FACTORS TO CONSIDER WHEN MAKING DECISIONS ABOUT ENGLISH LEARNERS AND SPECIAL EDUCATION

1. FACTORS TO CONSIDER WHEN MAKING DECISIONS ABOUT ENGLISH LEARNERS AND SPECIAL EDUCATION Part 1 Presented by Nancy A. Snodgrass, M.A. Bilingual Special Education Resource Teacher Turlock Unified School District Professional Development and English Learner Programs (209) 667-2407 nsnodgrass@turlock.k12.ca.us nsnodgrass98@hotmail.com

2. Objective:Participants will learn what extrinsic factors need to be examined when considering referring an English Learner for special education assessment. With this knowledge, participants will be able to develop more expertise in knowing whether or not to assess an English Learner for special education services.

3. In times of change, “learners” inherit the earth, while the “learned” are fully equipped to live in a world that no longer exists. Eric Hoffer

4. Is each statement true or false? • An English Learner needs to be in school in the U.S. for at least a year before being assessed for special education services. •  An English Learner who is demonstrating “difficulties” with acquiring English should not hear or speak his/her primary language at home. • An English Learner will show more academic progress if receiving special education services (because of the individualized/small group instruction), even when the student does not truly have a learning disability.

5. An English Learner can have a disability and/or language disorder only in English. • If an English Learner is found to have a learning disability, then it is a priority for the student to receive special education services rather than EL services. • When an English Learner is identified as having a disability, instruction should occur only in English so as not to confuse the student.

6. “There is disproportional representation of English Learners in some categories of special education disabilities in California schools.” What does this mean? J. Butterfield, 2010

7. MisSED representation or misrepresentation? K-4th grade—missed representation Why? • “low” scores attributed only to second language acquisition • arbitrary timelines for referrals (e.g. “EL must be in school for at least 2 years before a referral can be made.”) • assessment procedures

8. 5th-12th—misrepresentation Why? • “low” language skills in both languages • use of “medical model” (e.g. something is “wrong” with the student) • lack of interventions • do not meet criteria for reclassification for RFEP • assessment procedures

9. Which of the following are characteristics of an English Learner? • The student often needs to hear speech that is slower than normal. • There is often a delay between the time a question is asked and a response is given. • The student often needs to have questions and/or directions repeated. • The student needs to sit in the front of the room. • The student learns better with visual input rather than auditory. • A student appears to be nonverbal, but may understand what is said.

10. Categories of English Learners Who Experience Academic Difficulties: • 1) Those with deficiencies in their teaching or learning environment; lack of effective ELD instruction and support • 2) Those experiencing academic difficulties not related to a learning disability; Interrupted schooling, limited formal education, medical problems, low attendance, high transiency, etc. • 3) True ELs with disabilities and in need of Special Education • Artiies and Ortiz 2002

11. So, how can we identify an English Learner who may have a disability? When an English Learner is referred to the school site’s Student Study Team (SST): • The first step is to gather information regarding the specific difficulty the EL is experiencing. • The second step is to look at why the EL may be experiencing this difficulty.

12. When gathering information about the specific difficulty an English Learner is experiencing, there may be a tendency to describe general performance behaviors, such as: “The student is not making progress.” “The student is below grade level.” “The student is having problems reading.”

13. Statements such as these do not describe the specific difficulty that has been observed, which then makes it difficult to design appropriate interventions.

14. In addition, not knowing the specific difficulty an EL is experiencing makes it a challenge to determine if the perceived weakness is due to extrinsic factors (e.g. inappropriate instruction, normal process of second language acquisition, lack of formal education, etc.)……………

15. …….or a possible intrinsic factor (such as a learning disability, language disorder, etc.) If an EL is experiencing difficulties only in English, but not in the primary language, then the problem could be due to extrinsic factors rather than an intrinsic disability.

16. When describing the specific difficulty the English Learner is experiencing, the difficulty needs to be measurable and observable. Describe before diagnosing! Ask ”what” before “why.” Why is this important?

17. Which of these statements describes an observable, measureable behavior? Student…………. 1) ……… is not picking up English. 2) ……… is below grade level. 3) ……… has difficulty doing multiplication and division problems. 4) ……… is very low academically. 5) ……… can decode well, but doesn’t understand what she reads. 6) ……… cannot remember multi-step directions.

18. In addition, data needs to be collected about the identified difficulty: • across different contexts (such as different subject areas) • in different environments (such as home and school) • and in both the primary language and English

19. What factors need to be addressed?Hamayan, et.al. (2007) SEVEN AREAS TO CONSIDER: • LEARNING ENVIRONMENT (type of instruction, materials used, range of services offered, use of native language, assessment used, etc.) •  PERSONAL AND FAMILY (socio-economic status, expectations, experiential background, family dynamics, etc.) • PHYSICAL AND PSYCHOLOGICAL (medical conditions, social and emotional development, etc.)

20. PREVIOUS SCHOOLING (amount and quality of previous schooling in both English and the student’s native language, attendance, mobility, etc.) • ORAL LANGUAGE AND LITERACY DEVELOPMENT (in both the native language and in English) • ACADEMIC ACHIEVEMENT (in both the native language and in English) • CROSS-CULTURAL (cultural differences and effect on learning)

21. CULTURE SHAPES: • The way we THINK (COGNITION) • The way we INTERACT (BEHAVIOR) • The way we COMMUNICATE (LANGUAGE) • The way we TRANSMIT KNOWELDGE to the next generation (EDUCATION) C. Collier, 1988

22. DO A CUMULATIVE FILE REVIEW • Prior educational history: * Look at the TOTAL number of days the student has attended school. * Divide that number by 180. * This number will give you the approximate maximum grade level at which the student may be achieving.

