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Meeting the Needs of English Learners with Disabilities

2. Challenges for Educators.

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Meeting the Needs of English Learners with Disabilities

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    1. 1 Meeting the Needs of English Learners with Disabilities 2010-2011 Jarice Butterfield, Ph. D. Santa Barbara County SELPA Director jariceb@sbceo.org Website: sbcselpa.org

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    3. 3 Presentation Topics Section 1 - Definition of EL Terms & CELDT Testing Section 2 - Pre-referral Strategies for English Learners Section 3 - Statewide Assessment & English Learners Section 4 Identification & Assessment of English Learners Special Education Section 4 IEP Development for English Learners Section 5 Programs & Services for English Learners in Special Education Section 6 Reclassification of English Learners Section 7 Questions and Answers

    4. 4 Home Language Survey (HLS) It is a form administered by the school district to be completed by the pupil's parent/ guardian at the time of first enrollment in a California public school indicating language used in the home. Responses to questions on the HLS determines is a student is to be assessed in order to determine if he or she an English learner (EL)

    5. 5 English Learner (EL)- State law defines an English learner as a child who does not speak English or whose native language is not English and who is not currently able to perform ordinary classroom work in English. Primary Language (L1) - Primary language is the language first learned by the pupil, most frequently used at home, or most frequently spoken by the parents or other adults in the home when speaking with the pupil. E.C. 306(a)

    6. 6 Full English Proficient (FEP) - A student may initially be designated as full English proficient if initial assessment On CELDT indicates they are proficient Limited English Proficient (LEP) - Students classified as LEP who have not met a level of proficiency in English to be considered fluent or able to be successful in English academics (in listening, speaking, reading & writing) Reclassified Full English Proficient (RFEP) Students who have been reclassified from EL to fully proficient are RFEP (based on the 4 reclassification criteria).

    7. 7 BICS- (Basic interpersonal Communication Skills) describes the development of conversational fluency in the second language CALP- (Cognitive Academic Language Proficiency) describes the use of language in decontextualized academic situations (higher levels of processing and thinking in the 2nd language) Cummins, 2009

    8. 8 California English Language Development Test (CELDT) CELDT is an assessment mandated by state and federal regulation. It is required for K-12 graders and has three purposes: To initially identify students who are limited English proficient; To determine the level of English language proficiency of students who are limited English proficient; and To assess the progress of limited English proficient students in acquiring the skills of listening, reading, speaking, and writing in English. EC 313 and 60810[d]) & Title III of ESEA

    9. 9 CELDT Testing Contd. Initial CELDT Assessment.. Is administered to any K-12 pupil whose primary language is other than English as determined by the HLS and.. who has not previously been identified as an English learner (EL) by a California public school or for whom there is no record of results from an administration of an English language proficiency test, shall be assessed for English language proficiency with CELDT within 30 calendar days after the date of first enrollment in a California public school, or within 60 calendar days before the date of first enrollment, but not before July 1 of that school year. EC 52164.1.

    10. 10 Education Code Section 52164.1[a] requires that all students (in kindergarten through grade twelve) whose primary language is not English, based on the Home Language Survey (HLS), take the CELDT within 30 calendar days after they are enrolled in a California public school for the first time to determine if they are English learners. The HLS is completed by parents or guardians when they first register their children for school. The CELDT must be given to students identified as English learners once a year as per the school districts evaluation process until they are reclassified as fluent English proficient (RFEP). EC 52164

    11. 11 Students may have accommodations and/or modifications on CELDT as specified in their IEP: An accommodation is: Any variation in the assessment environment or process that does not fundamentally alter what the test measures or affect comparability of scores. Accommodations may include variations in scheduling, setting, aids, equipment, and presentation format A modification is: A variation in assessment environment or process that fundamentally alters what test measures or affects comparability of scores

    12. 12 Alternate Assessment: IEP Teams may designate an alternate assessment to CELDT Students with disabilities may take an alternate assessment if their IEP team determines that they are unable to take one or more parts of the CELDT even with variations, accommodations, and/or modifications. Refer to CDEs CELDT: Understanding and Using 2009-10 Individual Results Section II #2-6 for criteria in determining if an alternative assessment is appropriate EC 313 and 60810[d])

