per W-APT ACCESS for ELLs etc)
What do ESL teachers bring to the table continued
Expertise abouthellip bull W-APT and ACCESS for ELLs scores interpretation bull Descriptor of the studentrsquos ELP level bull WIDA CAN DO Descriptors relative to the grade and ELP
levels of the individual student bull Guidance regarding development of Model Performance
Indicators (MPIs) bull Cultural norms linguistic differences parent communication bull Expertise to help the IEP determine if previous ESL
instruction was appropriate in quantity and quality
21
9252012
Frequently Asked Questions ndash ELLs receiving Special Education Services
Should an ESL teacher be a member of the IEP team for an English language learner (ELL)
When an IEP team is developing the IEP for an English Language Learner (ELLs) can the team deviate from the ldquoguidelines to consider when planning direct instructionrdquo which are listed in the BEC 22 PA code 426
Should an ESL student with a disability receive both ESL instruction and special education services Who makes the decision regarding the instructional plan
Are districts required to wait 3 years for a referral for an evaluation
Frequently Asked Questions ndash ELLs receiving Special Education Services Should assessment data related to second language acquisition be part of the evaluation report
Who decides the need for and amount of ESL services an ELL student with a disability receives
What criteria are used when determining specific assessments for an ELL
What criteria are used for exiting students from the ESL programs How does the criteria relate to severely disabled students who have not acquired any language skills
22
9252012
People
Policies Practices
What are Culturally Responsive Educational Systems
wwwnccrestorg
Culturally Responsive Educational Systems Students who come from culturally and linguistically diverse backgrounds can excel in academic endeavors if their culture language heritage and experiences are valued and used to facilitate their learning and development Moreover culturally responsive educational systems create spaces for teacher reflection inquiry and mutual support around issues of cultural differences and academic achievement
23
9252012
Collaborative school-community relationships
bullParents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins)
bullBy being involved with the families and communities of English learners educators come to understand the social linguistic and cultural contexts in which the children are being raised (Ortiz)
Collaborative school-community relationships
bull Educators respect cultural differences in child-rearing practices and in how parents choose to be involved in their childrens education (Garcia amp Dominguez)
24
9252012
Focus on the Classroom Cultures in the Classroom
What students amp teachers bring with them
Whatrsquos already there
The work people do together
The Classroom Culture Classroom Cultures
wwwnccrestorg
ESL Teacher and Special Education Teacher Collaboration
bull Teachers can share instructional resources observe each others classrooms and offer suggestions for improving instruction or managing behavior
bull ESL teachers can demonstrate strategies to support English language learners in Special Education and General Education classrooms
25
9252012
ESL Teacher and Special Education Teacher Collaboration
bull In schools with positive climates faculty function as a community and share the goal of helping students and each other regardless of the labels students have been given or the programs or classrooms to which teachers and students are assigned
Collaborative Preparation for Planned Instruction
bull What are the academic and language needs of the student
bull How are the goals of the IEP addressed bull What will the delivery of instruction look
like bull Do all teachers understand second
language acquisition process
26
Collaborative Preparation for Planned Instruction
bull Are the needs of the student based upon learning disability or language difference or both
bull Do all teachers understand cultural differences
bull What is the cultural perception regarding a student identified with a disability
Points for your collaborative discussions
Special Education bull Studentrsquos type of disability bull Cognitive skill development bull Studentrsquos behaviors bull Effective instructional
strategies for this student bull Standards-based instruction
ndash PA Core Standards bull Assessments
ESL bull Studentrsquos personal
environmental background bull Home Language bull Home Culture bull Standards-based instruction
ndash PA ELPS bull Assessments specific to
individual ELL bull Professionalism
9252012
27
9252012
Resources
bull Brown Dale S and Karen Ford (2007) Communication Strategies for All Classrooms Focusing on English Language Learners and Students with Learning Disabilities
bull English Language Learners with Special Needs Effective Instructional Strategies httpwwwldonlineorgarticle5622
bull Evaluating ELLs for Special Needs a Challenge Education Week Published Online August 28 2012
httpwwwedweekorgewarticles2012082902ell_e ph32htmltkn=OMWFMLYL2FIuZu0hKaWlqX3ZlH QdH6oeE1CtNampcmp=ENL-EU-NEWS
Resources continued
bull Learning Disabilities in English Language Learners wwwldonlineorgspearswerlingLearning_Dis abilities_in_English_Language_Learners
bull Ortiz Alba (2001) English Language Learners with Special Needs Effective Instructional Strategies
bull Torres-Velasquez Diane and Diane Rodriguez (2005) Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities
28
Directions for follow-up
bull You will receive an email with your grouprsquos members your assignment and directions for completion and submission of assignment
bull If you donrsquot receive this email by noon tomorrow please contact Marie Strobel at mstrobelpattannet Be sure to enter gtgtgt in the subject box
Contact Information wwwpattannet
Ana Sainz de la Pentildea Educational Consultant asainzdelapenapattannet
Victor Rodriguez-Diaz Assistant Director VRodriguezpattannet
Paula Zucker amp Connie E Cochran RtII and ELL Technical Assistants
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
9252012
29
9252012
This trend is not happening only in PA
Special education had become the default intervention Special education was seen as the place with the answers without taking into consideration what the long-term implications were going to be for the studentsldquo Sonia Picos Program Manager Special Education Department San Diego School District
National Data
National research done within the last decade including a 2003 study commissioned by the US Department of Education found that over identification occurred more commonly in districts with small numbers of ELLs (fewer than 99 such students) and under identification was more common in districts with larger English language learner populations
6
9252012
National Data
Less than 20 of public school teachers in the US who have at least one ELL in their class are certified to teach ELLs (Waxman Tellez amp Walberg 2004)
Thus most teachers lack the training expertise and experience in teaching reading and other subjects to ELLs
National Data
Most multidisciplinary school teams charged with making special education eligibility decisions for ELLs also lack the training and experience in differentiating language difference from a learning disability (Collier 2001 Flanagan amp Ortiz 2001 Klingner Artiles amp Barletta 2006 Ortiz 1997)
7
9252012
What do Special Education Teachers Need to Know About ESL Programs
Educating Students With Limited English Proficiency (LEP) and English Language Learners
State regulation 22 Pa Code sect 426 declares Every school district shall provide a program for each student whose dominant language is not English for the purpose of facilitating the students achievement of English proficiency and the academic standards under sect 412 (relating to academic standards) Programs under this section shall include appropriate bilingual-bicultural or English as a second language (ESL) instruction
16
8
9252012
ESL Program
17
ESL Program
(1)planned instruction by a qualified ESL Bilingual teacher
(2)adaptationsmodifications in the delivery of content instruction by all teachers based on the studentrsquos language proficiency level and the Pennsylvania Language Proficiency Standards (PA ELPS) for ELLs as well as the Pennsylvania academic standards
9
Specific Components of ESL Programs
bull PA English Language Proficiency Standards (ELPS)
bull Model Performance Indicators (MPIs) bull WIDA CAN-DO Descriptors bull English Language Proficiency
Assessments
PA Academic Standards amp PA ELP Standards
PA Academic Standards bull Are for ALL students bull Are part of Curriculum
Framework bull Guide content instruction
bull Comprise content specific objectives
PA ELP Standards bull Are for ELLs bull Are part of the
Curriculum Framework for ELLs
bull Guide district ESL and content curriculum and instruction
bull Include both content and language objectives
20
9252012
10
9252012
The Pennsylvania English Language Proficiency Standards (ELPS) wwwpdesasorg
Standard 1English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting
English language learners communicate information ideas and concepts necessary for academic success Standard 2 in the content area of LANGUAGE ARTS
Standard 3 in the content area of MATHEMATICS
Standard 4 in the content area of SCIENCE
Standard 5 in the content area of SOCIAL STUDIES
21
Using a strand of MPIs
bull Science grade level cluster 9-12 Writing ClassroomFormative ndash Look at Level 3
bull What is the difference in language demand and content demand between levels 3 and 5
Level 1 Level 2 Level 3 Level 4 Level 5 Standard
Entering Beginning Developing Expanding Bridging Or Anchor
Level 6-
Reach
ing
W r i t i n g
Use drawings words and phrases to answer WH questions on lab reports based on science experiments in small groups
Use phrases or sentences with diagrams to answer questions on lab reports based on experiments with a partner
Complete lab reports following stepshyby-step procedures based on experiments
Produce lab reports from outlines or learning logs based on science experiments
Produce detailed lab reports based on grade level science experiments
S11A21
22
11
Tell a story that involves a specific
mathematical operation with a
partner
Tell a story that involves a specific
mathematical operation with a
partner
9252012
Sample MPI
Content stem
Support
Tell the steps to solve a long
division problem with a partner
Language function
English Language Proficiency Standard 3 Mathematics
Grade Level Cluster 4-5 Domain SPEAKING Proficiency Level 3 Level 1
Entering Level 2
Beginning Level 3
Developing Level 4
Expanding Level 5
Bridging Standard or
Anchor
Level 6-
Reach
ing
L i S t e n I n g
S p Tell a story that e involves a
specific a mathematical k operation with I a partner
n g 23
The Levels of English Language Proficiency
ENTERING
BEGINNING
DEVELOPING
EXPANDING
1
2
3
4
5
6 REACHING
BRIDGING
24
12
9252012
WIDA-ACCESS Placement Test (W-APT)
State-mandated English language proficiency assessment
Measures English language proficiency in listening speaking reading and writing
What is ACCESS for ELLs (Assessment of Communication and Comprehension of English State to State)
bull A state-mandated assessment of English Language Proficiency (measures Listening Speaking Reading and Writing)
bull Required by NCLB Title III Language Instruction for LEP and Immigrant Children and Youth
bull Administered once a year in early spring bull An accountability tool equal to PSSA
13
9252012
The Can Do Descriptors
The WIDA CAN DO Descriptors are commonly used by ESL teachers in coaching teachers about differentiated instruction for English language learners (ELLs) They can also be used to plan lessons or observe students progress You can download this document from the WIDA website wwwwidaus
28
14
9252012
Can Do Descriptors Grades 9-12 (Speaking)
Level 1 Entering
Level 2 Beginner
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Answer yesno or choice questions within context of lessons or personal experiences bull Provide identifying information about self bull Name everyday objects and pre-taught vocabulary bull Repeat words short phrases memorized chunks of language
Describe persons places events or objects bull Ask WH-questions to clarify meaning bull Give features of content based material (eg time periods) bull Characterize issues situations regions shown in illustrations
Suggest ways to resolve issues or pose solutions bullCompare contrast features traits characteristics using general and some specific language bull Sequence processes cycles procedures or events bull Conduct interviews or gather information through oral interaction bull Estimate make predictions or pose hypotheses from models
Take a stance and use evidence to defend it bull Explain content-related issues and concepts bull Compare and contrast points of view bull Analyze and share pros and cons of choices bull Use and respond to gossip slang and idiomatic expressions bull Use speaking strategies (eg circumlocution)
Give multimedia oral presentations on grade-level material bull Engage in debatesdiscussions on content-related issues using technical language bull Explain metacognitive strategies for solving problems (eg ldquoTell me how you know itrdquo) bull Negotiate meaning in pairs or group discussions
30
Sensory Graphic and Interactive Supports
15
32
9252012
31
Sensory Supports by Content Area
16
9252012
What do ESL Teachers Need to Know About Special Education
bull Overview of Special Education and the role and responsibilities of the ESL teacher
bull Frequently Asked Questions regarding ELLs receiving Special Education Services and ESL Instruction
Scenario
bull You are an ESL teacher bull It is Septemberhellip classes are starting bull You are informed by your principal that you
will be teaching 3 students with IEPs bull You have no experience teaching students
with disabilities
What do you do Where do you start
17
9252012
What do you do
bull Getting Familiar with the IEP form ndash IEP form wwwpattannet ndash Annotated IEP form wwwpattannet ndash IEP form and annotated form ndash available in
different languages wwwpattannet
bull Getting familiar with the student ndash What would you ask the principal The special
Education teacher What would you review Who can help
Getting familiar with the IEP form
bull Read the IEP form and the Annotated IEP form
bull All sections are important and the order of the information is provided
bull Pay attention to ndash Special considerations the IEP team must
considerhellip
ndash Present levels of Academic Achievementhellip ndash Participation in State and Local Assessments
18
9252012
Getting familiar with the IEP form - continued
ndash Goals and Objectives ndash Program Modifications and Specially Designed
Instruction ndash Supports for School Personnel ndash Educational Placement type of service and type of
support
Additional Resources wwwpattannet
bull Chapter 14 and IDEA Regulations (Special Education Services and Programs)
bull Chapter 711 (Charter School and Cyber School Services and Programs for Children with Disabilities)
bull Chapter 15 (Protected Handicapped Students)
bull The Special Education Effective Practices for my General Education Classroom (online)
19
9252012
Disabilities Implications for ELLs
bull Orthopedic impairment bull Autism bull Other health impairment bull Deaf-blindness bull Specific learning disability bull Deafness bull Speech or language bull Emotional disturbance
impairmentbull Hearing impairment
bull Traumatic brain injury bull Mental retardation
bull Visual impairment bull Multiple disabilities including blindness
Determining Eligibility for Special Education
A student may be eligible for special education if the student
1) Has a disability and 2) Needs special education as determined by an evaluation team
A student must meet both qualifications in order to be eligible for special education
20
9252012
What do ESL teachers bring to the table
Expertise abouthellip bull Second language acquisition process and working with
students with diverse backgrounds bull How to develop appropriate IEPs based on English language
proficiency of the student bull How to help differentiate between a typical ELL at a specific
language proficiency level versus other ELLs with similar profiles
bull How to ensure that multiple data sources are used throughout the process (eg years in the US years of instruction in English English language proficiency as per W-APT ACCESS for ELLs etc)
What do ESL teachers bring to the table continued
Expertise abouthellip bull W-APT and ACCESS for ELLs scores interpretation bull Descriptor of the studentrsquos ELP level bull WIDA CAN DO Descriptors relative to the grade and ELP
levels of the individual student bull Guidance regarding development of Model Performance
Indicators (MPIs) bull Cultural norms linguistic differences parent communication bull Expertise to help the IEP determine if previous ESL
instruction was appropriate in quantity and quality
21
9252012
Frequently Asked Questions ndash ELLs receiving Special Education Services
Should an ESL teacher be a member of the IEP team for an English language learner (ELL)
When an IEP team is developing the IEP for an English Language Learner (ELLs) can the team deviate from the ldquoguidelines to consider when planning direct instructionrdquo which are listed in the BEC 22 PA code 426
Should an ESL student with a disability receive both ESL instruction and special education services Who makes the decision regarding the instructional plan
Are districts required to wait 3 years for a referral for an evaluation
Frequently Asked Questions ndash ELLs receiving Special Education Services Should assessment data related to second language acquisition be part of the evaluation report
Who decides the need for and amount of ESL services an ELL student with a disability receives
What criteria are used when determining specific assessments for an ELL
What criteria are used for exiting students from the ESL programs How does the criteria relate to severely disabled students who have not acquired any language skills
22
9252012
People
Policies Practices
What are Culturally Responsive Educational Systems
wwwnccrestorg
Culturally Responsive Educational Systems Students who come from culturally and linguistically diverse backgrounds can excel in academic endeavors if their culture language heritage and experiences are valued and used to facilitate their learning and development Moreover culturally responsive educational systems create spaces for teacher reflection inquiry and mutual support around issues of cultural differences and academic achievement
23
9252012
Collaborative school-community relationships
bullParents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins)
bullBy being involved with the families and communities of English learners educators come to understand the social linguistic and cultural contexts in which the children are being raised (Ortiz)
Collaborative school-community relationships
bull Educators respect cultural differences in child-rearing practices and in how parents choose to be involved in their childrens education (Garcia amp Dominguez)
24
9252012
Focus on the Classroom Cultures in the Classroom
What students amp teachers bring with them
Whatrsquos already there
The work people do together
The Classroom Culture Classroom Cultures
wwwnccrestorg
ESL Teacher and Special Education Teacher Collaboration
bull Teachers can share instructional resources observe each others classrooms and offer suggestions for improving instruction or managing behavior
bull ESL teachers can demonstrate strategies to support English language learners in Special Education and General Education classrooms
25
9252012
ESL Teacher and Special Education Teacher Collaboration
bull In schools with positive climates faculty function as a community and share the goal of helping students and each other regardless of the labels students have been given or the programs or classrooms to which teachers and students are assigned
Collaborative Preparation for Planned Instruction
bull What are the academic and language needs of the student
bull How are the goals of the IEP addressed bull What will the delivery of instruction look
like bull Do all teachers understand second
language acquisition process
26
Collaborative Preparation for Planned Instruction
bull Are the needs of the student based upon learning disability or language difference or both
bull Do all teachers understand cultural differences
bull What is the cultural perception regarding a student identified with a disability
Points for your collaborative discussions
Special Education bull Studentrsquos type of disability bull Cognitive skill development bull Studentrsquos behaviors bull Effective instructional
strategies for this student bull Standards-based instruction
ndash PA Core Standards bull Assessments
ESL bull Studentrsquos personal
environmental background bull Home Language bull Home Culture bull Standards-based instruction
ndash PA ELPS bull Assessments specific to
individual ELL bull Professionalism
9252012
27
9252012
Resources
bull Brown Dale S and Karen Ford (2007) Communication Strategies for All Classrooms Focusing on English Language Learners and Students with Learning Disabilities
bull English Language Learners with Special Needs Effective Instructional Strategies httpwwwldonlineorgarticle5622
bull Evaluating ELLs for Special Needs a Challenge Education Week Published Online August 28 2012
httpwwwedweekorgewarticles2012082902ell_e ph32htmltkn=OMWFMLYL2FIuZu0hKaWlqX3ZlH QdH6oeE1CtNampcmp=ENL-EU-NEWS
Resources continued
bull Learning Disabilities in English Language Learners wwwldonlineorgspearswerlingLearning_Dis abilities_in_English_Language_Learners
bull Ortiz Alba (2001) English Language Learners with Special Needs Effective Instructional Strategies
bull Torres-Velasquez Diane and Diane Rodriguez (2005) Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities
28
Directions for follow-up
bull You will receive an email with your grouprsquos members your assignment and directions for completion and submission of assignment
bull If you donrsquot receive this email by noon tomorrow please contact Marie Strobel at mstrobelpattannet Be sure to enter gtgtgt in the subject box
Contact Information wwwpattannet
Ana Sainz de la Pentildea Educational Consultant asainzdelapenapattannet
Victor Rodriguez-Diaz Assistant Director VRodriguezpattannet
Paula Zucker amp Connie E Cochran RtII and ELL Technical Assistants
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
9252012
29
9252012
National Data
Less than 20 of public school teachers in the US who have at least one ELL in their class are certified to teach ELLs (Waxman Tellez amp Walberg 2004)
Thus most teachers lack the training expertise and experience in teaching reading and other subjects to ELLs
National Data
Most multidisciplinary school teams charged with making special education eligibility decisions for ELLs also lack the training and experience in differentiating language difference from a learning disability (Collier 2001 Flanagan amp Ortiz 2001 Klingner Artiles amp Barletta 2006 Ortiz 1997)
7
9252012
What do Special Education Teachers Need to Know About ESL Programs
Educating Students With Limited English Proficiency (LEP) and English Language Learners
State regulation 22 Pa Code sect 426 declares Every school district shall provide a program for each student whose dominant language is not English for the purpose of facilitating the students achievement of English proficiency and the academic standards under sect 412 (relating to academic standards) Programs under this section shall include appropriate bilingual-bicultural or English as a second language (ESL) instruction
16
8
9252012
ESL Program
17
ESL Program
(1)planned instruction by a qualified ESL Bilingual teacher
(2)adaptationsmodifications in the delivery of content instruction by all teachers based on the studentrsquos language proficiency level and the Pennsylvania Language Proficiency Standards (PA ELPS) for ELLs as well as the Pennsylvania academic standards
9
Specific Components of ESL Programs
bull PA English Language Proficiency Standards (ELPS)
bull Model Performance Indicators (MPIs) bull WIDA CAN-DO Descriptors bull English Language Proficiency
Assessments
PA Academic Standards amp PA ELP Standards
PA Academic Standards bull Are for ALL students bull Are part of Curriculum
Framework bull Guide content instruction
bull Comprise content specific objectives
PA ELP Standards bull Are for ELLs bull Are part of the
Curriculum Framework for ELLs
bull Guide district ESL and content curriculum and instruction
bull Include both content and language objectives
20
9252012
10
9252012
The Pennsylvania English Language Proficiency Standards (ELPS) wwwpdesasorg
Standard 1English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting
English language learners communicate information ideas and concepts necessary for academic success Standard 2 in the content area of LANGUAGE ARTS
Standard 3 in the content area of MATHEMATICS
Standard 4 in the content area of SCIENCE
Standard 5 in the content area of SOCIAL STUDIES
21
Using a strand of MPIs
bull Science grade level cluster 9-12 Writing ClassroomFormative ndash Look at Level 3
bull What is the difference in language demand and content demand between levels 3 and 5
Level 1 Level 2 Level 3 Level 4 Level 5 Standard
Entering Beginning Developing Expanding Bridging Or Anchor
Level 6-
Reach
ing
W r i t i n g
Use drawings words and phrases to answer WH questions on lab reports based on science experiments in small groups
Use phrases or sentences with diagrams to answer questions on lab reports based on experiments with a partner
Complete lab reports following stepshyby-step procedures based on experiments
Produce lab reports from outlines or learning logs based on science experiments
Produce detailed lab reports based on grade level science experiments
S11A21
22
11
Tell a story that involves a specific
mathematical operation with a
partner
Tell a story that involves a specific
mathematical operation with a
partner
9252012
Sample MPI
Content stem
Support
Tell the steps to solve a long
division problem with a partner
Language function
English Language Proficiency Standard 3 Mathematics
Grade Level Cluster 4-5 Domain SPEAKING Proficiency Level 3 Level 1
Entering Level 2
Beginning Level 3
Developing Level 4
Expanding Level 5
Bridging Standard or
Anchor
Level 6-
Reach
ing
L i S t e n I n g
S p Tell a story that e involves a
specific a mathematical k operation with I a partner
n g 23
The Levels of English Language Proficiency
ENTERING
BEGINNING
DEVELOPING
EXPANDING
1
2
3
4
5
6 REACHING
BRIDGING
24
12
9252012
WIDA-ACCESS Placement Test (W-APT)
State-mandated English language proficiency assessment
Measures English language proficiency in listening speaking reading and writing
What is ACCESS for ELLs (Assessment of Communication and Comprehension of English State to State)