23. Ask the following questions: • Did the student attend school on a consistent basis or are there gaps? • Did the student move from schools on a traditional schedule to schools on a year-round schedule, and visa-versa? • Did the student complete one grade at one site?

24. According to research conducted with migrant students, for every move a student makes, he/she loses at least one month of instruction, even if moving from School A on Friday to School B on Monday within the same district. Why?

25. How often has the student been absent? Why? Has the student ever been reported to SARB (School Attendance Review Board)? A student may not learn if not in school.

26. According to the Stanislaus County Office of Education (2006) • When students miss a day of school, it actually puts them two days behind their classmates. • Students who are absent an average of 15 days a year miss a year’s worth of school before their senior year. • Students who miss eight days or more a year may not be on track to graduate.

27. The Five “I’s” of Schooling • Infrequent schooling • Inconsistent schooling • Inferior schooling • Interrupted schooling • Insufficient schooling

28. Attendance example:

29. Report cards: • What progress did the student make in specific subjects for previous grade levels? • Has the student received consistent ELD, SDAIE and/or L1 instruction?

30. Prior referrals/comments in cumulative file: • Interventions: • Is there documentation of any interventions? • If so, is there data indicating how long the student received the intervention, along with pre- and post-assessment data?

31. SST: • Has the student previously been referred to the Student Study Team? • If so, what were the concerns, what was the “Action Plan,” and what were the results of the plan?

32. IEP: • Has the student ever been tested for special education? • If so, did he/she not qualify due to a lack of discrepancy or no processing deficit, or both? • What instructional recommendations were made?

33. Health history: • Vision tests: • Has the student always passed the vision tests? • When was the last test given? • Were tests given for both near and far distance?

34. Hearing tests: • Has the student always passed the hearing tests? • When was the last test given?

35. Health inventory: If a health inventory was completed by the parent, look for the following information: • Was the student born premature? • Did the student need oxygen at birth? • At what age did the student first begin to speak? • Did the parent note any specific health problems? • Did the parent note any problems with the student’s speech?

36. Tests:Look at the progress made on standardized tests, such as CST, CELDT, etc. • On the CST, has the student stayed at the same “level” each year in each subject? • Has the student shown progress on the bar graph for the reading and writing portions of the CELDT?

37. There is nothing as unequal as the equal treatment of unequals. Oliver Wendell Holmes

38. STUDENT SAMPLES • Should this student be referred for special education assessment? • Why or why not? • Which factors influenced your decision?

39. Nash (4th grader-Arabic speaker): “He has difficulty forming complete thoughts in reading and writing. He has difficulty with his grammar skills.” • Attended school in U.S. for kindergarten and first grade (a different school for each grade) • Attended school in Palestine for 2nd and 3rd grades • Did not know any English when he began kindergarten and was “limited” in his oral Arabic language skills • At the beginning of 1st grade scored “Early Advanced” in listening and speaking on the CELDT • This school year scored at “Intermediate” level for listening, “Early Advanced” for speaking, and “Beginning” for reading and writing

40. Current oral skills in Arabic considered “Fluent” • Informal reading and writing skills in Arabic considered “fluent” • Report cards from 2nd and 3rd grade in Palestine indicated average to above average grades in all subjects • Received private tutoring in Palestine to learn more Arabic • Interventions: tutoring from: America Reads tutor, ROP students and parent volunteers (current) • Just got glasses for reading

41. Eduardo: “Eduardo appears to have difficulties remembering what he hears. He is still scoring at the FBB level in ELA on CST.” • Currently in the 8th grade • Began school in the U.S. in the middle of 2nd grade • Did not attend school in Mexico • Attended the same elementary school from 2nd-6th grade with no attendance problems

42. Current CELDT: Intermediate for Listening and Speaking, Beginning for Reading, and Early Intermediate for Writing • Attended summer school four different times • Received additional “pull-out” literacy instruction in 2nd-5th grades • “Read 180” intervention class for 7th grade

43. Additional questions for the Student Study Team and assessors to consider prior to making a referral of an EL for special education assessment: • Has the student received intensive interventions using appropriate materials and strategies designed for ELs, and have they been implemented with fidelity over time and the student still demonstrated little or no progress? • Does the team have data regarding the rate of learning over time to support that the difficulties are most likely due to an intrinsic disability rather than extrinsic factors?

44. Has the team consulted with the family members regarding learning patterns and language use in the home? • Are the error patterns seen in L1 similar to the patterns seen in L2 (if student has sufficient primary language skills)? • Are the learning difficulties and/or language acquisition patterns manifested over time similar in different settings and in different contexts?

45. After considering ALL of the factors, if THERE IS A lack of progress AND all APPROPRIATE general education interventions have been exhausted……………………. ……… then a referral is considered for special education assessment IF the student’s “difficulties” are NOT due to:

46. a lack of opportunity to learn • a lack of English • attendance/mobility • environmental or economic disadvantage • cultural factors • a lack of instruction in ELA and math

47. IT’S WHAT YOU LEARN AFTER YOU KNOW IT ALL ……….. ………..THAT COUNTS. JOHN WOODEN