    13. 13 Alternate Assessment is: An alternate way of measuring English language proficiency of pupils with disabilities whose IEP Team has determined they are unable to participate in CELDT even with accommodations, variations, or modifications. Note: CDE English Learner Division has advised that any alternate assessment must assess in all four domains: listening, speaking, reading & writing

    14. 14 Alternate Assessment Contd. Alternative Assessments to CELDT At this time, the California Department of Education does not have an approved, recommended alternative assessment to CELDT for students whose IEP team determines that the student may not be able to take all or parts of CELDT in order to determine their level of English language proficiency. If the IEP team determines that a student should take an alternate assessment to CELDT, they must ensure that the student is assessed in all four domains of English proficiency: listening, speaking, reading, and writing. CDEs CELDT: Understanding and Using 2009-10 Individual Results

    15. 15 Alternate Assessment Contd. Possible Alternative Assessments to CELDT The chart lists possible assessment tools that various districts or SELPAs in California have utilized as an alternative to CELDT for students functioning at the CAPA level:

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    21. 21 Three Recommended Components of RTI for Els:

    22. 22

    23. 23 RTI Universal Screening

    24. 24 RTI Progress Monitoring

    25. 25 Considerations for English Learners Prior to Referral to Special Education

    26. 26 Referral to Special Education

    27. 27 Stateside Assessment & English Learners

    28. 28 STAR Testing for English Learners

    29. 29 STAR Testing for English Learners

    30. 30 STAR Test Variations for English Learners

    31. 31

    32. 32 Identification of English Learners Federal regulations require that students in Pre K through age 22 be identified as EL for purposes of special education (ie. assessment for special education procedures, linguistically appropriate goals in IEPs, etc.) Note: California Education code does not formally identify students as EL until kindergarten. CELDT is not administered until grade K.

    33. 33 Identification of Transfer Students

    34. 34 California Ed Code Requirements for Identification & Assessment of English Learners for Special Education Assessment materials and procedures used for the purposes of assessment and placement of individuals with exceptional needs are selected and administered so as not to be racially, culturally, or sexually discriminatory. Pursuant to Section 1412(a (6)(B) of Title 20 of the United States Code, the materials and procedures shall be provided in the pupils native language or mode of communication, unless it is clearly not feasible to do so. EC 56320(a) & 56001(j) Note: Assessors must note this in their assessment reports!

    35. 35 California Ed Code Requirements for Identification & Assessment of English Learners for Special Education Contd. (b) Tests and other assessment materials meet all of the following requirements: Are provided and administered in the language and form most likely to yield accurate information on what the pupil knows and can do academically, developmentally, and functionally, unless it is not feasible to so provide or administered required by 1414(b)(3)(A)(ii) of Title 20 of United States Code EC 56320(b)(1)

    36. 36 California Ed Code Requirements for Identification & Assessment of English Learners Who are Infants/Toddlers For assessment to determine eligibility for infants and toddlers, the assessment shall be conducted in the language of the familys choice or other mode of communication unless it is it is not feasible to do so. CCR 52082(b) & 52084(d)

    37. 37 Federal Regulation Requirements for Identification & Assessment of English Learners. Pursuant to 34 CFR 300.304 (1) (i) (ii), Assessments and other evaluation materials used to assess a child under this part are selected and administered so as not to be discriminatory on a racial or cultural basis; Are provided and administered in the childs native language or other mode of communication, and in the form most likely to yield accurate information on what the child knows and can do academically, developmentally, and functionally, unless it is clearly not feasible to so provide or administer.

    38. 38 Identification & Assessment Legal Requirements for English Learners Contd. Assessments shall be administered by qualified personnel who are competent in both the oral or sign language skills and written skills of the individuals primary language or mode of communication and have a knowledge and understanding of the cultural and ethnic background of the pupil. It it clearly is not feasible to do so, an interpreter must be used, and the assessment report shall document this condition and note that the validity may have been affected. CCR Title 5: 3023 A variety of assessment tools and strategies will be used to gather relevant functional and developmental information, including information provided by the parent. EC 56320

    39. 39 Identification & Assessment Legal Requirements for English Learners Contd. It is best practice to use the following four sources of information in order to address all socio-cultural factors related to English learners: 1) Norm-referenced assessments in English and Primary Language (if primary language assessments are available) 2) Criterion-referenced tests 3) Systematic observation in educational environments 4) Structured interviews (with student, parent, teachers, etc.)