bull A state-mandated assessment of English Language Proficiency (measures Listening Speaking Reading and Writing)
bull Required by NCLB Title III Language Instruction for LEP and Immigrant Children and Youth
bull Administered once a year in early spring bull An accountability tool equal to PSSA
13
9252012
The Can Do Descriptors
The WIDA CAN DO Descriptors are commonly used by ESL teachers in coaching teachers about differentiated instruction for English language learners (ELLs) They can also be used to plan lessons or observe students progress You can download this document from the WIDA website wwwwidaus
28
14
9252012
Can Do Descriptors Grades 9-12 (Speaking)
Level 1 Entering
Level 2 Beginner
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Answer yesno or choice questions within context of lessons or personal experiences bull Provide identifying information about self bull Name everyday objects and pre-taught vocabulary bull Repeat words short phrases memorized chunks of language
Describe persons places events or objects bull Ask WH-questions to clarify meaning bull Give features of content based material (eg time periods) bull Characterize issues situations regions shown in illustrations
Suggest ways to resolve issues or pose solutions bullCompare contrast features traits characteristics using general and some specific language bull Sequence processes cycles procedures or events bull Conduct interviews or gather information through oral interaction bull Estimate make predictions or pose hypotheses from models
Take a stance and use evidence to defend it bull Explain content-related issues and concepts bull Compare and contrast points of view bull Analyze and share pros and cons of choices bull Use and respond to gossip slang and idiomatic expressions bull Use speaking strategies (eg circumlocution)
Give multimedia oral presentations on grade-level material bull Engage in debatesdiscussions on content-related issues using technical language bull Explain metacognitive strategies for solving problems (eg ldquoTell me how you know itrdquo) bull Negotiate meaning in pairs or group discussions
30
Sensory Graphic and Interactive Supports
15
32
9252012
31
Sensory Supports by Content Area
16
9252012
What do ESL Teachers Need to Know About Special Education
bull Overview of Special Education and the role and responsibilities of the ESL teacher
bull Frequently Asked Questions regarding ELLs receiving Special Education Services and ESL Instruction
Scenario
bull You are an ESL teacher bull It is Septemberhellip classes are starting bull You are informed by your principal that you
will be teaching 3 students with IEPs bull You have no experience teaching students
with disabilities
What do you do Where do you start
17
9252012
What do you do
bull Getting Familiar with the IEP form ndash IEP form wwwpattannet ndash Annotated IEP form wwwpattannet ndash IEP form and annotated form ndash available in
different languages wwwpattannet
bull Getting familiar with the student ndash What would you ask the principal The special
Education teacher What would you review Who can help
Getting familiar with the IEP form
bull Read the IEP form and the Annotated IEP form
bull All sections are important and the order of the information is provided
bull Pay attention to ndash Special considerations the IEP team must
considerhellip
ndash Present levels of Academic Achievementhellip ndash Participation in State and Local Assessments
18
9252012
Getting familiar with the IEP form - continued
ndash Goals and Objectives ndash Program Modifications and Specially Designed
Instruction ndash Supports for School Personnel ndash Educational Placement type of service and type of
support
Additional Resources wwwpattannet
bull Chapter 14 and IDEA Regulations (Special Education Services and Programs)
bull Chapter 711 (Charter School and Cyber School Services and Programs for Children with Disabilities)
bull Chapter 15 (Protected Handicapped Students)
bull The Special Education Effective Practices for my General Education Classroom (online)
19
9252012
Disabilities Implications for ELLs
bull Orthopedic impairment bull Autism bull Other health impairment bull Deaf-blindness bull Specific learning disability bull Deafness bull Speech or language bull Emotional disturbance
impairmentbull Hearing impairment
bull Traumatic brain injury bull Mental retardation
bull Visual impairment bull Multiple disabilities including blindness
Determining Eligibility for Special Education
A student may be eligible for special education if the student
1) Has a disability and 2) Needs special education as determined by an evaluation team
A student must meet both qualifications in order to be eligible for special education
20
9252012
What do ESL teachers bring to the table
Expertise abouthellip bull Second language acquisition process and working with
students with diverse backgrounds bull How to develop appropriate IEPs based on English language
proficiency of the student bull How to help differentiate between a typical ELL at a specific
language proficiency level versus other ELLs with similar profiles
bull How to ensure that multiple data sources are used throughout the process (eg years in the US years of instruction in English English language proficiency as per W-APT ACCESS for ELLs etc)
What do ESL teachers bring to the table continued
Expertise abouthellip bull W-APT and ACCESS for ELLs scores interpretation bull Descriptor of the studentrsquos ELP level bull WIDA CAN DO Descriptors relative to the grade and ELP
levels of the individual student bull Guidance regarding development of Model Performance
Indicators (MPIs) bull Cultural norms linguistic differences parent communication bull Expertise to help the IEP determine if previous ESL
instruction was appropriate in quantity and quality
21
9252012
Frequently Asked Questions ndash ELLs receiving Special Education Services
Should an ESL teacher be a member of the IEP team for an English language learner (ELL)
When an IEP team is developing the IEP for an English Language Learner (ELLs) can the team deviate from the ldquoguidelines to consider when planning direct instructionrdquo which are listed in the BEC 22 PA code 426
Should an ESL student with a disability receive both ESL instruction and special education services Who makes the decision regarding the instructional plan
Are districts required to wait 3 years for a referral for an evaluation
Frequently Asked Questions ndash ELLs receiving Special Education Services Should assessment data related to second language acquisition be part of the evaluation report
Who decides the need for and amount of ESL services an ELL student with a disability receives
What criteria are used when determining specific assessments for an ELL
What criteria are used for exiting students from the ESL programs How does the criteria relate to severely disabled students who have not acquired any language skills
22
9252012
People
Policies Practices
What are Culturally Responsive Educational Systems
wwwnccrestorg
Culturally Responsive Educational Systems Students who come from culturally and linguistically diverse backgrounds can excel in academic endeavors if their culture language heritage and experiences are valued and used to facilitate their learning and development Moreover culturally responsive educational systems create spaces for teacher reflection inquiry and mutual support around issues of cultural differences and academic achievement
23
9252012
Collaborative school-community relationships
bullParents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins)
bullBy being involved with the families and communities of English learners educators come to understand the social linguistic and cultural contexts in which the children are being raised (Ortiz)
Collaborative school-community relationships
bull Educators respect cultural differences in child-rearing practices and in how parents choose to be involved in their childrens education (Garcia amp Dominguez)
24
9252012
Focus on the Classroom Cultures in the Classroom
What students amp teachers bring with them
Whatrsquos already there
The work people do together
The Classroom Culture Classroom Cultures
wwwnccrestorg
ESL Teacher and Special Education Teacher Collaboration
bull Teachers can share instructional resources observe each others classrooms and offer suggestions for improving instruction or managing behavior
bull ESL teachers can demonstrate strategies to support English language learners in Special Education and General Education classrooms
25
9252012
ESL Teacher and Special Education Teacher Collaboration
bull In schools with positive climates faculty function as a community and share the goal of helping students and each other regardless of the labels students have been given or the programs or classrooms to which teachers and students are assigned
Collaborative Preparation for Planned Instruction
bull What are the academic and language needs of the student
bull How are the goals of the IEP addressed bull What will the delivery of instruction look
like bull Do all teachers understand second
language acquisition process
26
Collaborative Preparation for Planned Instruction
bull Are the needs of the student based upon learning disability or language difference or both
bull Do all teachers understand cultural differences
bull What is the cultural perception regarding a student identified with a disability
Points for your collaborative discussions
Special Education bull Studentrsquos type of disability bull Cognitive skill development bull Studentrsquos behaviors bull Effective instructional
strategies for this student bull Standards-based instruction
ndash PA Core Standards bull Assessments
ESL bull Studentrsquos personal
environmental background bull Home Language bull Home Culture bull Standards-based instruction
ndash PA ELPS bull Assessments specific to
individual ELL bull Professionalism
9252012
27
9252012
Resources
bull Brown Dale S and Karen Ford (2007) Communication Strategies for All Classrooms Focusing on English Language Learners and Students with Learning Disabilities
bull English Language Learners with Special Needs Effective Instructional Strategies httpwwwldonlineorgarticle5622
bull Evaluating ELLs for Special Needs a Challenge Education Week Published Online August 28 2012
httpwwwedweekorgewarticles2012082902ell_e ph32htmltkn=OMWFMLYL2FIuZu0hKaWlqX3ZlH QdH6oeE1CtNampcmp=ENL-EU-NEWS
Resources continued
bull Learning Disabilities in English Language Learners wwwldonlineorgspearswerlingLearning_Dis abilities_in_English_Language_Learners
bull Ortiz Alba (2001) English Language Learners with Special Needs Effective Instructional Strategies
bull Torres-Velasquez Diane and Diane Rodriguez (2005) Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities
28
Directions for follow-up
bull You will receive an email with your grouprsquos members your assignment and directions for completion and submission of assignment
bull If you donrsquot receive this email by noon tomorrow please contact Marie Strobel at mstrobelpattannet Be sure to enter gtgtgt in the subject box
Contact Information wwwpattannet
Ana Sainz de la Pentildea Educational Consultant asainzdelapenapattannet
Victor Rodriguez-Diaz Assistant Director VRodriguezpattannet
Paula Zucker amp Connie E Cochran RtII and ELL Technical Assistants
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
9252012
29
9252012
What do Special Education Teachers Need to Know About ESL Programs
Educating Students With Limited English Proficiency (LEP) and English Language Learners
State regulation 22 Pa Code sect 426 declares Every school district shall provide a program for each student whose dominant language is not English for the purpose of facilitating the students achievement of English proficiency and the academic standards under sect 412 (relating to academic standards) Programs under this section shall include appropriate bilingual-bicultural or English as a second language (ESL) instruction
16
8
9252012
ESL Program
17
ESL Program
(1)planned instruction by a qualified ESL Bilingual teacher
(2)adaptationsmodifications in the delivery of content instruction by all teachers based on the studentrsquos language proficiency level and the Pennsylvania Language Proficiency Standards (PA ELPS) for ELLs as well as the Pennsylvania academic standards
9
Specific Components of ESL Programs
bull PA English Language Proficiency Standards (ELPS)
bull Model Performance Indicators (MPIs) bull WIDA CAN-DO Descriptors bull English Language Proficiency
Assessments
PA Academic Standards amp PA ELP Standards
PA Academic Standards bull Are for ALL students bull Are part of Curriculum
Framework bull Guide content instruction
bull Comprise content specific objectives
PA ELP Standards bull Are for ELLs bull Are part of the
Curriculum Framework for ELLs
bull Guide district ESL and content curriculum and instruction
bull Include both content and language objectives
20
9252012
10
9252012
The Pennsylvania English Language Proficiency Standards (ELPS) wwwpdesasorg
Standard 1English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting
English language learners communicate information ideas and concepts necessary for academic success Standard 2 in the content area of LANGUAGE ARTS
Standard 3 in the content area of MATHEMATICS
Standard 4 in the content area of SCIENCE
Standard 5 in the content area of SOCIAL STUDIES
21
Using a strand of MPIs
bull Science grade level cluster 9-12 Writing ClassroomFormative ndash Look at Level 3
bull What is the difference in language demand and content demand between levels 3 and 5
Level 1 Level 2 Level 3 Level 4 Level 5 Standard
Entering Beginning Developing Expanding Bridging Or Anchor
Level 6-
Reach
ing
W r i t i n g
Use drawings words and phrases to answer WH questions on lab reports based on science experiments in small groups
Use phrases or sentences with diagrams to answer questions on lab reports based on experiments with a partner
Complete lab reports following stepshyby-step procedures based on experiments
Produce lab reports from outlines or learning logs based on science experiments
Produce detailed lab reports based on grade level science experiments
S11A21
22
11
Tell a story that involves a specific
mathematical operation with a
partner
Tell a story that involves a specific
mathematical operation with a
partner
9252012
Sample MPI
Content stem
Support
Tell the steps to solve a long
division problem with a partner
Language function
English Language Proficiency Standard 3 Mathematics
Grade Level Cluster 4-5 Domain SPEAKING Proficiency Level 3 Level 1
Entering Level 2
Beginning Level 3
Developing Level 4
Expanding Level 5
Bridging Standard or
Anchor
Level 6-
Reach
ing
L i S t e n I n g
S p Tell a story that e involves a
specific a mathematical k operation with I a partner
n g 23
The Levels of English Language Proficiency
ENTERING
BEGINNING
DEVELOPING
EXPANDING
1
2
3
4
5
6 REACHING
BRIDGING
24
12
9252012
WIDA-ACCESS Placement Test (W-APT)
State-mandated English language proficiency assessment
Measures English language proficiency in listening speaking reading and writing
What is ACCESS for ELLs (Assessment of Communication and Comprehension of English State to State)
bull A state-mandated assessment of English Language Proficiency (measures Listening Speaking Reading and Writing)
bull Required by NCLB Title III Language Instruction for LEP and Immigrant Children and Youth
bull Administered once a year in early spring bull An accountability tool equal to PSSA
13
9252012
The Can Do Descriptors
The WIDA CAN DO Descriptors are commonly used by ESL teachers in coaching teachers about differentiated instruction for English language learners (ELLs) They can also be used to plan lessons or observe students progress You can download this document from the WIDA website wwwwidaus
28
14
9252012
Can Do Descriptors Grades 9-12 (Speaking)
Level 1 Entering
Level 2 Beginner
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Answer yesno or choice questions within context of lessons or personal experiences bull Provide identifying information about self bull Name everyday objects and pre-taught vocabulary bull Repeat words short phrases memorized chunks of language
Describe persons places events or objects bull Ask WH-questions to clarify meaning bull Give features of content based material (eg time periods) bull Characterize issues situations regions shown in illustrations
Suggest ways to resolve issues or pose solutions bullCompare contrast features traits characteristics using general and some specific language bull Sequence processes cycles procedures or events bull Conduct interviews or gather information through oral interaction bull Estimate make predictions or pose hypotheses from models
Take a stance and use evidence to defend it bull Explain content-related issues and concepts bull Compare and contrast points of view bull Analyze and share pros and cons of choices bull Use and respond to gossip slang and idiomatic expressions bull Use speaking strategies (eg circumlocution)
Give multimedia oral presentations on grade-level material bull Engage in debatesdiscussions on content-related issues using technical language bull Explain metacognitive strategies for solving problems (eg ldquoTell me how you know itrdquo) bull Negotiate meaning in pairs or group discussions
30
Sensory Graphic and Interactive Supports
15
32
9252012
31
Sensory Supports by Content Area
16
9252012
What do ESL Teachers Need to Know About Special Education
bull Overview of Special Education and the role and responsibilities of the ESL teacher
bull Frequently Asked Questions regarding ELLs receiving Special Education Services and ESL Instruction
Scenario
bull You are an ESL teacher bull It is Septemberhellip classes are starting bull You are informed by your principal that you
will be teaching 3 students with IEPs bull You have no experience teaching students
with disabilities
What do you do Where do you start
17
9252012
What do you do
bull Getting Familiar with the IEP form ndash IEP form wwwpattannet ndash Annotated IEP form wwwpattannet ndash IEP form and annotated form ndash available in
different languages wwwpattannet
bull Getting familiar with the student ndash What would you ask the principal The special
Education teacher What would you review Who can help
Getting familiar with the IEP form
bull Read the IEP form and the Annotated IEP form
bull All sections are important and the order of the information is provided
bull Pay attention to ndash Special considerations the IEP team must
considerhellip
ndash Present levels of Academic Achievementhellip ndash Participation in State and Local Assessments
18
9252012
Getting familiar with the IEP form - continued
ndash Goals and Objectives ndash Program Modifications and Specially Designed
Instruction ndash Supports for School Personnel ndash Educational Placement type of service and type of
support
Additional Resources wwwpattannet
bull Chapter 14 and IDEA Regulations (Special Education Services and Programs)
bull Chapter 711 (Charter School and Cyber School Services and Programs for Children with Disabilities)
bull Chapter 15 (Protected Handicapped Students)
bull The Special Education Effective Practices for my General Education Classroom (online)
19
9252012
Disabilities Implications for ELLs
bull Orthopedic impairment bull Autism bull Other health impairment bull Deaf-blindness bull Specific learning disability bull Deafness bull Speech or language bull Emotional disturbance
impairmentbull Hearing impairment
bull Traumatic brain injury bull Mental retardation
bull Visual impairment bull Multiple disabilities including blindness
Determining Eligibility for Special Education
A student may be eligible for special education if the student
1) Has a disability and 2) Needs special education as determined by an evaluation team
A student must meet both qualifications in order to be eligible for special education
20
9252012
What do ESL teachers bring to the table
Expertise abouthellip bull Second language acquisition process and working with
students with diverse backgrounds bull How to develop appropriate IEPs based on English language
proficiency of the student bull How to help differentiate between a typical ELL at a specific
language proficiency level versus other ELLs with similar profiles
bull How to ensure that multiple data sources are used throughout the process (eg years in the US years of instruction in English English language proficiency as per W-APT ACCESS for ELLs etc)
What do ESL teachers bring to the table continued
Expertise abouthellip bull W-APT and ACCESS for ELLs scores interpretation bull Descriptor of the studentrsquos ELP level bull WIDA CAN DO Descriptors relative to the grade and ELP
levels of the individual student bull Guidance regarding development of Model Performance
Indicators (MPIs) bull Cultural norms linguistic differences parent communication bull Expertise to help the IEP determine if previous ESL
instruction was appropriate in quantity and quality
21
9252012
Frequently Asked Questions ndash ELLs receiving Special Education Services
Should an ESL teacher be a member of the IEP team for an English language learner (ELL)
When an IEP team is developing the IEP for an English Language Learner (ELLs) can the team deviate from the ldquoguidelines to consider when planning direct instructionrdquo which are listed in the BEC 22 PA code 426
Should an ESL student with a disability receive both ESL instruction and special education services Who makes the decision regarding the instructional plan
Are districts required to wait 3 years for a referral for an evaluation
Frequently Asked Questions ndash ELLs receiving Special Education Services Should assessment data related to second language acquisition be part of the evaluation report
Who decides the need for and amount of ESL services an ELL student with a disability receives
What criteria are used when determining specific assessments for an ELL
What criteria are used for exiting students from the ESL programs How does the criteria relate to severely disabled students who have not acquired any language skills
22
9252012
People
Policies Practices
What are Culturally Responsive Educational Systems
wwwnccrestorg
Culturally Responsive Educational Systems Students who come from culturally and linguistically diverse backgrounds can excel in academic endeavors if their culture language heritage and experiences are valued and used to facilitate their learning and development Moreover culturally responsive educational systems create spaces for teacher reflection inquiry and mutual support around issues of cultural differences and academic achievement
23
9252012
Collaborative school-community relationships
bullParents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins)
bullBy being involved with the families and communities of English learners educators come to understand the social linguistic and cultural contexts in which the children are being raised (Ortiz)
Collaborative school-community relationships
bull Educators respect cultural differences in child-rearing practices and in how parents choose to be involved in their childrens education (Garcia amp Dominguez)
24
9252012
Focus on the Classroom Cultures in the Classroom
What students amp teachers bring with them
Whatrsquos already there
The work people do together
The Classroom Culture Classroom Cultures
wwwnccrestorg
ESL Teacher and Special Education Teacher Collaboration
bull Teachers can share instructional resources observe each others classrooms and offer suggestions for improving instruction or managing behavior
bull ESL teachers can demonstrate strategies to support English language learners in Special Education and General Education classrooms
25
9252012
ESL Teacher and Special Education Teacher Collaboration
bull In schools with positive climates faculty function as a community and share the goal of helping students and each other regardless of the labels students have been given or the programs or classrooms to which teachers and students are assigned
Collaborative Preparation for Planned Instruction
bull What are the academic and language needs of the student
bull How are the goals of the IEP addressed bull What will the delivery of instruction look
like bull Do all teachers understand second
language acquisition process
26
Collaborative Preparation for Planned Instruction
bull Are the needs of the student based upon learning disability or language difference or both
bull Do all teachers understand cultural differences
bull What is the cultural perception regarding a student identified with a disability
Points for your collaborative discussions
Special Education bull Studentrsquos type of disability bull Cognitive skill development bull Studentrsquos behaviors bull Effective instructional
strategies for this student bull Standards-based instruction
ndash PA Core Standards bull Assessments
ESL bull Studentrsquos personal
environmental background bull Home Language bull Home Culture bull Standards-based instruction
ndash PA ELPS bull Assessments specific to
individual ELL bull Professionalism
9252012
27
9252012
Resources
bull Brown Dale S and Karen Ford (2007) Communication Strategies for All Classrooms Focusing on English Language Learners and Students with Learning Disabilities
bull English Language Learners with Special Needs Effective Instructional Strategies httpwwwldonlineorgarticle5622
bull Evaluating ELLs for Special Needs a Challenge Education Week Published Online August 28 2012
httpwwwedweekorgewarticles2012082902ell_e ph32htmltkn=OMWFMLYL2FIuZu0hKaWlqX3ZlH QdH6oeE1CtNampcmp=ENL-EU-NEWS
Resources continued
bull Learning Disabilities in English Language Learners wwwldonlineorgspearswerlingLearning_Dis abilities_in_English_Language_Learners
bull Ortiz Alba (2001) English Language Learners with Special Needs Effective Instructional Strategies
bull Torres-Velasquez Diane and Diane Rodriguez (2005) Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities
28
Directions for follow-up
bull You will receive an email with your grouprsquos members your assignment and directions for completion and submission of assignment
bull If you donrsquot receive this email by noon tomorrow please contact Marie Strobel at mstrobelpattannet Be sure to enter gtgtgt in the subject box
Contact Information wwwpattannet
Ana Sainz de la Pentildea Educational Consultant asainzdelapenapattannet
Victor Rodriguez-Diaz Assistant Director VRodriguezpattannet
Paula Zucker amp Connie E Cochran RtII and ELL Technical Assistants
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
9252012
29
9252012
ESL Program
17
ESL Program
(1)planned instruction by a qualified ESL Bilingual teacher
(2)adaptationsmodifications in the delivery of content instruction by all teachers based on the studentrsquos language proficiency level and the Pennsylvania Language Proficiency Standards (PA ELPS) for ELLs as well as the Pennsylvania academic standards
9
Specific Components of ESL Programs
bull PA English Language Proficiency Standards (ELPS)
bull Model Performance Indicators (MPIs) bull WIDA CAN-DO Descriptors bull English Language Proficiency
Assessments
PA Academic Standards amp PA ELP Standards
PA Academic Standards bull Are for ALL students bull Are part of Curriculum
Framework bull Guide content instruction
bull Comprise content specific objectives
PA ELP Standards bull Are for ELLs bull Are part of the
Curriculum Framework for ELLs
bull Guide district ESL and content curriculum and instruction
bull Include both content and language objectives
20
9252012
10
9252012
The Pennsylvania English Language Proficiency Standards (ELPS) wwwpdesasorg
Standard 1English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting
English language learners communicate information ideas and concepts necessary for academic success Standard 2 in the content area of LANGUAGE ARTS
Standard 3 in the content area of MATHEMATICS
Standard 4 in the content area of SCIENCE
Standard 5 in the content area of SOCIAL STUDIES
21
Using a strand of MPIs
bull Science grade level cluster 9-12 Writing ClassroomFormative ndash Look at Level 3
bull What is the difference in language demand and content demand between levels 3 and 5
Level 1 Level 2 Level 3 Level 4 Level 5 Standard
Entering Beginning Developing Expanding Bridging Or Anchor
Level 6-
Reach
ing
W r i t i n g
Use drawings words and phrases to answer WH questions on lab reports based on science experiments in small groups
Use phrases or sentences with diagrams to answer questions on lab reports based on experiments with a partner
Complete lab reports following stepshyby-step procedures based on experiments
Produce lab reports from outlines or learning logs based on science experiments
Produce detailed lab reports based on grade level science experiments
S11A21
22
11
Tell a story that involves a specific
mathematical operation with a
partner
Tell a story that involves a specific
mathematical operation with a
partner
9252012
Sample MPI
Content stem
Support
Tell the steps to solve a long
division problem with a partner
Language function
English Language Proficiency Standard 3 Mathematics
Grade Level Cluster 4-5 Domain SPEAKING Proficiency Level 3 Level 1
Entering Level 2
Beginning Level 3
Developing Level 4
Expanding Level 5
Bridging Standard or
Anchor
Level 6-
Reach
ing
L i S t e n I n g
S p Tell a story that e involves a
specific a mathematical k operation with I a partner
n g 23
The Levels of English Language Proficiency
ENTERING
BEGINNING
DEVELOPING
EXPANDING
1
2
3
4
5
6 REACHING
BRIDGING
24
12
9252012
WIDA-ACCESS Placement Test (W-APT)
State-mandated English language proficiency assessment
Measures English language proficiency in listening speaking reading and writing
What is ACCESS for ELLs (Assessment of Communication and Comprehension of English State to State)
bull A state-mandated assessment of English Language Proficiency (measures Listening Speaking Reading and Writing)
bull Required by NCLB Title III Language Instruction for LEP and Immigrant Children and Youth
bull Administered once a year in early spring bull An accountability tool equal to PSSA
13
9252012
The Can Do Descriptors
The WIDA CAN DO Descriptors are commonly used by ESL teachers in coaching teachers about differentiated instruction for English language learners (ELLs) They can also be used to plan lessons or observe students progress You can download this document from the WIDA website wwwwidaus
28
14
9252012
Can Do Descriptors Grades 9-12 (Speaking)
Level 1 Entering
Level 2 Beginner
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Answer yesno or choice questions within context of lessons or personal experiences bull Provide identifying information about self bull Name everyday objects and pre-taught vocabulary bull Repeat words short phrases memorized chunks of language
Describe persons places events or objects bull Ask WH-questions to clarify meaning bull Give features of content based material (eg time periods) bull Characterize issues situations regions shown in illustrations
Suggest ways to resolve issues or pose solutions bullCompare contrast features traits characteristics using general and some specific language bull Sequence processes cycles procedures or events bull Conduct interviews or gather information through oral interaction bull Estimate make predictions or pose hypotheses from models
Take a stance and use evidence to defend it bull Explain content-related issues and concepts bull Compare and contrast points of view bull Analyze and share pros and cons of choices bull Use and respond to gossip slang and idiomatic expressions bull Use speaking strategies (eg circumlocution)
Give multimedia oral presentations on grade-level material bull Engage in debatesdiscussions on content-related issues using technical language bull Explain metacognitive strategies for solving problems (eg ldquoTell me how you know itrdquo) bull Negotiate meaning in pairs or group discussions
30
Sensory Graphic and Interactive Supports
15
32
9252012
31
Sensory Supports by Content Area
16
9252012
What do ESL Teachers Need to Know About Special Education
bull Overview of Special Education and the role and responsibilities of the ESL teacher
bull Frequently Asked Questions regarding ELLs receiving Special Education Services and ESL Instruction
Scenario
bull You are an ESL teacher bull It is Septemberhellip classes are starting bull You are informed by your principal that you
will be teaching 3 students with IEPs bull You have no experience teaching students
with disabilities
What do you do Where do you start
17
9252012
What do you do
bull Getting Familiar with the IEP form ndash IEP form wwwpattannet ndash Annotated IEP form wwwpattannet ndash IEP form and annotated form ndash available in
different languages wwwpattannet
bull Getting familiar with the student ndash What would you ask the principal The special
Education teacher What would you review Who can help
Getting familiar with the IEP form
bull Read the IEP form and the Annotated IEP form
bull All sections are important and the order of the information is provided
bull Pay attention to ndash Special considerations the IEP team must
considerhellip
ndash Present levels of Academic Achievementhellip ndash Participation in State and Local Assessments
18
9252012
Getting familiar with the IEP form - continued
ndash Goals and Objectives ndash Program Modifications and Specially Designed
Instruction ndash Supports for School Personnel ndash Educational Placement type of service and type of
support
Additional Resources wwwpattannet
bull Chapter 14 and IDEA Regulations (Special Education Services and Programs)
bull Chapter 711 (Charter School and Cyber School Services and Programs for Children with Disabilities)
bull Chapter 15 (Protected Handicapped Students)
bull The Special Education Effective Practices for my General Education Classroom (online)
19
9252012
Disabilities Implications for ELLs
bull Orthopedic impairment bull Autism bull Other health impairment bull Deaf-blindness bull Specific learning disability bull Deafness bull Speech or language bull Emotional disturbance
impairmentbull Hearing impairment
bull Traumatic brain injury bull Mental retardation
bull Visual impairment bull Multiple disabilities including blindness
Determining Eligibility for Special Education
A student may be eligible for special education if the student
1) Has a disability and 2) Needs special education as determined by an evaluation team
A student must meet both qualifications in order to be eligible for special education
20
9252012
What do ESL teachers bring to the table
Expertise abouthellip bull Second language acquisition process and working with
students with diverse backgrounds bull How to develop appropriate IEPs based on English language
proficiency of the student bull How to help differentiate between a typical ELL at a specific
language proficiency level versus other ELLs with similar profiles
bull How to ensure that multiple data sources are used throughout the process (eg years in the US years of instruction in English English language proficiency as per W-APT ACCESS for ELLs etc)
What do ESL teachers bring to the table continued
Expertise abouthellip bull W-APT and ACCESS for ELLs scores interpretation bull Descriptor of the studentrsquos ELP level bull WIDA CAN DO Descriptors relative to the grade and ELP
levels of the individual student bull Guidance regarding development of Model Performance
Indicators (MPIs) bull Cultural norms linguistic differences parent communication bull Expertise to help the IEP determine if previous ESL
instruction was appropriate in quantity and quality
21
9252012
Frequently Asked Questions ndash ELLs receiving Special Education Services
Should an ESL teacher be a member of the IEP team for an English language learner (ELL)
When an IEP team is developing the IEP for an English Language Learner (ELLs) can the team deviate from the ldquoguidelines to consider when planning direct instructionrdquo which are listed in the BEC 22 PA code 426
Should an ESL student with a disability receive both ESL instruction and special education services Who makes the decision regarding the instructional plan
Are districts required to wait 3 years for a referral for an evaluation
Frequently Asked Questions ndash ELLs receiving Special Education Services Should assessment data related to second language acquisition be part of the evaluation report
Who decides the need for and amount of ESL services an ELL student with a disability receives
What criteria are used when determining specific assessments for an ELL
What criteria are used for exiting students from the ESL programs How does the criteria relate to severely disabled students who have not acquired any language skills
22
9252012
People
Policies Practices
What are Culturally Responsive Educational Systems
wwwnccrestorg
Culturally Responsive Educational Systems Students who come from culturally and linguistically diverse backgrounds can excel in academic endeavors if their culture language heritage and experiences are valued and used to facilitate their learning and development Moreover culturally responsive educational systems create spaces for teacher reflection inquiry and mutual support around issues of cultural differences and academic achievement
23
9252012
Collaborative school-community relationships
bullParents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins)
bullBy being involved with the families and communities of English learners educators come to understand the social linguistic and cultural contexts in which the children are being raised (Ortiz)
Collaborative school-community relationships
bull Educators respect cultural differences in child-rearing practices and in how parents choose to be involved in their childrens education (Garcia amp Dominguez)
24
9252012
Focus on the Classroom Cultures in the Classroom
What students amp teachers bring with them
Whatrsquos already there
The work people do together
The Classroom Culture Classroom Cultures
wwwnccrestorg
ESL Teacher and Special Education Teacher Collaboration
bull Teachers can share instructional resources observe each others classrooms and offer suggestions for improving instruction or managing behavior
bull ESL teachers can demonstrate strategies to support English language learners in Special Education and General Education classrooms
25
9252012
ESL Teacher and Special Education Teacher Collaboration
bull In schools with positive climates faculty function as a community and share the goal of helping students and each other regardless of the labels students have been given or the programs or classrooms to which teachers and students are assigned
Collaborative Preparation for Planned Instruction
bull What are the academic and language needs of the student
bull How are the goals of the IEP addressed bull What will the delivery of instruction look
like bull Do all teachers understand second
language acquisition process
26
Collaborative Preparation for Planned Instruction
bull Are the needs of the student based upon learning disability or language difference or both
bull Do all teachers understand cultural differences
bull What is the cultural perception regarding a student identified with a disability
Points for your collaborative discussions
Special Education bull Studentrsquos type of disability bull Cognitive skill development bull Studentrsquos behaviors bull Effective instructional
strategies for this student bull Standards-based instruction
ndash PA Core Standards bull Assessments
ESL bull Studentrsquos personal
environmental background bull Home Language bull Home Culture bull Standards-based instruction
ndash PA ELPS bull Assessments specific to
individual ELL bull Professionalism
9252012
27
9252012
Resources
bull Brown Dale S and Karen Ford (2007) Communication Strategies for All Classrooms Focusing on English Language Learners and Students with Learning Disabilities
bull English Language Learners with Special Needs Effective Instructional Strategies httpwwwldonlineorgarticle5622
bull Evaluating ELLs for Special Needs a Challenge Education Week Published Online August 28 2012
httpwwwedweekorgewarticles2012082902ell_e ph32htmltkn=OMWFMLYL2FIuZu0hKaWlqX3ZlH QdH6oeE1CtNampcmp=ENL-EU-NEWS
Resources continued
bull Learning Disabilities in English Language Learners wwwldonlineorgspearswerlingLearning_Dis abilities_in_English_Language_Learners
bull Ortiz Alba (2001) English Language Learners with Special Needs Effective Instructional Strategies
bull Torres-Velasquez Diane and Diane Rodriguez (2005) Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities
28
Directions for follow-up
bull You will receive an email with your grouprsquos members your assignment and directions for completion and submission of assignment
bull If you donrsquot receive this email by noon tomorrow please contact Marie Strobel at mstrobelpattannet Be sure to enter gtgtgt in the subject box
Contact Information wwwpattannet
Ana Sainz de la Pentildea Educational Consultant asainzdelapenapattannet
Victor Rodriguez-Diaz Assistant Director VRodriguezpattannet
Paula Zucker amp Connie E Cochran RtII and ELL Technical Assistants
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
9252012
29
Specific Components of ESL Programs
bull PA English Language Proficiency Standards (ELPS)
bull Model Performance Indicators (MPIs) bull WIDA CAN-DO Descriptors bull English Language Proficiency
Assessments
PA Academic Standards amp PA ELP Standards
PA Academic Standards bull Are for ALL students bull Are part of Curriculum
Framework bull Guide content instruction
bull Comprise content specific objectives
PA ELP Standards bull Are for ELLs bull Are part of the
Curriculum Framework for ELLs
bull Guide district ESL and content curriculum and instruction
bull Include both content and language objectives
20
9252012
10
9252012
The Pennsylvania English Language Proficiency Standards (ELPS) wwwpdesasorg
Standard 1English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting
English language learners communicate information ideas and concepts necessary for academic success Standard 2 in the content area of LANGUAGE ARTS
Standard 3 in the content area of MATHEMATICS
Standard 4 in the content area of SCIENCE
Standard 5 in the content area of SOCIAL STUDIES
21
Using a strand of MPIs
bull Science grade level cluster 9-12 Writing ClassroomFormative ndash Look at Level 3
bull What is the difference in language demand and content demand between levels 3 and 5
Level 1 Level 2 Level 3 Level 4 Level 5 Standard
Entering Beginning Developing Expanding Bridging Or Anchor
Level 6-
Reach
ing
W r i t i n g
Use drawings words and phrases to answer WH questions on lab reports based on science experiments in small groups
Use phrases or sentences with diagrams to answer questions on lab reports based on experiments with a partner
Complete lab reports following stepshyby-step procedures based on experiments
Produce lab reports from outlines or learning logs based on science experiments
Produce detailed lab reports based on grade level science experiments
S11A21
22
11
Tell a story that involves a specific
mathematical operation with a
partner
Tell a story that involves a specific
mathematical operation with a
partner
9252012
Sample MPI
Content stem
Support
Tell the steps to solve a long
division problem with a partner
Language function
English Language Proficiency Standard 3 Mathematics
Grade Level Cluster 4-5 Domain SPEAKING Proficiency Level 3 Level 1
Entering Level 2
Beginning Level 3
Developing Level 4
Expanding Level 5
Bridging Standard or
Anchor
Level 6-
Reach
ing
L i S t e n I n g
S p Tell a story that e involves a
specific a mathematical k operation with I a partner
n g 23
The Levels of English Language Proficiency
ENTERING
BEGINNING
DEVELOPING
EXPANDING
1
2
3
4
5
6 REACHING
BRIDGING
24
12
9252012
WIDA-ACCESS Placement Test (W-APT)
State-mandated English language proficiency assessment
Measures English language proficiency in listening speaking reading and writing
What is ACCESS for ELLs (Assessment of Communication and Comprehension of English State to State)
bull A state-mandated assessment of English Language Proficiency (measures Listening Speaking Reading and Writing)
bull Required by NCLB Title III Language Instruction for LEP and Immigrant Children and Youth
bull Administered once a year in early spring bull An accountability tool equal to PSSA
13
9252012
The Can Do Descriptors
The WIDA CAN DO Descriptors are commonly used by ESL teachers in coaching teachers about differentiated instruction for English language learners (ELLs) They can also be used to plan lessons or observe students progress You can download this document from the WIDA website wwwwidaus
28
14
9252012
Can Do Descriptors Grades 9-12 (Speaking)
Level 1 Entering
Level 2 Beginner
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Answer yesno or choice questions within context of lessons or personal experiences bull Provide identifying information about self bull Name everyday objects and pre-taught vocabulary bull Repeat words short phrases memorized chunks of language
Describe persons places events or objects bull Ask WH-questions to clarify meaning bull Give features of content based material (eg time periods) bull Characterize issues situations regions shown in illustrations
Suggest ways to resolve issues or pose solutions bullCompare contrast features traits characteristics using general and some specific language bull Sequence processes cycles procedures or events bull Conduct interviews or gather information through oral interaction bull Estimate make predictions or pose hypotheses from models
Take a stance and use evidence to defend it bull Explain content-related issues and concepts bull Compare and contrast points of view bull Analyze and share pros and cons of choices bull Use and respond to gossip slang and idiomatic expressions bull Use speaking strategies (eg circumlocution)
Give multimedia oral presentations on grade-level material bull Engage in debatesdiscussions on content-related issues using technical language bull Explain metacognitive strategies for solving problems (eg ldquoTell me how you know itrdquo) bull Negotiate meaning in pairs or group discussions
30
Sensory Graphic and Interactive Supports
15
32
9252012
31
Sensory Supports by Content Area
16
9252012
What do ESL Teachers Need to Know About Special Education
bull Overview of Special Education and the role and responsibilities of the ESL teacher
bull Frequently Asked Questions regarding ELLs receiving Special Education Services and ESL Instruction
Scenario
bull You are an ESL teacher bull It is Septemberhellip classes are starting bull You are informed by your principal that you
will be teaching 3 students with IEPs bull You have no experience teaching students
with disabilities
What do you do Where do you start
17
9252012
What do you do
bull Getting Familiar with the IEP form ndash IEP form wwwpattannet ndash Annotated IEP form wwwpattannet ndash IEP form and annotated form ndash available in
different languages wwwpattannet
bull Getting familiar with the student ndash What would you ask the principal The special
Education teacher What would you review Who can help
Getting familiar with the IEP form
bull Read the IEP form and the Annotated IEP form
bull All sections are important and the order of the information is provided
bull Pay attention to ndash Special considerations the IEP team must
considerhellip
ndash Present levels of Academic Achievementhellip ndash Participation in State and Local Assessments
18
9252012
Getting familiar with the IEP form - continued
ndash Goals and Objectives ndash Program Modifications and Specially Designed
Instruction ndash Supports for School Personnel ndash Educational Placement type of service and type of
support
Additional Resources wwwpattannet
bull Chapter 14 and IDEA Regulations (Special Education Services and Programs)
bull Chapter 711 (Charter School and Cyber School Services and Programs for Children with Disabilities)
bull Chapter 15 (Protected Handicapped Students)
bull The Special Education Effective Practices for my General Education Classroom (online)
19
9252012
Disabilities Implications for ELLs
bull Orthopedic impairment bull Autism bull Other health impairment bull Deaf-blindness bull Specific learning disability bull Deafness bull Speech or language bull Emotional disturbance
impairmentbull Hearing impairment
bull Traumatic brain injury bull Mental retardation
bull Visual impairment bull Multiple disabilities including blindness
Determining Eligibility for Special Education
A student may be eligible for special education if the student
1) Has a disability and 2) Needs special education as determined by an evaluation team
A student must meet both qualifications in order to be eligible for special education
20
9252012
What do ESL teachers bring to the table
Expertise abouthellip bull Second language acquisition process and working with
students with diverse backgrounds bull How to develop appropriate IEPs based on English language
proficiency of the student bull How to help differentiate between a typical ELL at a specific
language proficiency level versus other ELLs with similar profiles
bull How to ensure that multiple data sources are used throughout the process (eg years in the US years of instruction in English English language proficiency as per W-APT ACCESS for ELLs etc)
What do ESL teachers bring to the table continued
Expertise abouthellip bull W-APT and ACCESS for ELLs scores interpretation bull Descriptor of the studentrsquos ELP level bull WIDA CAN DO Descriptors relative to the grade and ELP
levels of the individual student bull Guidance regarding development of Model Performance
Indicators (MPIs) bull Cultural norms linguistic differences parent communication bull Expertise to help the IEP determine if previous ESL
instruction was appropriate in quantity and quality
21
9252012
Frequently Asked Questions ndash ELLs receiving Special Education Services
Should an ESL teacher be a member of the IEP team for an English language learner (ELL)
When an IEP team is developing the IEP for an English Language Learner (ELLs) can the team deviate from the ldquoguidelines to consider when planning direct instructionrdquo which are listed in the BEC 22 PA code 426
Should an ESL student with a disability receive both ESL instruction and special education services Who makes the decision regarding the instructional plan
Are districts required to wait 3 years for a referral for an evaluation
Frequently Asked Questions ndash ELLs receiving Special Education Services Should assessment data related to second language acquisition be part of the evaluation report
Who decides the need for and amount of ESL services an ELL student with a disability receives
What criteria are used when determining specific assessments for an ELL
What criteria are used for exiting students from the ESL programs How does the criteria relate to severely disabled students who have not acquired any language skills
22
9252012
People
Policies Practices
What are Culturally Responsive Educational Systems
wwwnccrestorg
Culturally Responsive Educational Systems Students who come from culturally and linguistically diverse backgrounds can excel in academic endeavors if their culture language heritage and experiences are valued and used to facilitate their learning and development Moreover culturally responsive educational systems create spaces for teacher reflection inquiry and mutual support around issues of cultural differences and academic achievement
23
9252012
Collaborative school-community relationships
bullParents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins)
bullBy being involved with the families and communities of English learners educators come to understand the social linguistic and cultural contexts in which the children are being raised (Ortiz)
Collaborative school-community relationships
bull Educators respect cultural differences in child-rearing practices and in how parents choose to be involved in their childrens education (Garcia amp Dominguez)
24
9252012
Focus on the Classroom Cultures in the Classroom
What students amp teachers bring with them
Whatrsquos already there
The work people do together
The Classroom Culture Classroom Cultures
wwwnccrestorg
ESL Teacher and Special Education Teacher Collaboration
bull Teachers can share instructional resources observe each others classrooms and offer suggestions for improving instruction or managing behavior
bull ESL teachers can demonstrate strategies to support English language learners in Special Education and General Education classrooms
25
9252012
ESL Teacher and Special Education Teacher Collaboration
bull In schools with positive climates faculty function as a community and share the goal of helping students and each other regardless of the labels students have been given or the programs or classrooms to which teachers and students are assigned
Collaborative Preparation for Planned Instruction
bull What are the academic and language needs of the student
bull How are the goals of the IEP addressed bull What will the delivery of instruction look
like bull Do all teachers understand second
language acquisition process
26
Collaborative Preparation for Planned Instruction
bull Are the needs of the student based upon learning disability or language difference or both
bull Do all teachers understand cultural differences
bull What is the cultural perception regarding a student identified with a disability
Points for your collaborative discussions
Special Education bull Studentrsquos type of disability bull Cognitive skill development bull Studentrsquos behaviors bull Effective instructional
strategies for this student bull Standards-based instruction
ndash PA Core Standards bull Assessments
ESL bull Studentrsquos personal
environmental background bull Home Language bull Home Culture bull Standards-based instruction
ndash PA ELPS bull Assessments specific to