    40. 40 Assessment of English Learners Why Assess in the Students Primary Language? It provides comparative data to the IEP team about how the student performs in the primary language versus English. The assessor can determine if similar error patterns are seen in both the primary language and English (listening, speaking, reading or writing) in order to discern if the students is having academic difficult due to a language difference or a disability. Many students acquire BICS level English speaking skills and are stronger in English academics but think at a CALPs level in their native language.

    41. 41 Assessment of English Learners Contd. Best Practices to Guide Assessment Decisions: An assessor fluent in both languages should assess for to determine which language the student is most proficient in at both the Bics and Calps level (both academically & cognitively) to guide the assessment team regarding types of assessment to be performed by using like instruments in primary language and English when available. Assessors should assess in the students primary language when feasible to do so..

    42. 42 Assessment of English Learners Contd. Examples of When it May Not Be Feasible to Assess in the Students Primary Language: The student has moderate to severe disabilities and lacks the communication or other skills to be able to be assessed accurately in L1. When Primary language assessments are unavailable. Note: If primary language assessments are not available, it is best practice for assessors to use non language measures such as observations and structured interviews with teachers and family to inform identification decisions.

    43. 43 Sample Language Assessment Tools

    44. 44 Sample Primary Language Cognitive Assessments

    45. 45 Sample Non-verbal Cognitive Assessments

    46. 46 Sample Speech & Language Assessments

    47. 47 Sample Speech & Language Assessments Contd.

    48. 48 Sample Primary Language Academic Achievement Assessments

    49. 49 Use of Interpreters in Bilingual Assessment Following are best practice recommendations for use of interpreters during assessment I. Preparation for use of an Interpreter in assessment Determine what tests are being administered; Administer only the tests which the interpreter has been trained to assist with; Be prepared for the session to account for extra time needed with an interpreter; Know the skill level of the interpreter; and Carefully observe interpreter behavior during assessment

    50. 50 Use of Interpreters in Bilingual Assessment Contd.

    51. 51 Use of Interpreters in Bilingual Assessment Contd.

    52. 52 Use of Interpreters in Bilingual Assessment Contd.

    53. 53 Assessment Reports for English Learners Required Documentation in Assessment Reports: The impact of language, cultural, environmental and economic factors in learning; How standardized tests and techniques were altered; and Use of the interpreters, translations for tests; include a statement of validity and reliability related to the use of such. Examiners level of language proficiency in language of student and the effect on test results and overall assessment.

    54. 54 Required Documentation in Assessment Reports Contd. Cross-validation of information between norm-referenced, criterion, and interview/observation based measures, to include information from home setting. Results of current language proficiency testing. Reports should be translated into the primary language if requested by the parent/guardian If non-verbal measures were used, a statement of their limitations Recommendations for linguistically appropriate goals (SESR 8-2-3.3) 20 USC 1414 (b) (2) (A) (I); 34 CFR 303.323

    55. 55 Assessment Reports for English Learners Contd. Additional Assessment Report Considerations: Consideration of the second language acquisition process and its relationship to the possible handicapping conditions

    56. 56 IEP Notices for English Learners IEP Notices should: Note if an interpreter will be at the IEP (if appropriate) Be provided in primary language of parent Indicate the parent has a right to have copy of IEP in primary language (if feasible) (SESR 6-1-2.9.1); 20 USC 1415 (d) (2) ; 34 CFR 300.503 c; 30 EC 56506

    57. 57 Identification & Assessment Resources Contd. 1) Culturally and Linguistically Diverse Exceptional Students: Strategies for Teaching and Assessment; by Grass & Barker. Sage Publications. http://www.sagepub.com/home.nav 2) Assessing Culturally & Linguistically Diverse Students: A Practical Guide. Practical Intervention in the Schools Series; by Rhodes, Ochoa, Hector, & Ortiz. Guilford Publications. 3) The Map of Standards for English Learners; by Carr & Lagunoff. West Ed. www.wested.org

    58. 58 Identification & Assessment Resources Contd. 4) Determining Appropriate Referrals of English Language Learners to Special Education: A Self-Assessment Guide for Principals;by Council for Exceptional Children and NABE. 2002 5) Assessing Culturally & Linguistically Diverse Students: A Practical Guide. Practical Intervention in the Schools Series; by Rhodes, Ochoa, Hector, & Ortiz. Guilford Publications. 6) Reporting to Parents in English & Spanish; Ammie Enterprises, Fallbrook, CA.