individual ELL bull Professionalism
9252012
27
9252012
Resources
bull Brown Dale S and Karen Ford (2007) Communication Strategies for All Classrooms Focusing on English Language Learners and Students with Learning Disabilities
bull English Language Learners with Special Needs Effective Instructional Strategies httpwwwldonlineorgarticle5622
bull Evaluating ELLs for Special Needs a Challenge Education Week Published Online August 28 2012
httpwwwedweekorgewarticles2012082902ell_e ph32htmltkn=OMWFMLYL2FIuZu0hKaWlqX3ZlH QdH6oeE1CtNampcmp=ENL-EU-NEWS
Resources continued
bull Learning Disabilities in English Language Learners wwwldonlineorgspearswerlingLearning_Dis abilities_in_English_Language_Learners
bull Ortiz Alba (2001) English Language Learners with Special Needs Effective Instructional Strategies
bull Torres-Velasquez Diane and Diane Rodriguez (2005) Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities
28
Directions for follow-up
bull You will receive an email with your grouprsquos members your assignment and directions for completion and submission of assignment
bull If you donrsquot receive this email by noon tomorrow please contact Marie Strobel at mstrobelpattannet Be sure to enter gtgtgt in the subject box
Contact Information wwwpattannet
Ana Sainz de la Pentildea Educational Consultant asainzdelapenapattannet
Victor Rodriguez-Diaz Assistant Director VRodriguezpattannet
Paula Zucker amp Connie E Cochran RtII and ELL Technical Assistants
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
9252012
29
9252012
The Pennsylvania English Language Proficiency Standards (ELPS) wwwpdesasorg
Standard 1English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting
English language learners communicate information ideas and concepts necessary for academic success Standard 2 in the content area of LANGUAGE ARTS
Standard 3 in the content area of MATHEMATICS
Standard 4 in the content area of SCIENCE
Standard 5 in the content area of SOCIAL STUDIES
21
Using a strand of MPIs
bull Science grade level cluster 9-12 Writing ClassroomFormative ndash Look at Level 3
bull What is the difference in language demand and content demand between levels 3 and 5
Level 1 Level 2 Level 3 Level 4 Level 5 Standard
Entering Beginning Developing Expanding Bridging Or Anchor
Level 6-
Reach
ing
W r i t i n g
Use drawings words and phrases to answer WH questions on lab reports based on science experiments in small groups
Use phrases or sentences with diagrams to answer questions on lab reports based on experiments with a partner
Complete lab reports following stepshyby-step procedures based on experiments
Produce lab reports from outlines or learning logs based on science experiments
Produce detailed lab reports based on grade level science experiments
S11A21
22
11
Tell a story that involves a specific
mathematical operation with a
partner
Tell a story that involves a specific
mathematical operation with a
partner
9252012
Sample MPI
Content stem
Support
Tell the steps to solve a long
division problem with a partner
Language function
English Language Proficiency Standard 3 Mathematics
Grade Level Cluster 4-5 Domain SPEAKING Proficiency Level 3 Level 1
Entering Level 2
Beginning Level 3
Developing Level 4
Expanding Level 5
Bridging Standard or
Anchor
Level 6-
Reach
ing
L i S t e n I n g
S p Tell a story that e involves a
specific a mathematical k operation with I a partner
n g 23
The Levels of English Language Proficiency
ENTERING
BEGINNING
DEVELOPING
EXPANDING
1
2
3
4
5
6 REACHING
BRIDGING
24
12
9252012
WIDA-ACCESS Placement Test (W-APT)
State-mandated English language proficiency assessment
Measures English language proficiency in listening speaking reading and writing
What is ACCESS for ELLs (Assessment of Communication and Comprehension of English State to State)
bull A state-mandated assessment of English Language Proficiency (measures Listening Speaking Reading and Writing)
bull Required by NCLB Title III Language Instruction for LEP and Immigrant Children and Youth
bull Administered once a year in early spring bull An accountability tool equal to PSSA
13
9252012
The Can Do Descriptors
The WIDA CAN DO Descriptors are commonly used by ESL teachers in coaching teachers about differentiated instruction for English language learners (ELLs) They can also be used to plan lessons or observe students progress You can download this document from the WIDA website wwwwidaus
28
14
9252012
Can Do Descriptors Grades 9-12 (Speaking)
Level 1 Entering
Level 2 Beginner
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Answer yesno or choice questions within context of lessons or personal experiences bull Provide identifying information about self bull Name everyday objects and pre-taught vocabulary bull Repeat words short phrases memorized chunks of language
Describe persons places events or objects bull Ask WH-questions to clarify meaning bull Give features of content based material (eg time periods) bull Characterize issues situations regions shown in illustrations
Suggest ways to resolve issues or pose solutions bullCompare contrast features traits characteristics using general and some specific language bull Sequence processes cycles procedures or events bull Conduct interviews or gather information through oral interaction bull Estimate make predictions or pose hypotheses from models
Take a stance and use evidence to defend it bull Explain content-related issues and concepts bull Compare and contrast points of view bull Analyze and share pros and cons of choices bull Use and respond to gossip slang and idiomatic expressions bull Use speaking strategies (eg circumlocution)
Give multimedia oral presentations on grade-level material bull Engage in debatesdiscussions on content-related issues using technical language bull Explain metacognitive strategies for solving problems (eg ldquoTell me how you know itrdquo) bull Negotiate meaning in pairs or group discussions
30
Sensory Graphic and Interactive Supports
15
32
9252012
31
Sensory Supports by Content Area
16
9252012
What do ESL Teachers Need to Know About Special Education
bull Overview of Special Education and the role and responsibilities of the ESL teacher
bull Frequently Asked Questions regarding ELLs receiving Special Education Services and ESL Instruction
Scenario
bull You are an ESL teacher bull It is Septemberhellip classes are starting bull You are informed by your principal that you
will be teaching 3 students with IEPs bull You have no experience teaching students
with disabilities
What do you do Where do you start
17
9252012
What do you do
bull Getting Familiar with the IEP form ndash IEP form wwwpattannet ndash Annotated IEP form wwwpattannet ndash IEP form and annotated form ndash available in
different languages wwwpattannet
bull Getting familiar with the student ndash What would you ask the principal The special
Education teacher What would you review Who can help
Getting familiar with the IEP form
bull Read the IEP form and the Annotated IEP form
bull All sections are important and the order of the information is provided
bull Pay attention to ndash Special considerations the IEP team must
considerhellip
ndash Present levels of Academic Achievementhellip ndash Participation in State and Local Assessments
18
9252012
Getting familiar with the IEP form - continued
ndash Goals and Objectives ndash Program Modifications and Specially Designed
Instruction ndash Supports for School Personnel ndash Educational Placement type of service and type of
support
Additional Resources wwwpattannet
bull Chapter 14 and IDEA Regulations (Special Education Services and Programs)
bull Chapter 711 (Charter School and Cyber School Services and Programs for Children with Disabilities)
bull Chapter 15 (Protected Handicapped Students)
bull The Special Education Effective Practices for my General Education Classroom (online)
19
9252012
Disabilities Implications for ELLs
bull Orthopedic impairment bull Autism bull Other health impairment bull Deaf-blindness bull Specific learning disability bull Deafness bull Speech or language bull Emotional disturbance
impairmentbull Hearing impairment
bull Traumatic brain injury bull Mental retardation
bull Visual impairment bull Multiple disabilities including blindness
Determining Eligibility for Special Education
A student may be eligible for special education if the student
1) Has a disability and 2) Needs special education as determined by an evaluation team
A student must meet both qualifications in order to be eligible for special education
20
9252012
What do ESL teachers bring to the table
Expertise abouthellip bull Second language acquisition process and working with
students with diverse backgrounds bull How to develop appropriate IEPs based on English language
proficiency of the student bull How to help differentiate between a typical ELL at a specific
language proficiency level versus other ELLs with similar profiles
bull How to ensure that multiple data sources are used throughout the process (eg years in the US years of instruction in English English language proficiency as per W-APT ACCESS for ELLs etc)
What do ESL teachers bring to the table continued
Expertise abouthellip bull W-APT and ACCESS for ELLs scores interpretation bull Descriptor of the studentrsquos ELP level bull WIDA CAN DO Descriptors relative to the grade and ELP
levels of the individual student bull Guidance regarding development of Model Performance
Indicators (MPIs) bull Cultural norms linguistic differences parent communication bull Expertise to help the IEP determine if previous ESL
instruction was appropriate in quantity and quality
21
9252012
Frequently Asked Questions ndash ELLs receiving Special Education Services
Should an ESL teacher be a member of the IEP team for an English language learner (ELL)
When an IEP team is developing the IEP for an English Language Learner (ELLs) can the team deviate from the ldquoguidelines to consider when planning direct instructionrdquo which are listed in the BEC 22 PA code 426
Should an ESL student with a disability receive both ESL instruction and special education services Who makes the decision regarding the instructional plan
Are districts required to wait 3 years for a referral for an evaluation
Frequently Asked Questions ndash ELLs receiving Special Education Services Should assessment data related to second language acquisition be part of the evaluation report
Who decides the need for and amount of ESL services an ELL student with a disability receives
What criteria are used when determining specific assessments for an ELL
What criteria are used for exiting students from the ESL programs How does the criteria relate to severely disabled students who have not acquired any language skills
22
9252012
People
Policies Practices
What are Culturally Responsive Educational Systems
wwwnccrestorg
Culturally Responsive Educational Systems Students who come from culturally and linguistically diverse backgrounds can excel in academic endeavors if their culture language heritage and experiences are valued and used to facilitate their learning and development Moreover culturally responsive educational systems create spaces for teacher reflection inquiry and mutual support around issues of cultural differences and academic achievement
23
9252012
Collaborative school-community relationships
bullParents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins)
bullBy being involved with the families and communities of English learners educators come to understand the social linguistic and cultural contexts in which the children are being raised (Ortiz)
Collaborative school-community relationships
bull Educators respect cultural differences in child-rearing practices and in how parents choose to be involved in their childrens education (Garcia amp Dominguez)
24
9252012
Focus on the Classroom Cultures in the Classroom
What students amp teachers bring with them
Whatrsquos already there
The work people do together
The Classroom Culture Classroom Cultures
wwwnccrestorg
ESL Teacher and Special Education Teacher Collaboration
bull Teachers can share instructional resources observe each others classrooms and offer suggestions for improving instruction or managing behavior
bull ESL teachers can demonstrate strategies to support English language learners in Special Education and General Education classrooms
25
9252012
ESL Teacher and Special Education Teacher Collaboration
bull In schools with positive climates faculty function as a community and share the goal of helping students and each other regardless of the labels students have been given or the programs or classrooms to which teachers and students are assigned
Collaborative Preparation for Planned Instruction
bull What are the academic and language needs of the student
bull How are the goals of the IEP addressed bull What will the delivery of instruction look
like bull Do all teachers understand second
language acquisition process
26
Collaborative Preparation for Planned Instruction
bull Are the needs of the student based upon learning disability or language difference or both
bull Do all teachers understand cultural differences
bull What is the cultural perception regarding a student identified with a disability
Points for your collaborative discussions
Special Education bull Studentrsquos type of disability bull Cognitive skill development bull Studentrsquos behaviors bull Effective instructional
strategies for this student bull Standards-based instruction
ndash PA Core Standards bull Assessments
ESL bull Studentrsquos personal
environmental background bull Home Language bull Home Culture bull Standards-based instruction
ndash PA ELPS bull Assessments specific to
individual ELL bull Professionalism
9252012
27
9252012
Resources
bull Brown Dale S and Karen Ford (2007) Communication Strategies for All Classrooms Focusing on English Language Learners and Students with Learning Disabilities
bull English Language Learners with Special Needs Effective Instructional Strategies httpwwwldonlineorgarticle5622
bull Evaluating ELLs for Special Needs a Challenge Education Week Published Online August 28 2012
httpwwwedweekorgewarticles2012082902ell_e ph32htmltkn=OMWFMLYL2FIuZu0hKaWlqX3ZlH QdH6oeE1CtNampcmp=ENL-EU-NEWS
Resources continued
bull Learning Disabilities in English Language Learners wwwldonlineorgspearswerlingLearning_Dis abilities_in_English_Language_Learners
bull Ortiz Alba (2001) English Language Learners with Special Needs Effective Instructional Strategies
bull Torres-Velasquez Diane and Diane Rodriguez (2005) Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities
28
Directions for follow-up
bull You will receive an email with your grouprsquos members your assignment and directions for completion and submission of assignment
bull If you donrsquot receive this email by noon tomorrow please contact Marie Strobel at mstrobelpattannet Be sure to enter gtgtgt in the subject box
Contact Information wwwpattannet
Ana Sainz de la Pentildea Educational Consultant asainzdelapenapattannet
Victor Rodriguez-Diaz Assistant Director VRodriguezpattannet
Paula Zucker amp Connie E Cochran RtII and ELL Technical Assistants
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
9252012
29
Tell a story that involves a specific
mathematical operation with a
partner
Tell a story that involves a specific
mathematical operation with a
partner
9252012
Sample MPI
Content stem
Support
Tell the steps to solve a long
division problem with a partner
Language function
English Language Proficiency Standard 3 Mathematics
Grade Level Cluster 4-5 Domain SPEAKING Proficiency Level 3 Level 1
Entering Level 2
Beginning Level 3
Developing Level 4
Expanding Level 5
Bridging Standard or
Anchor
Level 6-
Reach
ing
L i S t e n I n g
S p Tell a story that e involves a
specific a mathematical k operation with I a partner
n g 23
The Levels of English Language Proficiency
ENTERING
BEGINNING
DEVELOPING
EXPANDING
1
2
3
4
5
6 REACHING
BRIDGING
24
12
9252012
WIDA-ACCESS Placement Test (W-APT)
State-mandated English language proficiency assessment
Measures English language proficiency in listening speaking reading and writing
What is ACCESS for ELLs (Assessment of Communication and Comprehension of English State to State)
bull A state-mandated assessment of English Language Proficiency (measures Listening Speaking Reading and Writing)
bull Required by NCLB Title III Language Instruction for LEP and Immigrant Children and Youth
bull Administered once a year in early spring bull An accountability tool equal to PSSA
13
9252012
The Can Do Descriptors
The WIDA CAN DO Descriptors are commonly used by ESL teachers in coaching teachers about differentiated instruction for English language learners (ELLs) They can also be used to plan lessons or observe students progress You can download this document from the WIDA website wwwwidaus
28
14
9252012
Can Do Descriptors Grades 9-12 (Speaking)
Level 1 Entering
Level 2 Beginner
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Answer yesno or choice questions within context of lessons or personal experiences bull Provide identifying information about self bull Name everyday objects and pre-taught vocabulary bull Repeat words short phrases memorized chunks of language
Describe persons places events or objects bull Ask WH-questions to clarify meaning bull Give features of content based material (eg time periods) bull Characterize issues situations regions shown in illustrations
Suggest ways to resolve issues or pose solutions bullCompare contrast features traits characteristics using general and some specific language bull Sequence processes cycles procedures or events bull Conduct interviews or gather information through oral interaction bull Estimate make predictions or pose hypotheses from models
Take a stance and use evidence to defend it bull Explain content-related issues and concepts bull Compare and contrast points of view bull Analyze and share pros and cons of choices bull Use and respond to gossip slang and idiomatic expressions bull Use speaking strategies (eg circumlocution)
Give multimedia oral presentations on grade-level material bull Engage in debatesdiscussions on content-related issues using technical language bull Explain metacognitive strategies for solving problems (eg ldquoTell me how you know itrdquo) bull Negotiate meaning in pairs or group discussions
30
Sensory Graphic and Interactive Supports
15
32
9252012
31
Sensory Supports by Content Area
16
9252012
What do ESL Teachers Need to Know About Special Education
bull Overview of Special Education and the role and responsibilities of the ESL teacher
bull Frequently Asked Questions regarding ELLs receiving Special Education Services and ESL Instruction
Scenario
bull You are an ESL teacher bull It is Septemberhellip classes are starting bull You are informed by your principal that you
will be teaching 3 students with IEPs bull You have no experience teaching students
with disabilities
What do you do Where do you start
17
9252012
What do you do
bull Getting Familiar with the IEP form ndash IEP form wwwpattannet ndash Annotated IEP form wwwpattannet ndash IEP form and annotated form ndash available in
different languages wwwpattannet
bull Getting familiar with the student ndash What would you ask the principal The special
Education teacher What would you review Who can help
Getting familiar with the IEP form
bull Read the IEP form and the Annotated IEP form
bull All sections are important and the order of the information is provided
bull Pay attention to ndash Special considerations the IEP team must
considerhellip
ndash Present levels of Academic Achievementhellip ndash Participation in State and Local Assessments
18
9252012
Getting familiar with the IEP form - continued
ndash Goals and Objectives ndash Program Modifications and Specially Designed
Instruction ndash Supports for School Personnel ndash Educational Placement type of service and type of
support
Additional Resources wwwpattannet
bull Chapter 14 and IDEA Regulations (Special Education Services and Programs)
bull Chapter 711 (Charter School and Cyber School Services and Programs for Children with Disabilities)
bull Chapter 15 (Protected Handicapped Students)
bull The Special Education Effective Practices for my General Education Classroom (online)
19
9252012
Disabilities Implications for ELLs
bull Orthopedic impairment bull Autism bull Other health impairment bull Deaf-blindness bull Specific learning disability bull Deafness bull Speech or language bull Emotional disturbance
impairmentbull Hearing impairment
bull Traumatic brain injury bull Mental retardation
bull Visual impairment bull Multiple disabilities including blindness
Determining Eligibility for Special Education
A student may be eligible for special education if the student
1) Has a disability and 2) Needs special education as determined by an evaluation team
A student must meet both qualifications in order to be eligible for special education
20
9252012
What do ESL teachers bring to the table
Expertise abouthellip bull Second language acquisition process and working with
students with diverse backgrounds bull How to develop appropriate IEPs based on English language
proficiency of the student bull How to help differentiate between a typical ELL at a specific
language proficiency level versus other ELLs with similar profiles
bull How to ensure that multiple data sources are used throughout the process (eg years in the US years of instruction in English English language proficiency as per W-APT ACCESS for ELLs etc)
What do ESL teachers bring to the table continued
Expertise abouthellip bull W-APT and ACCESS for ELLs scores interpretation bull Descriptor of the studentrsquos ELP level bull WIDA CAN DO Descriptors relative to the grade and ELP
levels of the individual student bull Guidance regarding development of Model Performance
Indicators (MPIs) bull Cultural norms linguistic differences parent communication bull Expertise to help the IEP determine if previous ESL
instruction was appropriate in quantity and quality
21
9252012
Frequently Asked Questions ndash ELLs receiving Special Education Services
Should an ESL teacher be a member of the IEP team for an English language learner (ELL)
When an IEP team is developing the IEP for an English Language Learner (ELLs) can the team deviate from the ldquoguidelines to consider when planning direct instructionrdquo which are listed in the BEC 22 PA code 426
Should an ESL student with a disability receive both ESL instruction and special education services Who makes the decision regarding the instructional plan
Are districts required to wait 3 years for a referral for an evaluation
Frequently Asked Questions ndash ELLs receiving Special Education Services Should assessment data related to second language acquisition be part of the evaluation report
Who decides the need for and amount of ESL services an ELL student with a disability receives
What criteria are used when determining specific assessments for an ELL
What criteria are used for exiting students from the ESL programs How does the criteria relate to severely disabled students who have not acquired any language skills
22
9252012
People
Policies Practices
What are Culturally Responsive Educational Systems
wwwnccrestorg
Culturally Responsive Educational Systems Students who come from culturally and linguistically diverse backgrounds can excel in academic endeavors if their culture language heritage and experiences are valued and used to facilitate their learning and development Moreover culturally responsive educational systems create spaces for teacher reflection inquiry and mutual support around issues of cultural differences and academic achievement
23
9252012
Collaborative school-community relationships
bullParents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins)
bullBy being involved with the families and communities of English learners educators come to understand the social linguistic and cultural contexts in which the children are being raised (Ortiz)
Collaborative school-community relationships
bull Educators respect cultural differences in child-rearing practices and in how parents choose to be involved in their childrens education (Garcia amp Dominguez)
24
9252012
Focus on the Classroom Cultures in the Classroom
What students amp teachers bring with them
Whatrsquos already there
The work people do together
The Classroom Culture Classroom Cultures
wwwnccrestorg
ESL Teacher and Special Education Teacher Collaboration
bull Teachers can share instructional resources observe each others classrooms and offer suggestions for improving instruction or managing behavior
bull ESL teachers can demonstrate strategies to support English language learners in Special Education and General Education classrooms
25
9252012
ESL Teacher and Special Education Teacher Collaboration
bull In schools with positive climates faculty function as a community and share the goal of helping students and each other regardless of the labels students have been given or the programs or classrooms to which teachers and students are assigned
Collaborative Preparation for Planned Instruction
bull What are the academic and language needs of the student
bull How are the goals of the IEP addressed bull What will the delivery of instruction look
like bull Do all teachers understand second
language acquisition process
26
Collaborative Preparation for Planned Instruction
bull Are the needs of the student based upon learning disability or language difference or both
bull Do all teachers understand cultural differences
bull What is the cultural perception regarding a student identified with a disability
Points for your collaborative discussions
Special Education bull Studentrsquos type of disability bull Cognitive skill development bull Studentrsquos behaviors bull Effective instructional
strategies for this student bull Standards-based instruction
ndash PA Core Standards bull Assessments
ESL bull Studentrsquos personal
environmental background bull Home Language bull Home Culture bull Standards-based instruction
ndash PA ELPS bull Assessments specific to
individual ELL bull Professionalism
9252012
27
9252012
Resources
bull Brown Dale S and Karen Ford (2007) Communication Strategies for All Classrooms Focusing on English Language Learners and Students with Learning Disabilities
bull English Language Learners with Special Needs Effective Instructional Strategies httpwwwldonlineorgarticle5622
bull Evaluating ELLs for Special Needs a Challenge Education Week Published Online August 28 2012
httpwwwedweekorgewarticles2012082902ell_e ph32htmltkn=OMWFMLYL2FIuZu0hKaWlqX3ZlH QdH6oeE1CtNampcmp=ENL-EU-NEWS
Resources continued
bull Learning Disabilities in English Language Learners wwwldonlineorgspearswerlingLearning_Dis abilities_in_English_Language_Learners
bull Ortiz Alba (2001) English Language Learners with Special Needs Effective Instructional Strategies
bull Torres-Velasquez Diane and Diane Rodriguez (2005) Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities
28
Directions for follow-up
bull You will receive an email with your grouprsquos members your assignment and directions for completion and submission of assignment
bull If you donrsquot receive this email by noon tomorrow please contact Marie Strobel at mstrobelpattannet Be sure to enter gtgtgt in the subject box
Contact Information wwwpattannet
Ana Sainz de la Pentildea Educational Consultant asainzdelapenapattannet
Victor Rodriguez-Diaz Assistant Director VRodriguezpattannet
Paula Zucker amp Connie E Cochran RtII and ELL Technical Assistants
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
9252012
29
9252012
WIDA-ACCESS Placement Test (W-APT)
State-mandated English language proficiency assessment
Measures English language proficiency in listening speaking reading and writing
What is ACCESS for ELLs (Assessment of Communication and Comprehension of English State to State)
bull A state-mandated assessment of English Language Proficiency (measures Listening Speaking Reading and Writing)
bull Required by NCLB Title III Language Instruction for LEP and Immigrant Children and Youth
bull Administered once a year in early spring bull An accountability tool equal to PSSA
13
9252012
The Can Do Descriptors
The WIDA CAN DO Descriptors are commonly used by ESL teachers in coaching teachers about differentiated instruction for English language learners (ELLs) They can also be used to plan lessons or observe students progress You can download this document from the WIDA website wwwwidaus
28
14
9252012
Can Do Descriptors Grades 9-12 (Speaking)
Level 1 Entering
Level 2 Beginner
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Answer yesno or choice questions within context of lessons or personal experiences bull Provide identifying information about self bull Name everyday objects and pre-taught vocabulary bull Repeat words short phrases memorized chunks of language
Describe persons places events or objects bull Ask WH-questions to clarify meaning bull Give features of content based material (eg time periods) bull Characterize issues situations regions shown in illustrations
Suggest ways to resolve issues or pose solutions bullCompare contrast features traits characteristics using general and some specific language bull Sequence processes cycles procedures or events bull Conduct interviews or gather information through oral interaction bull Estimate make predictions or pose hypotheses from models
Take a stance and use evidence to defend it bull Explain content-related issues and concepts bull Compare and contrast points of view bull Analyze and share pros and cons of choices bull Use and respond to gossip slang and idiomatic expressions bull Use speaking strategies (eg circumlocution)
Give multimedia oral presentations on grade-level material bull Engage in debatesdiscussions on content-related issues using technical language bull Explain metacognitive strategies for solving problems (eg ldquoTell me how you know itrdquo) bull Negotiate meaning in pairs or group discussions
30
Sensory Graphic and Interactive Supports
15
32
9252012
31
Sensory Supports by Content Area
16
9252012
What do ESL Teachers Need to Know About Special Education
bull Overview of Special Education and the role and responsibilities of the ESL teacher
bull Frequently Asked Questions regarding ELLs receiving Special Education Services and ESL Instruction
Scenario
bull You are an ESL teacher bull It is Septemberhellip classes are starting bull You are informed by your principal that you
will be teaching 3 students with IEPs bull You have no experience teaching students
with disabilities
What do you do Where do you start
17
9252012
What do you do
bull Getting Familiar with the IEP form ndash IEP form wwwpattannet ndash Annotated IEP form wwwpattannet ndash IEP form and annotated form ndash available in
different languages wwwpattannet
bull Getting familiar with the student ndash What would you ask the principal The special
Education teacher What would you review Who can help
Getting familiar with the IEP form
bull Read the IEP form and the Annotated IEP form
bull All sections are important and the order of the information is provided
bull Pay attention to ndash Special considerations the IEP team must
considerhellip
ndash Present levels of Academic Achievementhellip ndash Participation in State and Local Assessments
18
9252012
Getting familiar with the IEP form - continued
ndash Goals and Objectives ndash Program Modifications and Specially Designed
Instruction ndash Supports for School Personnel ndash Educational Placement type of service and type of
support
Additional Resources wwwpattannet
bull Chapter 14 and IDEA Regulations (Special Education Services and Programs)
bull Chapter 711 (Charter School and Cyber School Services and Programs for Children with Disabilities)
bull Chapter 15 (Protected Handicapped Students)
bull The Special Education Effective Practices for my General Education Classroom (online)
19
9252012
Disabilities Implications for ELLs
bull Orthopedic impairment bull Autism bull Other health impairment bull Deaf-blindness bull Specific learning disability bull Deafness bull Speech or language bull Emotional disturbance
impairmentbull Hearing impairment
bull Traumatic brain injury bull Mental retardation
bull Visual impairment bull Multiple disabilities including blindness
Determining Eligibility for Special Education
A student may be eligible for special education if the student
1) Has a disability and 2) Needs special education as determined by an evaluation team
A student must meet both qualifications in order to be eligible for special education
20
9252012
What do ESL teachers bring to the table
Expertise abouthellip bull Second language acquisition process and working with
students with diverse backgrounds bull How to develop appropriate IEPs based on English language
proficiency of the student bull How to help differentiate between a typical ELL at a specific
language proficiency level versus other ELLs with similar profiles
bull How to ensure that multiple data sources are used throughout the process (eg years in the US years of instruction in English English language proficiency as per W-APT ACCESS for ELLs etc)
What do ESL teachers bring to the table continued
Expertise abouthellip bull W-APT and ACCESS for ELLs scores interpretation bull Descriptor of the studentrsquos ELP level bull WIDA CAN DO Descriptors relative to the grade and ELP
levels of the individual student bull Guidance regarding development of Model Performance
Indicators (MPIs) bull Cultural norms linguistic differences parent communication bull Expertise to help the IEP determine if previous ESL
instruction was appropriate in quantity and quality
21
9252012
Frequently Asked Questions ndash ELLs receiving Special Education Services
Should an ESL teacher be a member of the IEP team for an English language learner (ELL)
When an IEP team is developing the IEP for an English Language Learner (ELLs) can the team deviate from the ldquoguidelines to consider when planning direct instructionrdquo which are listed in the BEC 22 PA code 426
Should an ESL student with a disability receive both ESL instruction and special education services Who makes the decision regarding the instructional plan
Are districts required to wait 3 years for a referral for an evaluation
Frequently Asked Questions ndash ELLs receiving Special Education Services Should assessment data related to second language acquisition be part of the evaluation report
Who decides the need for and amount of ESL services an ELL student with a disability receives
What criteria are used when determining specific assessments for an ELL
What criteria are used for exiting students from the ESL programs How does the criteria relate to severely disabled students who have not acquired any language skills
22
9252012
People
Policies Practices
What are Culturally Responsive Educational Systems
wwwnccrestorg
Culturally Responsive Educational Systems Students who come from culturally and linguistically diverse backgrounds can excel in academic endeavors if their culture language heritage and experiences are valued and used to facilitate their learning and development Moreover culturally responsive educational systems create spaces for teacher reflection inquiry and mutual support around issues of cultural differences and academic achievement
23
9252012
Collaborative school-community relationships
bullParents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins)
bullBy being involved with the families and communities of English learners educators come to understand the social linguistic and cultural contexts in which the children are being raised (Ortiz)
Collaborative school-community relationships
bull Educators respect cultural differences in child-rearing practices and in how parents choose to be involved in their childrens education (Garcia amp Dominguez)
24
9252012
Focus on the Classroom Cultures in the Classroom
What students amp teachers bring with them
Whatrsquos already there
The work people do together
The Classroom Culture Classroom Cultures
wwwnccrestorg
ESL Teacher and Special Education Teacher Collaboration
bull Teachers can share instructional resources observe each others classrooms and offer suggestions for improving instruction or managing behavior
bull ESL teachers can demonstrate strategies to support English language learners in Special Education and General Education classrooms
25
9252012
ESL Teacher and Special Education Teacher Collaboration
bull In schools with positive climates faculty function as a community and share the goal of helping students and each other regardless of the labels students have been given or the programs or classrooms to which teachers and students are assigned
Collaborative Preparation for Planned Instruction
bull What are the academic and language needs of the student
bull How are the goals of the IEP addressed bull What will the delivery of instruction look
like bull Do all teachers understand second
language acquisition process
26
Collaborative Preparation for Planned Instruction
bull Are the needs of the student based upon learning disability or language difference or both
bull Do all teachers understand cultural differences
bull What is the cultural perception regarding a student identified with a disability
Points for your collaborative discussions
Special Education bull Studentrsquos type of disability bull Cognitive skill development bull Studentrsquos behaviors bull Effective instructional
strategies for this student bull Standards-based instruction
ndash PA Core Standards bull Assessments
ESL bull Studentrsquos personal
environmental background bull Home Language bull Home Culture bull Standards-based instruction
ndash PA ELPS bull Assessments specific to
individual ELL bull Professionalism
9252012
27
9252012
Resources
bull Brown Dale S and Karen Ford (2007) Communication Strategies for All Classrooms Focusing on English Language Learners and Students with Learning Disabilities
bull English Language Learners with Special Needs Effective Instructional Strategies httpwwwldonlineorgarticle5622
bull Evaluating ELLs for Special Needs a Challenge Education Week Published Online August 28 2012
httpwwwedweekorgewarticles2012082902ell_e ph32htmltkn=OMWFMLYL2FIuZu0hKaWlqX3ZlH QdH6oeE1CtNampcmp=ENL-EU-NEWS
Resources continued
bull Learning Disabilities in English Language Learners wwwldonlineorgspearswerlingLearning_Dis abilities_in_English_Language_Learners
bull Ortiz Alba (2001) English Language Learners with Special Needs Effective Instructional Strategies
bull Torres-Velasquez Diane and Diane Rodriguez (2005) Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities
28
Directions for follow-up
bull You will receive an email with your grouprsquos members your assignment and directions for completion and submission of assignment
bull If you donrsquot receive this email by noon tomorrow please contact Marie Strobel at mstrobelpattannet Be sure to enter gtgtgt in the subject box
Contact Information wwwpattannet
Ana Sainz de la Pentildea Educational Consultant asainzdelapenapattannet
Victor Rodriguez-Diaz Assistant Director VRodriguezpattannet
Paula Zucker amp Connie E Cochran RtII and ELL Technical Assistants
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
9252012
29
9252012
The Can Do Descriptors
The WIDA CAN DO Descriptors are commonly used by ESL teachers in coaching teachers about differentiated instruction for English language learners (ELLs) They can also be used to plan lessons or observe students progress You can download this document from the WIDA website wwwwidaus
28
14
9252012
Can Do Descriptors Grades 9-12 (Speaking)
Level 1 Entering
Level 2 Beginner
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Answer yesno or choice questions within context of lessons or personal experiences bull Provide identifying information about self bull Name everyday objects and pre-taught vocabulary bull Repeat words short phrases memorized chunks of language
Describe persons places events or objects bull Ask WH-questions to clarify meaning bull Give features of content based material (eg time periods) bull Characterize issues situations regions shown in illustrations
Suggest ways to resolve issues or pose solutions bullCompare contrast features traits characteristics using general and some specific language bull Sequence processes cycles procedures or events bull Conduct interviews or gather information through oral interaction bull Estimate make predictions or pose hypotheses from models
Take a stance and use evidence to defend it bull Explain content-related issues and concepts bull Compare and contrast points of view bull Analyze and share pros and cons of choices bull Use and respond to gossip slang and idiomatic expressions bull Use speaking strategies (eg circumlocution)
Give multimedia oral presentations on grade-level material bull Engage in debatesdiscussions on content-related issues using technical language bull Explain metacognitive strategies for solving problems (eg ldquoTell me how you know itrdquo) bull Negotiate meaning in pairs or group discussions
30
Sensory Graphic and Interactive Supports
15
32
9252012
31
Sensory Supports by Content Area
16
9252012
What do ESL Teachers Need to Know About Special Education
bull Overview of Special Education and the role and responsibilities of the ESL teacher
bull Frequently Asked Questions regarding ELLs receiving Special Education Services and ESL Instruction
Scenario
bull You are an ESL teacher bull It is Septemberhellip classes are starting bull You are informed by your principal that you
will be teaching 3 students with IEPs bull You have no experience teaching students
with disabilities
What do you do Where do you start
17
9252012
What do you do
bull Getting Familiar with the IEP form ndash IEP form wwwpattannet ndash Annotated IEP form wwwpattannet ndash IEP form and annotated form ndash available in
different languages wwwpattannet
bull Getting familiar with the student ndash What would you ask the principal The special
Education teacher What would you review Who can help
Getting familiar with the IEP form
bull Read the IEP form and the Annotated IEP form
bull All sections are important and the order of the information is provided
bull Pay attention to ndash Special considerations the IEP team must
considerhellip
ndash Present levels of Academic Achievementhellip ndash Participation in State and Local Assessments
18
9252012
Getting familiar with the IEP form - continued
ndash Goals and Objectives ndash Program Modifications and Specially Designed
Instruction ndash Supports for School Personnel ndash Educational Placement type of service and type of
support
Additional Resources wwwpattannet
bull Chapter 14 and IDEA Regulations (Special Education Services and Programs)
bull Chapter 711 (Charter School and Cyber School Services and Programs for Children with Disabilities)
bull Chapter 15 (Protected Handicapped Students)
bull The Special Education Effective Practices for my General Education Classroom (online)
19
9252012
Disabilities Implications for ELLs
bull Orthopedic impairment bull Autism bull Other health impairment bull Deaf-blindness bull Specific learning disability bull Deafness bull Speech or language bull Emotional disturbance
impairmentbull Hearing impairment
bull Traumatic brain injury bull Mental retardation
bull Visual impairment bull Multiple disabilities including blindness
Determining Eligibility for Special Education
A student may be eligible for special education if the student
1) Has a disability and 2) Needs special education as determined by an evaluation team
A student must meet both qualifications in order to be eligible for special education
20
9252012
What do ESL teachers bring to the table
Expertise abouthellip bull Second language acquisition process and working with
students with diverse backgrounds bull How to develop appropriate IEPs based on English language
proficiency of the student bull How to help differentiate between a typical ELL at a specific
language proficiency level versus other ELLs with similar profiles
bull How to ensure that multiple data sources are used throughout the process (eg years in the US years of instruction in English English language proficiency as per W-APT ACCESS for ELLs etc)
What do ESL teachers bring to the table continued
Expertise abouthellip bull W-APT and ACCESS for ELLs scores interpretation bull Descriptor of the studentrsquos ELP level bull WIDA CAN DO Descriptors relative to the grade and ELP
levels of the individual student bull Guidance regarding development of Model Performance
Indicators (MPIs) bull Cultural norms linguistic differences parent communication bull Expertise to help the IEP determine if previous ESL
instruction was appropriate in quantity and quality
21
9252012
Frequently Asked Questions ndash ELLs receiving Special Education Services
Should an ESL teacher be a member of the IEP team for an English language learner (ELL)
When an IEP team is developing the IEP for an English Language Learner (ELLs) can the team deviate from the ldquoguidelines to consider when planning direct instructionrdquo which are listed in the BEC 22 PA code 426
Should an ESL student with a disability receive both ESL instruction and special education services Who makes the decision regarding the instructional plan
Are districts required to wait 3 years for a referral for an evaluation
Frequently Asked Questions ndash ELLs receiving Special Education Services Should assessment data related to second language acquisition be part of the evaluation report
Who decides the need for and amount of ESL services an ELL student with a disability receives
What criteria are used when determining specific assessments for an ELL
What criteria are used for exiting students from the ESL programs How does the criteria relate to severely disabled students who have not acquired any language skills
22
9252012
People
Policies Practices
What are Culturally Responsive Educational Systems
wwwnccrestorg
Culturally Responsive Educational Systems Students who come from culturally and linguistically diverse backgrounds can excel in academic endeavors if their culture language heritage and experiences are valued and used to facilitate their learning and development Moreover culturally responsive educational systems create spaces for teacher reflection inquiry and mutual support around issues of cultural differences and academic achievement
23
9252012
Collaborative school-community relationships
bullParents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins)
bullBy being involved with the families and communities of English learners educators come to understand the social linguistic and cultural contexts in which the children are being raised (Ortiz)
Collaborative school-community relationships
bull Educators respect cultural differences in child-rearing practices and in how parents choose to be involved in their childrens education (Garcia amp Dominguez)
24
9252012
Focus on the Classroom Cultures in the Classroom
What students amp teachers bring with them
Whatrsquos already there
The work people do together
The Classroom Culture Classroom Cultures
wwwnccrestorg
ESL Teacher and Special Education Teacher Collaboration
bull Teachers can share instructional resources observe each others classrooms and offer suggestions for improving instruction or managing behavior
bull ESL teachers can demonstrate strategies to support English language learners in Special Education and General Education classrooms
25
9252012
ESL Teacher and Special Education Teacher Collaboration
bull In schools with positive climates faculty function as a community and share the goal of helping students and each other regardless of the labels students have been given or the programs or classrooms to which teachers and students are assigned
Collaborative Preparation for Planned Instruction
bull What are the academic and language needs of the student
bull How are the goals of the IEP addressed bull What will the delivery of instruction look
like bull Do all teachers understand second
language acquisition process
26
Collaborative Preparation for Planned Instruction
bull Are the needs of the student based upon learning disability or language difference or both
bull Do all teachers understand cultural differences
bull What is the cultural perception regarding a student identified with a disability
Points for your collaborative discussions
Special Education bull Studentrsquos type of disability bull Cognitive skill development bull Studentrsquos behaviors bull Effective instructional
strategies for this student bull Standards-based instruction
ndash PA Core Standards bull Assessments
ESL bull Studentrsquos personal
environmental background bull Home Language bull Home Culture bull Standards-based instruction
ndash PA ELPS bull Assessments specific to
individual ELL bull Professionalism
9252012
27
9252012
Resources
bull Brown Dale S and Karen Ford (2007) Communication Strategies for All Classrooms Focusing on English Language Learners and Students with Learning Disabilities
bull English Language Learners with Special Needs Effective Instructional Strategies httpwwwldonlineorgarticle5622
bull Evaluating ELLs for Special Needs a Challenge Education Week Published Online August 28 2012
httpwwwedweekorgewarticles2012082902ell_e ph32htmltkn=OMWFMLYL2FIuZu0hKaWlqX3ZlH QdH6oeE1CtNampcmp=ENL-EU-NEWS
Resources continued
bull Learning Disabilities in English Language Learners wwwldonlineorgspearswerlingLearning_Dis abilities_in_English_Language_Learners
bull Ortiz Alba (2001) English Language Learners with Special Needs Effective Instructional Strategies
bull Torres-Velasquez Diane and Diane Rodriguez (2005) Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities
28
Directions for follow-up
bull You will receive an email with your grouprsquos members your assignment and directions for completion and submission of assignment
bull If you donrsquot receive this email by noon tomorrow please contact Marie Strobel at mstrobelpattannet Be sure to enter gtgtgt in the subject box
Contact Information wwwpattannet
Ana Sainz de la Pentildea Educational Consultant asainzdelapenapattannet
Victor Rodriguez-Diaz Assistant Director VRodriguezpattannet
Paula Zucker amp Connie E Cochran RtII and ELL Technical Assistants
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
9252012
29
9252012
Can Do Descriptors Grades 9-12 (Speaking)
Level 1 Entering
Level 2 Beginner
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Answer yesno or choice questions within context of lessons or personal experiences bull Provide identifying information about self bull Name everyday objects and pre-taught vocabulary bull Repeat words short phrases memorized chunks of language
Describe persons places events or objects bull Ask WH-questions to clarify meaning bull Give features of content based material (eg time periods) bull Characterize issues situations regions shown in illustrations
Suggest ways to resolve issues or pose solutions bullCompare contrast features traits characteristics using general and some specific language bull Sequence processes cycles procedures or events bull Conduct interviews or gather information through oral interaction bull Estimate make predictions or pose hypotheses from models
Take a stance and use evidence to defend it bull Explain content-related issues and concepts bull Compare and contrast points of view bull Analyze and share pros and cons of choices bull Use and respond to gossip slang and idiomatic expressions bull Use speaking strategies (eg circumlocution)
Give multimedia oral presentations on grade-level material bull Engage in debatesdiscussions on content-related issues using technical language bull Explain metacognitive strategies for solving problems (eg ldquoTell me how you know itrdquo) bull Negotiate meaning in pairs or group discussions
30
Sensory Graphic and Interactive Supports
15
32
9252012
31
Sensory Supports by Content Area
16
9252012
What do ESL Teachers Need to Know About Special Education
bull Overview of Special Education and the role and responsibilities of the ESL teacher
bull Frequently Asked Questions regarding ELLs receiving Special Education Services and ESL Instruction
Scenario
bull You are an ESL teacher bull It is Septemberhellip classes are starting bull You are informed by your principal that you
will be teaching 3 students with IEPs bull You have no experience teaching students
with disabilities
What do you do Where do you start
17
9252012
What do you do
bull Getting Familiar with the IEP form ndash IEP form wwwpattannet ndash Annotated IEP form wwwpattannet ndash IEP form and annotated form ndash available in
different languages wwwpattannet
bull Getting familiar with the student ndash What would you ask the principal The special
Education teacher What would you review Who can help
Getting familiar with the IEP form
bull Read the IEP form and the Annotated IEP form
bull All sections are important and the order of the information is provided
bull Pay attention to ndash Special considerations the IEP team must
considerhellip
ndash Present levels of Academic Achievementhellip ndash Participation in State and Local Assessments
18
9252012
Getting familiar with the IEP form - continued
ndash Goals and Objectives ndash Program Modifications and Specially Designed
Instruction ndash Supports for School Personnel ndash Educational Placement type of service and type of
support
Additional Resources wwwpattannet
bull Chapter 14 and IDEA Regulations (Special Education Services and Programs)
bull Chapter 711 (Charter School and Cyber School Services and Programs for Children with Disabilities)
bull Chapter 15 (Protected Handicapped Students)
bull The Special Education Effective Practices for my General Education Classroom (online)
19
9252012
Disabilities Implications for ELLs
bull Orthopedic impairment bull Autism bull Other health impairment bull Deaf-blindness bull Specific learning disability bull Deafness bull Speech or language bull Emotional disturbance