    59. 59 Identification & Assessment Resources Contd. 7) Struggling Learners and Language Immersion Education. By Fortune, T. W., & Menke, M. R. (2010). CARLA.

    60. 60 IEP Development for English Learners

    61. 61 IEP Development for English Learners Also, as per EC 56345 the regulations state: For individuals whose native language is other than English, linguistically appropriate goals, objectives, programs, and services shall be included in the IEP contents Note: This does not require placement in a specific classroom!

    62. 62 State IEP Template Special Factors Page EL Section If the student is an English Learner, complete the following section: Does the student need primary language support? No? Yes ? if yes, who will provide? What will be the language of instruction for the student? Who will provide ELD services to student? ? General Education Staff ? Special Education Teacher What type of ELD services will provided? ? English Language Mainstream ? Structured English Immersion Comments

    63. 63 IEP Development for English Learners IEP Content Checklist v The results of CELDT or alternative assessment in order to document English language proficiency and develop linguistically appropriate goals If the student requires accommodations or modifications on CELDT (SESR 10-2-2; 10-2-4; 20-4-2) EC Section 60810 CFR Section 300.138(b)(1)(2); CFR 300.324 CDEs CELDT: Understanding and Using 2009-10 Individual Results

    64. 64 IEP Development for English Learners Contd. In addition to CELDT considerations, the IEP team must determine: How English language development (ELD) needs will be met and who will provide those services programs, services, and instruction If the student needs primary language support and what language should be the language of instruction Linguistically appropriate goals (ELD goals) to meet English language development needs (SESR 10-2-6; 3-5-8); 34 CFR 300.324; EC 56345

    65. 65 How to Document Programs, Services & Instruction on IEP Programs: Indicate on IEP what type of EL program the student will be in such as SEI, ELM, or alternate program (see slide 69-70) Services: Indicate on the IEP if the student needs primary language support or other services to be successful Instruction: Indicate where the instruction will take place (SPED classroom, general education, etc.) and if the instruction will be in English or primary language

    66. 66 Linguistically Appropriate (ELD) Goals

    67. 67 Sample Linguistically Appropriate Goal 1

    68. 68 Sample Linguistically Appropriate Goal 2

    69. 69 Sample Linguistically Appropriate Goal 3

    70. 70 Sample Linguistically Appropriate Goal 4

    71. 71 Programs & Services for English Learners

    72. Programs & Services for EL Students in Special Education 72

    73. Programs & Services for EL Students in Special Education 73

    74. 74 Programs & Services for EL Students in Special Education

    75. 75 Programs & Services for EL Students in Special Education

    76. 76 Programs & Services for EL Students in Special Education

    77. ELD Programs & Services for EL Students in Special Education 77

    78. Services for EL Students in Special Education 78

    79. Reclassification of EL Students in Special Education 79

    80. Reclassification of EL Students in Special Education Reclassification Defined as the process by which students who have been identified as English learners (EL) are reclassified as fluent English Proficient (RFEP) when they have demonstrated that they are able to compete effectively with English-speaking peers in mainstream classes. EC 313(d) 80

    81. Reclassification of EL Students in Special Education Reclassification Criteria: The reclassification procedures developed by the California Board of Education (CBE) requires districts to utilize multiple criteria to reclassify a pupil as proficient in English. EC 313(d); CDE document California English Language Development Test (CELDT) Understanding & Using 2009-10 Individual Results 81

    82. Reclassification of EL Students in Special Education Contd. 82

    83. Criteria 1 Assessment of Language Proficiency Using an Objective Assessment Instrument 83 *CELDT is used as the primary criterion for the objective assessment. Students should be considered for reclassification whose overall proficiency level is early advanced or higher and: Listening is intermediate/higher Speaking is intermediate/higher Reading is intermediate/higher Writing is intermediate/higher

    84. Criteria 1: Assessment of Language Proficiency Using an Objective Assessment Instrument Contd. Those students whose overall proficiency level is in the upper end of the intermediate level also may be considered for reclassification if additional measures determine the likelihood that a student is proficient in English. Note: Alternate assessment to CELDT may be designated by the IEP Team; advisement from the CDE is pending regarding whether or not CELDT can be used for criteria 1. 84