impairmentbull Hearing impairment
bull Traumatic brain injury bull Mental retardation
bull Visual impairment bull Multiple disabilities including blindness
Determining Eligibility for Special Education
A student may be eligible for special education if the student
1) Has a disability and 2) Needs special education as determined by an evaluation team
A student must meet both qualifications in order to be eligible for special education
20
9252012
What do ESL teachers bring to the table
Expertise abouthellip bull Second language acquisition process and working with
students with diverse backgrounds bull How to develop appropriate IEPs based on English language
proficiency of the student bull How to help differentiate between a typical ELL at a specific
language proficiency level versus other ELLs with similar profiles
bull How to ensure that multiple data sources are used throughout the process (eg years in the US years of instruction in English English language proficiency as per W-APT ACCESS for ELLs etc)
What do ESL teachers bring to the table continued
Expertise abouthellip bull W-APT and ACCESS for ELLs scores interpretation bull Descriptor of the studentrsquos ELP level bull WIDA CAN DO Descriptors relative to the grade and ELP
levels of the individual student bull Guidance regarding development of Model Performance
Indicators (MPIs) bull Cultural norms linguistic differences parent communication bull Expertise to help the IEP determine if previous ESL
instruction was appropriate in quantity and quality
21
9252012
Frequently Asked Questions ndash ELLs receiving Special Education Services
Should an ESL teacher be a member of the IEP team for an English language learner (ELL)
When an IEP team is developing the IEP for an English Language Learner (ELLs) can the team deviate from the ldquoguidelines to consider when planning direct instructionrdquo which are listed in the BEC 22 PA code 426
Should an ESL student with a disability receive both ESL instruction and special education services Who makes the decision regarding the instructional plan
Are districts required to wait 3 years for a referral for an evaluation
Frequently Asked Questions ndash ELLs receiving Special Education Services Should assessment data related to second language acquisition be part of the evaluation report
Who decides the need for and amount of ESL services an ELL student with a disability receives
What criteria are used when determining specific assessments for an ELL
What criteria are used for exiting students from the ESL programs How does the criteria relate to severely disabled students who have not acquired any language skills
22
9252012
People
Policies Practices
What are Culturally Responsive Educational Systems
wwwnccrestorg
Culturally Responsive Educational Systems Students who come from culturally and linguistically diverse backgrounds can excel in academic endeavors if their culture language heritage and experiences are valued and used to facilitate their learning and development Moreover culturally responsive educational systems create spaces for teacher reflection inquiry and mutual support around issues of cultural differences and academic achievement
23
9252012
Collaborative school-community relationships
bullParents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins)
bullBy being involved with the families and communities of English learners educators come to understand the social linguistic and cultural contexts in which the children are being raised (Ortiz)
Collaborative school-community relationships
bull Educators respect cultural differences in child-rearing practices and in how parents choose to be involved in their childrens education (Garcia amp Dominguez)
24
9252012
Focus on the Classroom Cultures in the Classroom
What students amp teachers bring with them
Whatrsquos already there
The work people do together
The Classroom Culture Classroom Cultures
wwwnccrestorg
ESL Teacher and Special Education Teacher Collaboration
bull Teachers can share instructional resources observe each others classrooms and offer suggestions for improving instruction or managing behavior
bull ESL teachers can demonstrate strategies to support English language learners in Special Education and General Education classrooms
25
9252012
ESL Teacher and Special Education Teacher Collaboration
bull In schools with positive climates faculty function as a community and share the goal of helping students and each other regardless of the labels students have been given or the programs or classrooms to which teachers and students are assigned
Collaborative Preparation for Planned Instruction
bull What are the academic and language needs of the student
bull How are the goals of the IEP addressed bull What will the delivery of instruction look
like bull Do all teachers understand second
language acquisition process
26
Collaborative Preparation for Planned Instruction
bull Are the needs of the student based upon learning disability or language difference or both
bull Do all teachers understand cultural differences
bull What is the cultural perception regarding a student identified with a disability
Points for your collaborative discussions
Special Education bull Studentrsquos type of disability bull Cognitive skill development bull Studentrsquos behaviors bull Effective instructional
strategies for this student bull Standards-based instruction
ndash PA Core Standards bull Assessments
ESL bull Studentrsquos personal
environmental background bull Home Language bull Home Culture bull Standards-based instruction
ndash PA ELPS bull Assessments specific to
individual ELL bull Professionalism
9252012
27
9252012
Resources
bull Brown Dale S and Karen Ford (2007) Communication Strategies for All Classrooms Focusing on English Language Learners and Students with Learning Disabilities
bull English Language Learners with Special Needs Effective Instructional Strategies httpwwwldonlineorgarticle5622
bull Evaluating ELLs for Special Needs a Challenge Education Week Published Online August 28 2012
httpwwwedweekorgewarticles2012082902ell_e ph32htmltkn=OMWFMLYL2FIuZu0hKaWlqX3ZlH QdH6oeE1CtNampcmp=ENL-EU-NEWS
Resources continued
bull Learning Disabilities in English Language Learners wwwldonlineorgspearswerlingLearning_Dis abilities_in_English_Language_Learners
bull Ortiz Alba (2001) English Language Learners with Special Needs Effective Instructional Strategies
bull Torres-Velasquez Diane and Diane Rodriguez (2005) Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities
28
Directions for follow-up
bull You will receive an email with your grouprsquos members your assignment and directions for completion and submission of assignment
bull If you donrsquot receive this email by noon tomorrow please contact Marie Strobel at mstrobelpattannet Be sure to enter gtgtgt in the subject box
Contact Information wwwpattannet
Ana Sainz de la Pentildea Educational Consultant asainzdelapenapattannet
Victor Rodriguez-Diaz Assistant Director VRodriguezpattannet
Paula Zucker amp Connie E Cochran RtII and ELL Technical Assistants
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
9252012
29
32
9252012
31
Sensory Supports by Content Area
16
9252012
What do ESL Teachers Need to Know About Special Education
bull Overview of Special Education and the role and responsibilities of the ESL teacher
bull Frequently Asked Questions regarding ELLs receiving Special Education Services and ESL Instruction
Scenario
bull You are an ESL teacher bull It is Septemberhellip classes are starting bull You are informed by your principal that you
will be teaching 3 students with IEPs bull You have no experience teaching students
with disabilities
What do you do Where do you start
17
9252012
What do you do
bull Getting Familiar with the IEP form ndash IEP form wwwpattannet ndash Annotated IEP form wwwpattannet ndash IEP form and annotated form ndash available in
different languages wwwpattannet
bull Getting familiar with the student ndash What would you ask the principal The special
Education teacher What would you review Who can help
Getting familiar with the IEP form
bull Read the IEP form and the Annotated IEP form
bull All sections are important and the order of the information is provided
bull Pay attention to ndash Special considerations the IEP team must
considerhellip
ndash Present levels of Academic Achievementhellip ndash Participation in State and Local Assessments
18
9252012
Getting familiar with the IEP form - continued
ndash Goals and Objectives ndash Program Modifications and Specially Designed
Instruction ndash Supports for School Personnel ndash Educational Placement type of service and type of
support
Additional Resources wwwpattannet
bull Chapter 14 and IDEA Regulations (Special Education Services and Programs)
bull Chapter 711 (Charter School and Cyber School Services and Programs for Children with Disabilities)
bull Chapter 15 (Protected Handicapped Students)
bull The Special Education Effective Practices for my General Education Classroom (online)
19
9252012
Disabilities Implications for ELLs
bull Orthopedic impairment bull Autism bull Other health impairment bull Deaf-blindness bull Specific learning disability bull Deafness bull Speech or language bull Emotional disturbance
impairmentbull Hearing impairment
bull Traumatic brain injury bull Mental retardation
bull Visual impairment bull Multiple disabilities including blindness
Determining Eligibility for Special Education
A student may be eligible for special education if the student
1) Has a disability and 2) Needs special education as determined by an evaluation team
A student must meet both qualifications in order to be eligible for special education
20
9252012
What do ESL teachers bring to the table
Expertise abouthellip bull Second language acquisition process and working with
students with diverse backgrounds bull How to develop appropriate IEPs based on English language
proficiency of the student bull How to help differentiate between a typical ELL at a specific
language proficiency level versus other ELLs with similar profiles
bull How to ensure that multiple data sources are used throughout the process (eg years in the US years of instruction in English English language proficiency as per W-APT ACCESS for ELLs etc)
What do ESL teachers bring to the table continued
Expertise abouthellip bull W-APT and ACCESS for ELLs scores interpretation bull Descriptor of the studentrsquos ELP level bull WIDA CAN DO Descriptors relative to the grade and ELP
levels of the individual student bull Guidance regarding development of Model Performance
Indicators (MPIs) bull Cultural norms linguistic differences parent communication bull Expertise to help the IEP determine if previous ESL
instruction was appropriate in quantity and quality
21
9252012
Frequently Asked Questions ndash ELLs receiving Special Education Services
Should an ESL teacher be a member of the IEP team for an English language learner (ELL)
When an IEP team is developing the IEP for an English Language Learner (ELLs) can the team deviate from the ldquoguidelines to consider when planning direct instructionrdquo which are listed in the BEC 22 PA code 426
Should an ESL student with a disability receive both ESL instruction and special education services Who makes the decision regarding the instructional plan
Are districts required to wait 3 years for a referral for an evaluation
Frequently Asked Questions ndash ELLs receiving Special Education Services Should assessment data related to second language acquisition be part of the evaluation report
Who decides the need for and amount of ESL services an ELL student with a disability receives
What criteria are used when determining specific assessments for an ELL
What criteria are used for exiting students from the ESL programs How does the criteria relate to severely disabled students who have not acquired any language skills
22
9252012
People
Policies Practices
What are Culturally Responsive Educational Systems
wwwnccrestorg
Culturally Responsive Educational Systems Students who come from culturally and linguistically diverse backgrounds can excel in academic endeavors if their culture language heritage and experiences are valued and used to facilitate their learning and development Moreover culturally responsive educational systems create spaces for teacher reflection inquiry and mutual support around issues of cultural differences and academic achievement
23
9252012
Collaborative school-community relationships
bullParents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins)
bullBy being involved with the families and communities of English learners educators come to understand the social linguistic and cultural contexts in which the children are being raised (Ortiz)
Collaborative school-community relationships
bull Educators respect cultural differences in child-rearing practices and in how parents choose to be involved in their childrens education (Garcia amp Dominguez)
24
9252012
Focus on the Classroom Cultures in the Classroom
What students amp teachers bring with them
Whatrsquos already there
The work people do together
The Classroom Culture Classroom Cultures
wwwnccrestorg
ESL Teacher and Special Education Teacher Collaboration
bull Teachers can share instructional resources observe each others classrooms and offer suggestions for improving instruction or managing behavior
bull ESL teachers can demonstrate strategies to support English language learners in Special Education and General Education classrooms
25
9252012
ESL Teacher and Special Education Teacher Collaboration
bull In schools with positive climates faculty function as a community and share the goal of helping students and each other regardless of the labels students have been given or the programs or classrooms to which teachers and students are assigned
Collaborative Preparation for Planned Instruction
bull What are the academic and language needs of the student
bull How are the goals of the IEP addressed bull What will the delivery of instruction look
like bull Do all teachers understand second
language acquisition process
26
Collaborative Preparation for Planned Instruction
bull Are the needs of the student based upon learning disability or language difference or both
bull Do all teachers understand cultural differences
bull What is the cultural perception regarding a student identified with a disability
Points for your collaborative discussions
Special Education bull Studentrsquos type of disability bull Cognitive skill development bull Studentrsquos behaviors bull Effective instructional
strategies for this student bull Standards-based instruction
ndash PA Core Standards bull Assessments
ESL bull Studentrsquos personal
environmental background bull Home Language bull Home Culture bull Standards-based instruction
ndash PA ELPS bull Assessments specific to
individual ELL bull Professionalism
9252012
27
9252012
Resources
bull Brown Dale S and Karen Ford (2007) Communication Strategies for All Classrooms Focusing on English Language Learners and Students with Learning Disabilities
bull English Language Learners with Special Needs Effective Instructional Strategies httpwwwldonlineorgarticle5622
bull Evaluating ELLs for Special Needs a Challenge Education Week Published Online August 28 2012
httpwwwedweekorgewarticles2012082902ell_e ph32htmltkn=OMWFMLYL2FIuZu0hKaWlqX3ZlH QdH6oeE1CtNampcmp=ENL-EU-NEWS
Resources continued
bull Learning Disabilities in English Language Learners wwwldonlineorgspearswerlingLearning_Dis abilities_in_English_Language_Learners
bull Ortiz Alba (2001) English Language Learners with Special Needs Effective Instructional Strategies
bull Torres-Velasquez Diane and Diane Rodriguez (2005) Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities
28
Directions for follow-up
bull You will receive an email with your grouprsquos members your assignment and directions for completion and submission of assignment
bull If you donrsquot receive this email by noon tomorrow please contact Marie Strobel at mstrobelpattannet Be sure to enter gtgtgt in the subject box
Contact Information wwwpattannet
Ana Sainz de la Pentildea Educational Consultant asainzdelapenapattannet
Victor Rodriguez-Diaz Assistant Director VRodriguezpattannet
Paula Zucker amp Connie E Cochran RtII and ELL Technical Assistants
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
9252012
29
9252012
What do ESL Teachers Need to Know About Special Education
bull Overview of Special Education and the role and responsibilities of the ESL teacher
bull Frequently Asked Questions regarding ELLs receiving Special Education Services and ESL Instruction
Scenario
bull You are an ESL teacher bull It is Septemberhellip classes are starting bull You are informed by your principal that you
will be teaching 3 students with IEPs bull You have no experience teaching students
with disabilities
What do you do Where do you start
17
9252012
What do you do
bull Getting Familiar with the IEP form ndash IEP form wwwpattannet ndash Annotated IEP form wwwpattannet ndash IEP form and annotated form ndash available in
different languages wwwpattannet
bull Getting familiar with the student ndash What would you ask the principal The special
Education teacher What would you review Who can help
Getting familiar with the IEP form
bull Read the IEP form and the Annotated IEP form
bull All sections are important and the order of the information is provided
bull Pay attention to ndash Special considerations the IEP team must
considerhellip
ndash Present levels of Academic Achievementhellip ndash Participation in State and Local Assessments
18
9252012
Getting familiar with the IEP form - continued
ndash Goals and Objectives ndash Program Modifications and Specially Designed
Instruction ndash Supports for School Personnel ndash Educational Placement type of service and type of
support
Additional Resources wwwpattannet
bull Chapter 14 and IDEA Regulations (Special Education Services and Programs)
bull Chapter 711 (Charter School and Cyber School Services and Programs for Children with Disabilities)
bull Chapter 15 (Protected Handicapped Students)
bull The Special Education Effective Practices for my General Education Classroom (online)
19
9252012
Disabilities Implications for ELLs
bull Orthopedic impairment bull Autism bull Other health impairment bull Deaf-blindness bull Specific learning disability bull Deafness bull Speech or language bull Emotional disturbance
impairmentbull Hearing impairment
bull Traumatic brain injury bull Mental retardation
bull Visual impairment bull Multiple disabilities including blindness
Determining Eligibility for Special Education
A student may be eligible for special education if the student
1) Has a disability and 2) Needs special education as determined by an evaluation team
A student must meet both qualifications in order to be eligible for special education
20
9252012
What do ESL teachers bring to the table
Expertise abouthellip bull Second language acquisition process and working with
students with diverse backgrounds bull How to develop appropriate IEPs based on English language
proficiency of the student bull How to help differentiate between a typical ELL at a specific
language proficiency level versus other ELLs with similar profiles
bull How to ensure that multiple data sources are used throughout the process (eg years in the US years of instruction in English English language proficiency as per W-APT ACCESS for ELLs etc)
What do ESL teachers bring to the table continued
Expertise abouthellip bull W-APT and ACCESS for ELLs scores interpretation bull Descriptor of the studentrsquos ELP level bull WIDA CAN DO Descriptors relative to the grade and ELP
levels of the individual student bull Guidance regarding development of Model Performance
Indicators (MPIs) bull Cultural norms linguistic differences parent communication bull Expertise to help the IEP determine if previous ESL
instruction was appropriate in quantity and quality
21
9252012
Frequently Asked Questions ndash ELLs receiving Special Education Services
Should an ESL teacher be a member of the IEP team for an English language learner (ELL)
When an IEP team is developing the IEP for an English Language Learner (ELLs) can the team deviate from the ldquoguidelines to consider when planning direct instructionrdquo which are listed in the BEC 22 PA code 426
Should an ESL student with a disability receive both ESL instruction and special education services Who makes the decision regarding the instructional plan
Are districts required to wait 3 years for a referral for an evaluation
Frequently Asked Questions ndash ELLs receiving Special Education Services Should assessment data related to second language acquisition be part of the evaluation report
Who decides the need for and amount of ESL services an ELL student with a disability receives
What criteria are used when determining specific assessments for an ELL
What criteria are used for exiting students from the ESL programs How does the criteria relate to severely disabled students who have not acquired any language skills
22
9252012
People
Policies Practices
What are Culturally Responsive Educational Systems
wwwnccrestorg
Culturally Responsive Educational Systems Students who come from culturally and linguistically diverse backgrounds can excel in academic endeavors if their culture language heritage and experiences are valued and used to facilitate their learning and development Moreover culturally responsive educational systems create spaces for teacher reflection inquiry and mutual support around issues of cultural differences and academic achievement
23
9252012
Collaborative school-community relationships
bullParents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins)
bullBy being involved with the families and communities of English learners educators come to understand the social linguistic and cultural contexts in which the children are being raised (Ortiz)
Collaborative school-community relationships
bull Educators respect cultural differences in child-rearing practices and in how parents choose to be involved in their childrens education (Garcia amp Dominguez)
24
9252012
Focus on the Classroom Cultures in the Classroom
What students amp teachers bring with them
Whatrsquos already there
The work people do together
The Classroom Culture Classroom Cultures
wwwnccrestorg
ESL Teacher and Special Education Teacher Collaboration
bull Teachers can share instructional resources observe each others classrooms and offer suggestions for improving instruction or managing behavior
bull ESL teachers can demonstrate strategies to support English language learners in Special Education and General Education classrooms
25
9252012
ESL Teacher and Special Education Teacher Collaboration
bull In schools with positive climates faculty function as a community and share the goal of helping students and each other regardless of the labels students have been given or the programs or classrooms to which teachers and students are assigned
Collaborative Preparation for Planned Instruction
bull What are the academic and language needs of the student
bull How are the goals of the IEP addressed bull What will the delivery of instruction look
like bull Do all teachers understand second
language acquisition process
26
Collaborative Preparation for Planned Instruction
bull Are the needs of the student based upon learning disability or language difference or both
bull Do all teachers understand cultural differences
bull What is the cultural perception regarding a student identified with a disability
Points for your collaborative discussions
Special Education bull Studentrsquos type of disability bull Cognitive skill development bull Studentrsquos behaviors bull Effective instructional
strategies for this student bull Standards-based instruction
ndash PA Core Standards bull Assessments
ESL bull Studentrsquos personal
environmental background bull Home Language bull Home Culture bull Standards-based instruction
ndash PA ELPS bull Assessments specific to
individual ELL bull Professionalism
9252012
27
9252012
Resources
bull Brown Dale S and Karen Ford (2007) Communication Strategies for All Classrooms Focusing on English Language Learners and Students with Learning Disabilities
bull English Language Learners with Special Needs Effective Instructional Strategies httpwwwldonlineorgarticle5622
bull Evaluating ELLs for Special Needs a Challenge Education Week Published Online August 28 2012
httpwwwedweekorgewarticles2012082902ell_e ph32htmltkn=OMWFMLYL2FIuZu0hKaWlqX3ZlH QdH6oeE1CtNampcmp=ENL-EU-NEWS
Resources continued
bull Learning Disabilities in English Language Learners wwwldonlineorgspearswerlingLearning_Dis abilities_in_English_Language_Learners
bull Ortiz Alba (2001) English Language Learners with Special Needs Effective Instructional Strategies
bull Torres-Velasquez Diane and Diane Rodriguez (2005) Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities
28
Directions for follow-up
bull You will receive an email with your grouprsquos members your assignment and directions for completion and submission of assignment
bull If you donrsquot receive this email by noon tomorrow please contact Marie Strobel at mstrobelpattannet Be sure to enter gtgtgt in the subject box
Contact Information wwwpattannet
Ana Sainz de la Pentildea Educational Consultant asainzdelapenapattannet
Victor Rodriguez-Diaz Assistant Director VRodriguezpattannet
Paula Zucker amp Connie E Cochran RtII and ELL Technical Assistants
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
9252012
29
9252012
What do you do
bull Getting Familiar with the IEP form ndash IEP form wwwpattannet ndash Annotated IEP form wwwpattannet ndash IEP form and annotated form ndash available in
different languages wwwpattannet
bull Getting familiar with the student ndash What would you ask the principal The special
Education teacher What would you review Who can help
Getting familiar with the IEP form
bull Read the IEP form and the Annotated IEP form
bull All sections are important and the order of the information is provided
bull Pay attention to ndash Special considerations the IEP team must
considerhellip
ndash Present levels of Academic Achievementhellip ndash Participation in State and Local Assessments
18
9252012
Getting familiar with the IEP form - continued
ndash Goals and Objectives ndash Program Modifications and Specially Designed
Instruction ndash Supports for School Personnel ndash Educational Placement type of service and type of
support
Additional Resources wwwpattannet
bull Chapter 14 and IDEA Regulations (Special Education Services and Programs)
bull Chapter 711 (Charter School and Cyber School Services and Programs for Children with Disabilities)
bull Chapter 15 (Protected Handicapped Students)
bull The Special Education Effective Practices for my General Education Classroom (online)
19
9252012
Disabilities Implications for ELLs
bull Orthopedic impairment bull Autism bull Other health impairment bull Deaf-blindness bull Specific learning disability bull Deafness bull Speech or language bull Emotional disturbance
impairmentbull Hearing impairment
bull Traumatic brain injury bull Mental retardation
bull Visual impairment bull Multiple disabilities including blindness
Determining Eligibility for Special Education
A student may be eligible for special education if the student
1) Has a disability and 2) Needs special education as determined by an evaluation team
A student must meet both qualifications in order to be eligible for special education
20
9252012
What do ESL teachers bring to the table
Expertise abouthellip bull Second language acquisition process and working with
students with diverse backgrounds bull How to develop appropriate IEPs based on English language
proficiency of the student bull How to help differentiate between a typical ELL at a specific
language proficiency level versus other ELLs with similar profiles
bull How to ensure that multiple data sources are used throughout the process (eg years in the US years of instruction in English English language proficiency as per W-APT ACCESS for ELLs etc)
What do ESL teachers bring to the table continued
Expertise abouthellip bull W-APT and ACCESS for ELLs scores interpretation bull Descriptor of the studentrsquos ELP level bull WIDA CAN DO Descriptors relative to the grade and ELP
levels of the individual student bull Guidance regarding development of Model Performance
Indicators (MPIs) bull Cultural norms linguistic differences parent communication bull Expertise to help the IEP determine if previous ESL
instruction was appropriate in quantity and quality
21
9252012
Frequently Asked Questions ndash ELLs receiving Special Education Services
Should an ESL teacher be a member of the IEP team for an English language learner (ELL)
When an IEP team is developing the IEP for an English Language Learner (ELLs) can the team deviate from the ldquoguidelines to consider when planning direct instructionrdquo which are listed in the BEC 22 PA code 426
Should an ESL student with a disability receive both ESL instruction and special education services Who makes the decision regarding the instructional plan
Are districts required to wait 3 years for a referral for an evaluation
Frequently Asked Questions ndash ELLs receiving Special Education Services Should assessment data related to second language acquisition be part of the evaluation report
Who decides the need for and amount of ESL services an ELL student with a disability receives
What criteria are used when determining specific assessments for an ELL
What criteria are used for exiting students from the ESL programs How does the criteria relate to severely disabled students who have not acquired any language skills
22
9252012
People
Policies Practices
What are Culturally Responsive Educational Systems
wwwnccrestorg
Culturally Responsive Educational Systems Students who come from culturally and linguistically diverse backgrounds can excel in academic endeavors if their culture language heritage and experiences are valued and used to facilitate their learning and development Moreover culturally responsive educational systems create spaces for teacher reflection inquiry and mutual support around issues of cultural differences and academic achievement
23
9252012
Collaborative school-community relationships
bullParents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins)
bullBy being involved with the families and communities of English learners educators come to understand the social linguistic and cultural contexts in which the children are being raised (Ortiz)
Collaborative school-community relationships
bull Educators respect cultural differences in child-rearing practices and in how parents choose to be involved in their childrens education (Garcia amp Dominguez)
24
9252012
Focus on the Classroom Cultures in the Classroom
What students amp teachers bring with them
Whatrsquos already there
The work people do together
The Classroom Culture Classroom Cultures
wwwnccrestorg
ESL Teacher and Special Education Teacher Collaboration
bull Teachers can share instructional resources observe each others classrooms and offer suggestions for improving instruction or managing behavior
bull ESL teachers can demonstrate strategies to support English language learners in Special Education and General Education classrooms
25
9252012
ESL Teacher and Special Education Teacher Collaboration
bull In schools with positive climates faculty function as a community and share the goal of helping students and each other regardless of the labels students have been given or the programs or classrooms to which teachers and students are assigned
Collaborative Preparation for Planned Instruction
bull What are the academic and language needs of the student
bull How are the goals of the IEP addressed bull What will the delivery of instruction look
like bull Do all teachers understand second
language acquisition process
26
Collaborative Preparation for Planned Instruction
bull Are the needs of the student based upon learning disability or language difference or both
bull Do all teachers understand cultural differences
bull What is the cultural perception regarding a student identified with a disability
Points for your collaborative discussions
Special Education bull Studentrsquos type of disability bull Cognitive skill development bull Studentrsquos behaviors bull Effective instructional
strategies for this student bull Standards-based instruction
ndash PA Core Standards bull Assessments
ESL bull Studentrsquos personal
environmental background bull Home Language bull Home Culture bull Standards-based instruction
ndash PA ELPS bull Assessments specific to
individual ELL bull Professionalism
9252012
27
9252012
Resources
bull Brown Dale S and Karen Ford (2007) Communication Strategies for All Classrooms Focusing on English Language Learners and Students with Learning Disabilities
bull English Language Learners with Special Needs Effective Instructional Strategies httpwwwldonlineorgarticle5622
bull Evaluating ELLs for Special Needs a Challenge Education Week Published Online August 28 2012
httpwwwedweekorgewarticles2012082902ell_e ph32htmltkn=OMWFMLYL2FIuZu0hKaWlqX3ZlH QdH6oeE1CtNampcmp=ENL-EU-NEWS
Resources continued
bull Learning Disabilities in English Language Learners wwwldonlineorgspearswerlingLearning_Dis abilities_in_English_Language_Learners
bull Ortiz Alba (2001) English Language Learners with Special Needs Effective Instructional Strategies
bull Torres-Velasquez Diane and Diane Rodriguez (2005) Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities
28
Directions for follow-up
bull You will receive an email with your grouprsquos members your assignment and directions for completion and submission of assignment
bull If you donrsquot receive this email by noon tomorrow please contact Marie Strobel at mstrobelpattannet Be sure to enter gtgtgt in the subject box
Contact Information wwwpattannet
Ana Sainz de la Pentildea Educational Consultant asainzdelapenapattannet
Victor Rodriguez-Diaz Assistant Director VRodriguezpattannet
Paula Zucker amp Connie E Cochran RtII and ELL Technical Assistants
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
9252012
29
9252012
Getting familiar with the IEP form - continued
ndash Goals and Objectives ndash Program Modifications and Specially Designed
Instruction ndash Supports for School Personnel ndash Educational Placement type of service and type of
support
Additional Resources wwwpattannet
bull Chapter 14 and IDEA Regulations (Special Education Services and Programs)
bull Chapter 711 (Charter School and Cyber School Services and Programs for Children with Disabilities)
bull Chapter 15 (Protected Handicapped Students)
bull The Special Education Effective Practices for my General Education Classroom (online)
19
9252012
Disabilities Implications for ELLs
bull Orthopedic impairment bull Autism bull Other health impairment bull Deaf-blindness bull Specific learning disability bull Deafness bull Speech or language bull Emotional disturbance
impairmentbull Hearing impairment
bull Traumatic brain injury bull Mental retardation
bull Visual impairment bull Multiple disabilities including blindness
Determining Eligibility for Special Education
A student may be eligible for special education if the student
1) Has a disability and 2) Needs special education as determined by an evaluation team
A student must meet both qualifications in order to be eligible for special education
20
9252012
What do ESL teachers bring to the table
Expertise abouthellip bull Second language acquisition process and working with
students with diverse backgrounds bull How to develop appropriate IEPs based on English language
proficiency of the student bull How to help differentiate between a typical ELL at a specific
language proficiency level versus other ELLs with similar profiles
bull How to ensure that multiple data sources are used throughout the process (eg years in the US years of instruction in English English language proficiency as per W-APT ACCESS for ELLs etc)
What do ESL teachers bring to the table continued
Expertise abouthellip bull W-APT and ACCESS for ELLs scores interpretation bull Descriptor of the studentrsquos ELP level bull WIDA CAN DO Descriptors relative to the grade and ELP
levels of the individual student bull Guidance regarding development of Model Performance
Indicators (MPIs) bull Cultural norms linguistic differences parent communication bull Expertise to help the IEP determine if previous ESL
instruction was appropriate in quantity and quality
21
9252012
Frequently Asked Questions ndash ELLs receiving Special Education Services
Should an ESL teacher be a member of the IEP team for an English language learner (ELL)
When an IEP team is developing the IEP for an English Language Learner (ELLs) can the team deviate from the ldquoguidelines to consider when planning direct instructionrdquo which are listed in the BEC 22 PA code 426
Should an ESL student with a disability receive both ESL instruction and special education services Who makes the decision regarding the instructional plan
Are districts required to wait 3 years for a referral for an evaluation
Frequently Asked Questions ndash ELLs receiving Special Education Services Should assessment data related to second language acquisition be part of the evaluation report
Who decides the need for and amount of ESL services an ELL student with a disability receives
What criteria are used when determining specific assessments for an ELL
What criteria are used for exiting students from the ESL programs How does the criteria relate to severely disabled students who have not acquired any language skills
22
9252012
People
Policies Practices
What are Culturally Responsive Educational Systems
wwwnccrestorg
Culturally Responsive Educational Systems Students who come from culturally and linguistically diverse backgrounds can excel in academic endeavors if their culture language heritage and experiences are valued and used to facilitate their learning and development Moreover culturally responsive educational systems create spaces for teacher reflection inquiry and mutual support around issues of cultural differences and academic achievement
23
9252012
Collaborative school-community relationships
bullParents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins)
bullBy being involved with the families and communities of English learners educators come to understand the social linguistic and cultural contexts in which the children are being raised (Ortiz)
Collaborative school-community relationships
bull Educators respect cultural differences in child-rearing practices and in how parents choose to be involved in their childrens education (Garcia amp Dominguez)
24
9252012
Focus on the Classroom Cultures in the Classroom
What students amp teachers bring with them
Whatrsquos already there
The work people do together
The Classroom Culture Classroom Cultures
wwwnccrestorg
ESL Teacher and Special Education Teacher Collaboration
bull Teachers can share instructional resources observe each others classrooms and offer suggestions for improving instruction or managing behavior
bull ESL teachers can demonstrate strategies to support English language learners in Special Education and General Education classrooms
25
9252012
ESL Teacher and Special Education Teacher Collaboration
bull In schools with positive climates faculty function as a community and share the goal of helping students and each other regardless of the labels students have been given or the programs or classrooms to which teachers and students are assigned
Collaborative Preparation for Planned Instruction
bull What are the academic and language needs of the student
bull How are the goals of the IEP addressed bull What will the delivery of instruction look
like bull Do all teachers understand second
language acquisition process
26
Collaborative Preparation for Planned Instruction
bull Are the needs of the student based upon learning disability or language difference or both
bull Do all teachers understand cultural differences
bull What is the cultural perception regarding a student identified with a disability
Points for your collaborative discussions
Special Education bull Studentrsquos type of disability bull Cognitive skill development bull Studentrsquos behaviors bull Effective instructional
strategies for this student bull Standards-based instruction
ndash PA Core Standards bull Assessments
ESL bull Studentrsquos personal
environmental background bull Home Language bull Home Culture bull Standards-based instruction
ndash PA ELPS bull Assessments specific to
individual ELL bull Professionalism
9252012
27
9252012
Resources
bull Brown Dale S and Karen Ford (2007) Communication Strategies for All Classrooms Focusing on English Language Learners and Students with Learning Disabilities
bull English Language Learners with Special Needs Effective Instructional Strategies httpwwwldonlineorgarticle5622
bull Evaluating ELLs for Special Needs a Challenge Education Week Published Online August 28 2012
httpwwwedweekorgewarticles2012082902ell_e ph32htmltkn=OMWFMLYL2FIuZu0hKaWlqX3ZlH QdH6oeE1CtNampcmp=ENL-EU-NEWS
Resources continued
bull Learning Disabilities in English Language Learners wwwldonlineorgspearswerlingLearning_Dis abilities_in_English_Language_Learners
bull Ortiz Alba (2001) English Language Learners with Special Needs Effective Instructional Strategies
bull Torres-Velasquez Diane and Diane Rodriguez (2005) Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities
28
Directions for follow-up
bull You will receive an email with your grouprsquos members your assignment and directions for completion and submission of assignment
bull If you donrsquot receive this email by noon tomorrow please contact Marie Strobel at mstrobelpattannet Be sure to enter gtgtgt in the subject box
Contact Information wwwpattannet
Ana Sainz de la Pentildea Educational Consultant asainzdelapenapattannet
Victor Rodriguez-Diaz Assistant Director VRodriguezpattannet
Paula Zucker amp Connie E Cochran RtII and ELL Technical Assistants
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
9252012
29
9252012
Disabilities Implications for ELLs
bull Orthopedic impairment bull Autism bull Other health impairment bull Deaf-blindness bull Specific learning disability bull Deafness bull Speech or language bull Emotional disturbance
impairmentbull Hearing impairment
bull Traumatic brain injury bull Mental retardation
bull Visual impairment bull Multiple disabilities including blindness
Determining Eligibility for Special Education
A student may be eligible for special education if the student
1) Has a disability and 2) Needs special education as determined by an evaluation team
A student must meet both qualifications in order to be eligible for special education
20
9252012
What do ESL teachers bring to the table
Expertise abouthellip bull Second language acquisition process and working with
students with diverse backgrounds bull How to develop appropriate IEPs based on English language
proficiency of the student bull How to help differentiate between a typical ELL at a specific
language proficiency level versus other ELLs with similar profiles
bull How to ensure that multiple data sources are used throughout the process (eg years in the US years of instruction in English English language proficiency as per W-APT ACCESS for ELLs etc)
What do ESL teachers bring to the table continued
Expertise abouthellip bull W-APT and ACCESS for ELLs scores interpretation bull Descriptor of the studentrsquos ELP level bull WIDA CAN DO Descriptors relative to the grade and ELP
levels of the individual student bull Guidance regarding development of Model Performance
Indicators (MPIs) bull Cultural norms linguistic differences parent communication bull Expertise to help the IEP determine if previous ESL
instruction was appropriate in quantity and quality
21
9252012
Frequently Asked Questions ndash ELLs receiving Special Education Services
Should an ESL teacher be a member of the IEP team for an English language learner (ELL)
When an IEP team is developing the IEP for an English Language Learner (ELLs) can the team deviate from the ldquoguidelines to consider when planning direct instructionrdquo which are listed in the BEC 22 PA code 426
Should an ESL student with a disability receive both ESL instruction and special education services Who makes the decision regarding the instructional plan
Are districts required to wait 3 years for a referral for an evaluation
Frequently Asked Questions ndash ELLs receiving Special Education Services Should assessment data related to second language acquisition be part of the evaluation report
Who decides the need for and amount of ESL services an ELL student with a disability receives
What criteria are used when determining specific assessments for an ELL
What criteria are used for exiting students from the ESL programs How does the criteria relate to severely disabled students who have not acquired any language skills
22
9252012
People
Policies Practices
What are Culturally Responsive Educational Systems
wwwnccrestorg
Culturally Responsive Educational Systems Students who come from culturally and linguistically diverse backgrounds can excel in academic endeavors if their culture language heritage and experiences are valued and used to facilitate their learning and development Moreover culturally responsive educational systems create spaces for teacher reflection inquiry and mutual support around issues of cultural differences and academic achievement
23
9252012
Collaborative school-community relationships
bullParents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins)
bullBy being involved with the families and communities of English learners educators come to understand the social linguistic and cultural contexts in which the children are being raised (Ortiz)
Collaborative school-community relationships
bull Educators respect cultural differences in child-rearing practices and in how parents choose to be involved in their childrens education (Garcia amp Dominguez)
24
9252012
Focus on the Classroom Cultures in the Classroom
What students amp teachers bring with them
Whatrsquos already there
The work people do together
The Classroom Culture Classroom Cultures
wwwnccrestorg
ESL Teacher and Special Education Teacher Collaboration
bull Teachers can share instructional resources observe each others classrooms and offer suggestions for improving instruction or managing behavior
bull ESL teachers can demonstrate strategies to support English language learners in Special Education and General Education classrooms
25
9252012
ESL Teacher and Special Education Teacher Collaboration
bull In schools with positive climates faculty function as a community and share the goal of helping students and each other regardless of the labels students have been given or the programs or classrooms to which teachers and students are assigned
Collaborative Preparation for Planned Instruction
bull What are the academic and language needs of the student
bull How are the goals of the IEP addressed bull What will the delivery of instruction look
like bull Do all teachers understand second
language acquisition process
26
Collaborative Preparation for Planned Instruction
bull Are the needs of the student based upon learning disability or language difference or both
bull Do all teachers understand cultural differences
bull What is the cultural perception regarding a student identified with a disability
Points for your collaborative discussions
Special Education bull Studentrsquos type of disability bull Cognitive skill development bull Studentrsquos behaviors bull Effective instructional
strategies for this student bull Standards-based instruction
ndash PA Core Standards bull Assessments
ESL bull Studentrsquos personal
environmental background bull Home Language bull Home Culture bull Standards-based instruction
ndash PA ELPS bull Assessments specific to
individual ELL bull Professionalism
9252012
27
9252012
Resources
bull Brown Dale S and Karen Ford (2007) Communication Strategies for All Classrooms Focusing on English Language Learners and Students with Learning Disabilities
bull English Language Learners with Special Needs Effective Instructional Strategies httpwwwldonlineorgarticle5622
bull Evaluating ELLs for Special Needs a Challenge Education Week Published Online August 28 2012
httpwwwedweekorgewarticles2012082902ell_e ph32htmltkn=OMWFMLYL2FIuZu0hKaWlqX3ZlH QdH6oeE1CtNampcmp=ENL-EU-NEWS
Resources continued
bull Learning Disabilities in English Language Learners wwwldonlineorgspearswerlingLearning_Dis abilities_in_English_Language_Learners
bull Ortiz Alba (2001) English Language Learners with Special Needs Effective Instructional Strategies
bull Torres-Velasquez Diane and Diane Rodriguez (2005) Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities
28
Directions for follow-up
bull You will receive an email with your grouprsquos members your assignment and directions for completion and submission of assignment
bull If you donrsquot receive this email by noon tomorrow please contact Marie Strobel at mstrobelpattannet Be sure to enter gtgtgt in the subject box
Contact Information wwwpattannet
Ana Sainz de la Pentildea Educational Consultant asainzdelapenapattannet
Victor Rodriguez-Diaz Assistant Director VRodriguezpattannet
Paula Zucker amp Connie E Cochran RtII and ELL Technical Assistants
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
9252012
29
9252012
What do ESL teachers bring to the table
Expertise abouthellip bull Second language acquisition process and working with
students with diverse backgrounds bull How to develop appropriate IEPs based on English language
proficiency of the student bull How to help differentiate between a typical ELL at a specific
language proficiency level versus other ELLs with similar profiles
bull How to ensure that multiple data sources are used throughout the process (eg years in the US years of instruction in English English language proficiency as per W-APT ACCESS for ELLs etc)
What do ESL teachers bring to the table continued
Expertise abouthellip bull W-APT and ACCESS for ELLs scores interpretation bull Descriptor of the studentrsquos ELP level bull WIDA CAN DO Descriptors relative to the grade and ELP
levels of the individual student bull Guidance regarding development of Model Performance
Indicators (MPIs) bull Cultural norms linguistic differences parent communication bull Expertise to help the IEP determine if previous ESL
instruction was appropriate in quantity and quality
21
9252012
Frequently Asked Questions ndash ELLs receiving Special Education Services
Should an ESL teacher be a member of the IEP team for an English language learner (ELL)
When an IEP team is developing the IEP for an English Language Learner (ELLs) can the team deviate from the ldquoguidelines to consider when planning direct instructionrdquo which are listed in the BEC 22 PA code 426
Should an ESL student with a disability receive both ESL instruction and special education services Who makes the decision regarding the instructional plan
Are districts required to wait 3 years for a referral for an evaluation
Frequently Asked Questions ndash ELLs receiving Special Education Services Should assessment data related to second language acquisition be part of the evaluation report
Who decides the need for and amount of ESL services an ELL student with a disability receives
What criteria are used when determining specific assessments for an ELL
What criteria are used for exiting students from the ESL programs How does the criteria relate to severely disabled students who have not acquired any language skills
22
9252012
People
Policies Practices
What are Culturally Responsive Educational Systems
wwwnccrestorg
Culturally Responsive Educational Systems Students who come from culturally and linguistically diverse backgrounds can excel in academic endeavors if their culture language heritage and experiences are valued and used to facilitate their learning and development Moreover culturally responsive educational systems create spaces for teacher reflection inquiry and mutual support around issues of cultural differences and academic achievement
23
9252012
Collaborative school-community relationships
bullParents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins)
bullBy being involved with the families and communities of English learners educators come to understand the social linguistic and cultural contexts in which the children are being raised (Ortiz)
Collaborative school-community relationships
bull Educators respect cultural differences in child-rearing practices and in how parents choose to be involved in their childrens education (Garcia amp Dominguez)
24
9252012
Focus on the Classroom Cultures in the Classroom
What students amp teachers bring with them
Whatrsquos already there
The work people do together
The Classroom Culture Classroom Cultures
wwwnccrestorg
ESL Teacher and Special Education Teacher Collaboration
bull Teachers can share instructional resources observe each others classrooms and offer suggestions for improving instruction or managing behavior
bull ESL teachers can demonstrate strategies to support English language learners in Special Education and General Education classrooms
25
9252012
ESL Teacher and Special Education Teacher Collaboration
bull In schools with positive climates faculty function as a community and share the goal of helping students and each other regardless of the labels students have been given or the programs or classrooms to which teachers and students are assigned
Collaborative Preparation for Planned Instruction
bull What are the academic and language needs of the student
bull How are the goals of the IEP addressed bull What will the delivery of instruction look
like bull Do all teachers understand second
language acquisition process
26
Collaborative Preparation for Planned Instruction
bull Are the needs of the student based upon learning disability or language difference or both