    85. Criteria 2 Teacher Evaluation Sample Criteria Used by Special and General Education Teachers: Curriculum or classroom based measures of students academic performance; Teacher completion of a checklist such as the SOLOM Report of progress towards IEP linguistically appropriate goals 85

    86. Criteria 2 Teacher Evaluation Contd. The California State Board Adopted Guidelines state that Incurred deficits in motivation and Academic success *unrelated to English language proficiency do not preclude a student from reclassification *A disability may be a factor that contributes to low academic achievement and is unrelated to English language proficiency 86

    87. Criteria 3 Parent Opinion and Consultation Provide notice to parents or guardians of their rights and encourage them to participate in the reclassification process Provide an opportunity for a face-to-face meeting with parents or guardians Seek alternate ways to get parent input if face to face contact is not possible. CDE California English Language Development Test Understanding and Using 2009-10 Individual results document

    88. Criteria 4 Comparison of Performance In Basic Skills Performance in basic skills means the score and/or performance level resulting from a recent administration of the California EnglishLanguage Arts Standards Test (CST in Englishlanguage arts). 88

    89. This means: (1) A CST score in English/language arts (ELA) at least at the beginning of basic level to midpoint of basic - each district may select cut point as long as it is at least at basic level. (2) Pupils with scores above the cut point selected by the school district should be considered for reclassification. (3) For pupils scoring below the cut point, school districts should attempt to determine whether factors other than English language proficiency are responsible for low performance on the CST in Englishlanguage arts and whether it is reasonable to reclassify the student Criteria 4 Comparison of Performance In Basic Skills Contd. 89

    90. (4) For grade twelve, the eleventh grade CST ELA should be used (5) For grades 1 and 2, school districts should base a decision to reclassify on CELDT results, teacher evaluation, parent consultation, and other locally available assessments. It is not recommended that Kindergarten students who are English learners be reclassified. Note: A disability may be a factor to consider under #3 of the basic skills criteria; however, advisement from CDE regarding use of the CBE guidelines is pending. 90 Criteria 4 Comparison of Performance In Basic Skills Contd.

    91. It is more difficult to clear the CST-ELA hurdle than the CELDT criterion. For example, in the 11th grade in 2007, 21 percent of ELLS scored Basic or better on the CST-ELA, compared to 41 percent scoring EA or better on CELDT. Testing results and reclassification decisions feed into the Title III accountability system imposed by NCLB that may either reward of punish school districts; students with disabilities often do not meet goal targets due to a disability versus language difference and districts receive sanctions. A large gap exists across grades on CELDT scores for ELs in SPED versus non SPED ELs. This suggests that few ELs in SPED will reach the minimum CELDT score required for consideration to be reclassified. (Fetler, 2008) 91 Issues With Reclassification of EL Students In Special Education

    92. 92 RECLASSIFICATION SCENARIO 1 Maria

    93. 93 RECLASSIFICATION SCENARIO 1 Maria Contd.

    94. 94

    95. 95

    96. 96

    97. 97 RECLASSIFICATION SCENARIO 1 Maria Contd.

    98. SCENARIO 1 CONTD. 98

    99. SCENARIO 1 CONTD. 99

    100. SCENARIO 1 CONTD. 100

    101. SCENARIO 1 CONTD. 101

    102. 102 1) May the parent opt a student out of taking CELDT? Response: No; A parent may not opt a student out of taking CELDT. Q & A

    103. Q & A 103

    104. Q & A 104

    105. 105 4) May the IEP team designate a CELDT test variation that is not listed in the Title 5 Guidelines Section 11516 or 11516.5? Response: Yes; however, the district must submit a request for review of the proposed variations in administering the test 5) If a student participates in CELDT with test variations, accommodations, or modifications will they pass? Response: Yes; however, if the student takes alternate assessments for sections of the CELDT, they will get a score of not valid for the sections of the test in which they took alternate Assessments Title 5 Regulations Section 11510 Q & A

    106. 106 Q & A

    107. 107 Q & A

    108. 108 Q & A

    109. Q & A 5 CCR 11303; CDE California English Language Development Test Understanding and Using 2009-10 Individual results document

    110. Q & A 110

    111. Q & A 111

    112. Q & A 112

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