bull Do all teachers understand cultural differences
bull What is the cultural perception regarding a student identified with a disability
Points for your collaborative discussions
Special Education bull Studentrsquos type of disability bull Cognitive skill development bull Studentrsquos behaviors bull Effective instructional
strategies for this student bull Standards-based instruction
ndash PA Core Standards bull Assessments
ESL bull Studentrsquos personal
environmental background bull Home Language bull Home Culture bull Standards-based instruction
ndash PA ELPS bull Assessments specific to
individual ELL bull Professionalism
9252012
27
9252012
Resources
bull Brown Dale S and Karen Ford (2007) Communication Strategies for All Classrooms Focusing on English Language Learners and Students with Learning Disabilities
bull English Language Learners with Special Needs Effective Instructional Strategies httpwwwldonlineorgarticle5622
bull Evaluating ELLs for Special Needs a Challenge Education Week Published Online August 28 2012
httpwwwedweekorgewarticles2012082902ell_e ph32htmltkn=OMWFMLYL2FIuZu0hKaWlqX3ZlH QdH6oeE1CtNampcmp=ENL-EU-NEWS
Resources continued
bull Learning Disabilities in English Language Learners wwwldonlineorgspearswerlingLearning_Dis abilities_in_English_Language_Learners
bull Ortiz Alba (2001) English Language Learners with Special Needs Effective Instructional Strategies
bull Torres-Velasquez Diane and Diane Rodriguez (2005) Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities
28
Directions for follow-up
bull You will receive an email with your grouprsquos members your assignment and directions for completion and submission of assignment
bull If you donrsquot receive this email by noon tomorrow please contact Marie Strobel at mstrobelpattannet Be sure to enter gtgtgt in the subject box
Contact Information wwwpattannet
Ana Sainz de la Pentildea Educational Consultant asainzdelapenapattannet
Victor Rodriguez-Diaz Assistant Director VRodriguezpattannet
Paula Zucker amp Connie E Cochran RtII and ELL Technical Assistants
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
9252012
29
9252012
Frequently Asked Questions ndash ELLs receiving Special Education Services
Should an ESL teacher be a member of the IEP team for an English language learner (ELL)
When an IEP team is developing the IEP for an English Language Learner (ELLs) can the team deviate from the ldquoguidelines to consider when planning direct instructionrdquo which are listed in the BEC 22 PA code 426
Should an ESL student with a disability receive both ESL instruction and special education services Who makes the decision regarding the instructional plan
Are districts required to wait 3 years for a referral for an evaluation
Frequently Asked Questions ndash ELLs receiving Special Education Services Should assessment data related to second language acquisition be part of the evaluation report
Who decides the need for and amount of ESL services an ELL student with a disability receives
What criteria are used when determining specific assessments for an ELL
What criteria are used for exiting students from the ESL programs How does the criteria relate to severely disabled students who have not acquired any language skills
22
9252012
People
Policies Practices
What are Culturally Responsive Educational Systems
wwwnccrestorg
Culturally Responsive Educational Systems Students who come from culturally and linguistically diverse backgrounds can excel in academic endeavors if their culture language heritage and experiences are valued and used to facilitate their learning and development Moreover culturally responsive educational systems create spaces for teacher reflection inquiry and mutual support around issues of cultural differences and academic achievement
23
9252012
Collaborative school-community relationships
bullParents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins)
bullBy being involved with the families and communities of English learners educators come to understand the social linguistic and cultural contexts in which the children are being raised (Ortiz)
Collaborative school-community relationships
bull Educators respect cultural differences in child-rearing practices and in how parents choose to be involved in their childrens education (Garcia amp Dominguez)
24
9252012
Focus on the Classroom Cultures in the Classroom
What students amp teachers bring with them
Whatrsquos already there
The work people do together
The Classroom Culture Classroom Cultures
wwwnccrestorg
ESL Teacher and Special Education Teacher Collaboration
bull Teachers can share instructional resources observe each others classrooms and offer suggestions for improving instruction or managing behavior
bull ESL teachers can demonstrate strategies to support English language learners in Special Education and General Education classrooms
25
9252012
ESL Teacher and Special Education Teacher Collaboration
bull In schools with positive climates faculty function as a community and share the goal of helping students and each other regardless of the labels students have been given or the programs or classrooms to which teachers and students are assigned
Collaborative Preparation for Planned Instruction
bull What are the academic and language needs of the student
bull How are the goals of the IEP addressed bull What will the delivery of instruction look
like bull Do all teachers understand second
language acquisition process
26
Collaborative Preparation for Planned Instruction
bull Are the needs of the student based upon learning disability or language difference or both
bull Do all teachers understand cultural differences
bull What is the cultural perception regarding a student identified with a disability
Points for your collaborative discussions
Special Education bull Studentrsquos type of disability bull Cognitive skill development bull Studentrsquos behaviors bull Effective instructional
strategies for this student bull Standards-based instruction
ndash PA Core Standards bull Assessments
ESL bull Studentrsquos personal
environmental background bull Home Language bull Home Culture bull Standards-based instruction
ndash PA ELPS bull Assessments specific to
individual ELL bull Professionalism
9252012
27
9252012
Resources
bull Brown Dale S and Karen Ford (2007) Communication Strategies for All Classrooms Focusing on English Language Learners and Students with Learning Disabilities
bull English Language Learners with Special Needs Effective Instructional Strategies httpwwwldonlineorgarticle5622
bull Evaluating ELLs for Special Needs a Challenge Education Week Published Online August 28 2012
httpwwwedweekorgewarticles2012082902ell_e ph32htmltkn=OMWFMLYL2FIuZu0hKaWlqX3ZlH QdH6oeE1CtNampcmp=ENL-EU-NEWS
Resources continued
bull Learning Disabilities in English Language Learners wwwldonlineorgspearswerlingLearning_Dis abilities_in_English_Language_Learners
bull Ortiz Alba (2001) English Language Learners with Special Needs Effective Instructional Strategies
bull Torres-Velasquez Diane and Diane Rodriguez (2005) Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities
28
Directions for follow-up
bull You will receive an email with your grouprsquos members your assignment and directions for completion and submission of assignment
bull If you donrsquot receive this email by noon tomorrow please contact Marie Strobel at mstrobelpattannet Be sure to enter gtgtgt in the subject box
Contact Information wwwpattannet
Ana Sainz de la Pentildea Educational Consultant asainzdelapenapattannet
Victor Rodriguez-Diaz Assistant Director VRodriguezpattannet
Paula Zucker amp Connie E Cochran RtII and ELL Technical Assistants
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
9252012
29
9252012
People
Policies Practices
What are Culturally Responsive Educational Systems
wwwnccrestorg
Culturally Responsive Educational Systems Students who come from culturally and linguistically diverse backgrounds can excel in academic endeavors if their culture language heritage and experiences are valued and used to facilitate their learning and development Moreover culturally responsive educational systems create spaces for teacher reflection inquiry and mutual support around issues of cultural differences and academic achievement
23
9252012
Collaborative school-community relationships
bullParents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins)
bullBy being involved with the families and communities of English learners educators come to understand the social linguistic and cultural contexts in which the children are being raised (Ortiz)
Collaborative school-community relationships
bull Educators respect cultural differences in child-rearing practices and in how parents choose to be involved in their childrens education (Garcia amp Dominguez)
24
9252012
Focus on the Classroom Cultures in the Classroom
What students amp teachers bring with them
Whatrsquos already there
The work people do together
The Classroom Culture Classroom Cultures
wwwnccrestorg
ESL Teacher and Special Education Teacher Collaboration
bull Teachers can share instructional resources observe each others classrooms and offer suggestions for improving instruction or managing behavior
bull ESL teachers can demonstrate strategies to support English language learners in Special Education and General Education classrooms
25
9252012
ESL Teacher and Special Education Teacher Collaboration
bull In schools with positive climates faculty function as a community and share the goal of helping students and each other regardless of the labels students have been given or the programs or classrooms to which teachers and students are assigned
Collaborative Preparation for Planned Instruction
bull What are the academic and language needs of the student
bull How are the goals of the IEP addressed bull What will the delivery of instruction look
like bull Do all teachers understand second
language acquisition process
26
Collaborative Preparation for Planned Instruction
bull Are the needs of the student based upon learning disability or language difference or both
bull Do all teachers understand cultural differences
bull What is the cultural perception regarding a student identified with a disability
Points for your collaborative discussions
Special Education bull Studentrsquos type of disability bull Cognitive skill development bull Studentrsquos behaviors bull Effective instructional
strategies for this student bull Standards-based instruction
ndash PA Core Standards bull Assessments
ESL bull Studentrsquos personal
environmental background bull Home Language bull Home Culture bull Standards-based instruction
ndash PA ELPS bull Assessments specific to
individual ELL bull Professionalism
9252012
27
9252012
Resources
bull Brown Dale S and Karen Ford (2007) Communication Strategies for All Classrooms Focusing on English Language Learners and Students with Learning Disabilities
bull English Language Learners with Special Needs Effective Instructional Strategies httpwwwldonlineorgarticle5622
bull Evaluating ELLs for Special Needs a Challenge Education Week Published Online August 28 2012
httpwwwedweekorgewarticles2012082902ell_e ph32htmltkn=OMWFMLYL2FIuZu0hKaWlqX3ZlH QdH6oeE1CtNampcmp=ENL-EU-NEWS
Resources continued
bull Learning Disabilities in English Language Learners wwwldonlineorgspearswerlingLearning_Dis abilities_in_English_Language_Learners
bull Ortiz Alba (2001) English Language Learners with Special Needs Effective Instructional Strategies
bull Torres-Velasquez Diane and Diane Rodriguez (2005) Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities
28
Directions for follow-up
bull You will receive an email with your grouprsquos members your assignment and directions for completion and submission of assignment
bull If you donrsquot receive this email by noon tomorrow please contact Marie Strobel at mstrobelpattannet Be sure to enter gtgtgt in the subject box
Contact Information wwwpattannet
Ana Sainz de la Pentildea Educational Consultant asainzdelapenapattannet
Victor Rodriguez-Diaz Assistant Director VRodriguezpattannet
Paula Zucker amp Connie E Cochran RtII and ELL Technical Assistants
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
9252012
29
9252012
Collaborative school-community relationships
bullParents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins)
bullBy being involved with the families and communities of English learners educators come to understand the social linguistic and cultural contexts in which the children are being raised (Ortiz)
Collaborative school-community relationships
bull Educators respect cultural differences in child-rearing practices and in how parents choose to be involved in their childrens education (Garcia amp Dominguez)
24
9252012
Focus on the Classroom Cultures in the Classroom
What students amp teachers bring with them
Whatrsquos already there
The work people do together
The Classroom Culture Classroom Cultures
wwwnccrestorg
ESL Teacher and Special Education Teacher Collaboration
bull Teachers can share instructional resources observe each others classrooms and offer suggestions for improving instruction or managing behavior
bull ESL teachers can demonstrate strategies to support English language learners in Special Education and General Education classrooms
25
9252012
ESL Teacher and Special Education Teacher Collaboration
bull In schools with positive climates faculty function as a community and share the goal of helping students and each other regardless of the labels students have been given or the programs or classrooms to which teachers and students are assigned
Collaborative Preparation for Planned Instruction
bull What are the academic and language needs of the student
bull How are the goals of the IEP addressed bull What will the delivery of instruction look
like bull Do all teachers understand second
language acquisition process
26
Collaborative Preparation for Planned Instruction
bull Are the needs of the student based upon learning disability or language difference or both
bull Do all teachers understand cultural differences
bull What is the cultural perception regarding a student identified with a disability
Points for your collaborative discussions
Special Education bull Studentrsquos type of disability bull Cognitive skill development bull Studentrsquos behaviors bull Effective instructional
strategies for this student bull Standards-based instruction
ndash PA Core Standards bull Assessments
ESL bull Studentrsquos personal
environmental background bull Home Language bull Home Culture bull Standards-based instruction
ndash PA ELPS bull Assessments specific to
individual ELL bull Professionalism
9252012
27
9252012
Resources
bull Brown Dale S and Karen Ford (2007) Communication Strategies for All Classrooms Focusing on English Language Learners and Students with Learning Disabilities
bull English Language Learners with Special Needs Effective Instructional Strategies httpwwwldonlineorgarticle5622
bull Evaluating ELLs for Special Needs a Challenge Education Week Published Online August 28 2012
httpwwwedweekorgewarticles2012082902ell_e ph32htmltkn=OMWFMLYL2FIuZu0hKaWlqX3ZlH QdH6oeE1CtNampcmp=ENL-EU-NEWS
Resources continued
bull Learning Disabilities in English Language Learners wwwldonlineorgspearswerlingLearning_Dis abilities_in_English_Language_Learners
bull Ortiz Alba (2001) English Language Learners with Special Needs Effective Instructional Strategies
bull Torres-Velasquez Diane and Diane Rodriguez (2005) Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities
28
Directions for follow-up
bull You will receive an email with your grouprsquos members your assignment and directions for completion and submission of assignment
bull If you donrsquot receive this email by noon tomorrow please contact Marie Strobel at mstrobelpattannet Be sure to enter gtgtgt in the subject box
Contact Information wwwpattannet
Ana Sainz de la Pentildea Educational Consultant asainzdelapenapattannet
Victor Rodriguez-Diaz Assistant Director VRodriguezpattannet
Paula Zucker amp Connie E Cochran RtII and ELL Technical Assistants
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
9252012
29
9252012
Focus on the Classroom Cultures in the Classroom
What students amp teachers bring with them
Whatrsquos already there
The work people do together
The Classroom Culture Classroom Cultures
wwwnccrestorg
ESL Teacher and Special Education Teacher Collaboration
bull Teachers can share instructional resources observe each others classrooms and offer suggestions for improving instruction or managing behavior
bull ESL teachers can demonstrate strategies to support English language learners in Special Education and General Education classrooms
25
9252012
ESL Teacher and Special Education Teacher Collaboration
bull In schools with positive climates faculty function as a community and share the goal of helping students and each other regardless of the labels students have been given or the programs or classrooms to which teachers and students are assigned
Collaborative Preparation for Planned Instruction
bull What are the academic and language needs of the student
bull How are the goals of the IEP addressed bull What will the delivery of instruction look
like bull Do all teachers understand second
language acquisition process
26
Collaborative Preparation for Planned Instruction
bull Are the needs of the student based upon learning disability or language difference or both
bull Do all teachers understand cultural differences
bull What is the cultural perception regarding a student identified with a disability
Points for your collaborative discussions
Special Education bull Studentrsquos type of disability bull Cognitive skill development bull Studentrsquos behaviors bull Effective instructional
strategies for this student bull Standards-based instruction
ndash PA Core Standards bull Assessments
ESL bull Studentrsquos personal
environmental background bull Home Language bull Home Culture bull Standards-based instruction
ndash PA ELPS bull Assessments specific to
individual ELL bull Professionalism
9252012
27
9252012
Resources
bull Brown Dale S and Karen Ford (2007) Communication Strategies for All Classrooms Focusing on English Language Learners and Students with Learning Disabilities
bull English Language Learners with Special Needs Effective Instructional Strategies httpwwwldonlineorgarticle5622
bull Evaluating ELLs for Special Needs a Challenge Education Week Published Online August 28 2012
httpwwwedweekorgewarticles2012082902ell_e ph32htmltkn=OMWFMLYL2FIuZu0hKaWlqX3ZlH QdH6oeE1CtNampcmp=ENL-EU-NEWS
Resources continued
bull Learning Disabilities in English Language Learners wwwldonlineorgspearswerlingLearning_Dis abilities_in_English_Language_Learners
bull Ortiz Alba (2001) English Language Learners with Special Needs Effective Instructional Strategies
bull Torres-Velasquez Diane and Diane Rodriguez (2005) Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities
28
Directions for follow-up
bull You will receive an email with your grouprsquos members your assignment and directions for completion and submission of assignment
bull If you donrsquot receive this email by noon tomorrow please contact Marie Strobel at mstrobelpattannet Be sure to enter gtgtgt in the subject box
Contact Information wwwpattannet
Ana Sainz de la Pentildea Educational Consultant asainzdelapenapattannet
Victor Rodriguez-Diaz Assistant Director VRodriguezpattannet
Paula Zucker amp Connie E Cochran RtII and ELL Technical Assistants
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
9252012
29
9252012
ESL Teacher and Special Education Teacher Collaboration
bull In schools with positive climates faculty function as a community and share the goal of helping students and each other regardless of the labels students have been given or the programs or classrooms to which teachers and students are assigned
Collaborative Preparation for Planned Instruction
bull What are the academic and language needs of the student
bull How are the goals of the IEP addressed bull What will the delivery of instruction look
like bull Do all teachers understand second
language acquisition process
26
Collaborative Preparation for Planned Instruction
bull Are the needs of the student based upon learning disability or language difference or both
bull Do all teachers understand cultural differences
bull What is the cultural perception regarding a student identified with a disability
Points for your collaborative discussions
Special Education bull Studentrsquos type of disability bull Cognitive skill development bull Studentrsquos behaviors bull Effective instructional
strategies for this student bull Standards-based instruction
ndash PA Core Standards bull Assessments
ESL bull Studentrsquos personal
environmental background bull Home Language bull Home Culture bull Standards-based instruction
ndash PA ELPS bull Assessments specific to
individual ELL bull Professionalism
9252012
27
9252012
Resources
bull Brown Dale S and Karen Ford (2007) Communication Strategies for All Classrooms Focusing on English Language Learners and Students with Learning Disabilities
bull English Language Learners with Special Needs Effective Instructional Strategies httpwwwldonlineorgarticle5622
bull Evaluating ELLs for Special Needs a Challenge Education Week Published Online August 28 2012
httpwwwedweekorgewarticles2012082902ell_e ph32htmltkn=OMWFMLYL2FIuZu0hKaWlqX3ZlH QdH6oeE1CtNampcmp=ENL-EU-NEWS
Resources continued
bull Learning Disabilities in English Language Learners wwwldonlineorgspearswerlingLearning_Dis abilities_in_English_Language_Learners
bull Ortiz Alba (2001) English Language Learners with Special Needs Effective Instructional Strategies
bull Torres-Velasquez Diane and Diane Rodriguez (2005) Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities
28
Directions for follow-up
bull You will receive an email with your grouprsquos members your assignment and directions for completion and submission of assignment
bull If you donrsquot receive this email by noon tomorrow please contact Marie Strobel at mstrobelpattannet Be sure to enter gtgtgt in the subject box
Contact Information wwwpattannet
Ana Sainz de la Pentildea Educational Consultant asainzdelapenapattannet
Victor Rodriguez-Diaz Assistant Director VRodriguezpattannet
Paula Zucker amp Connie E Cochran RtII and ELL Technical Assistants
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
9252012
29
Collaborative Preparation for Planned Instruction
bull Are the needs of the student based upon learning disability or language difference or both
bull Do all teachers understand cultural differences
bull What is the cultural perception regarding a student identified with a disability
Points for your collaborative discussions
Special Education bull Studentrsquos type of disability bull Cognitive skill development bull Studentrsquos behaviors bull Effective instructional
strategies for this student bull Standards-based instruction
ndash PA Core Standards bull Assessments
ESL bull Studentrsquos personal
environmental background bull Home Language bull Home Culture bull Standards-based instruction
ndash PA ELPS bull Assessments specific to
individual ELL bull Professionalism
9252012
27
9252012
Resources
bull Brown Dale S and Karen Ford (2007) Communication Strategies for All Classrooms Focusing on English Language Learners and Students with Learning Disabilities
bull English Language Learners with Special Needs Effective Instructional Strategies httpwwwldonlineorgarticle5622
bull Evaluating ELLs for Special Needs a Challenge Education Week Published Online August 28 2012
httpwwwedweekorgewarticles2012082902ell_e ph32htmltkn=OMWFMLYL2FIuZu0hKaWlqX3ZlH QdH6oeE1CtNampcmp=ENL-EU-NEWS
Resources continued
bull Learning Disabilities in English Language Learners wwwldonlineorgspearswerlingLearning_Dis abilities_in_English_Language_Learners
bull Ortiz Alba (2001) English Language Learners with Special Needs Effective Instructional Strategies
bull Torres-Velasquez Diane and Diane Rodriguez (2005) Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities
28
Directions for follow-up
bull You will receive an email with your grouprsquos members your assignment and directions for completion and submission of assignment
bull If you donrsquot receive this email by noon tomorrow please contact Marie Strobel at mstrobelpattannet Be sure to enter gtgtgt in the subject box
Contact Information wwwpattannet
Ana Sainz de la Pentildea Educational Consultant asainzdelapenapattannet
Victor Rodriguez-Diaz Assistant Director VRodriguezpattannet
Paula Zucker amp Connie E Cochran RtII and ELL Technical Assistants
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
9252012
29
9252012
Resources
bull Brown Dale S and Karen Ford (2007) Communication Strategies for All Classrooms Focusing on English Language Learners and Students with Learning Disabilities
bull English Language Learners with Special Needs Effective Instructional Strategies httpwwwldonlineorgarticle5622
bull Evaluating ELLs for Special Needs a Challenge Education Week Published Online August 28 2012
httpwwwedweekorgewarticles2012082902ell_e ph32htmltkn=OMWFMLYL2FIuZu0hKaWlqX3ZlH QdH6oeE1CtNampcmp=ENL-EU-NEWS
Resources continued
bull Learning Disabilities in English Language Learners wwwldonlineorgspearswerlingLearning_Dis abilities_in_English_Language_Learners
bull Ortiz Alba (2001) English Language Learners with Special Needs Effective Instructional Strategies
bull Torres-Velasquez Diane and Diane Rodriguez (2005) Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities
28
Directions for follow-up
bull You will receive an email with your grouprsquos members your assignment and directions for completion and submission of assignment
bull If you donrsquot receive this email by noon tomorrow please contact Marie Strobel at mstrobelpattannet Be sure to enter gtgtgt in the subject box
Contact Information wwwpattannet
Ana Sainz de la Pentildea Educational Consultant asainzdelapenapattannet
Victor Rodriguez-Diaz Assistant Director VRodriguezpattannet
Paula Zucker amp Connie E Cochran RtII and ELL Technical Assistants
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
9252012
29
Directions for follow-up
bull You will receive an email with your grouprsquos members your assignment and directions for completion and submission of assignment
bull If you donrsquot receive this email by noon tomorrow please contact Marie Strobel at mstrobelpattannet Be sure to enter gtgtgt in the subject box
Contact Information wwwpattannet
Ana Sainz de la Pentildea Educational Consultant asainzdelapenapattannet
Victor Rodriguez-Diaz Assistant Director VRodriguezpattannet
Paula Zucker amp Connie E Cochran RtII and ELL Technical Assistants
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education Ronald JTomalis Secretary
Carolyn C Dumaresq Ed D Deputy Secretary Office of Elementary and Secondary Education
John JTommasini Director Bureau of Special Education
Patricia HozellaAssistant Director Bureau of Special Education
9252012
29