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Meeting the Needs of English Learners with Disabilities 2014-2015

Jarice Butterfield, Ph. D. Santa Barbara County SELPA Director Email: jariceb@sbceo.org Website: SBCSELPA.org. Meeting the Needs of English Learners with Disabilities 2014-2015. What the research says…….

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Meeting the Needs of English Learners with Disabilities 2014-2015

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  1. Jarice Butterfield, Ph. D. Santa Barbara County SELPA Director Email: jariceb@sbceo.org Website: SBCSELPA.org Meeting the Needs of English Learners with Disabilities 2014-2015

  2. What the research says…… • Research demonstrates that English language learners with the least amount of language support are most likely to be referred to special education • ELLs receiving all of their instruction in English were almost 3X as likely to be in special education as those receiving some native language support • Artiles & Ortiz 2002 2

  3. What the research says Cont’d. • Goldenberg (2008) examined the research for effective practices in ELL instruction. • The majority of ELLs students (60%) receive all-English. • About 12% receive no ESL/ELD services. • More primary language (L1) instruction over time leads to higher academic achievement in English. In other words, teaching students to read in L1 promotes higher reading achievement in English! 3

  4. What the research says Cont’d. • All-English immersion does NOT lead to rapid English fluency, in contradiction to some state policies (e.g., California, Arizona). • ELL students need explicit language instruction and opportunities to speak for genuine communication in a separate ESL/ELD block. • Process approaches to learning showed mixed results; explicit instruction in skills and sub-skills is what is needed for ELLs to make gains. 4

  5. Presentation agenda • Introduction and Background of ELs • CELDT & Statewide Testing for ELs • New EL Standards & Smarter Balance for ELs • Intervention / Pre Referral for ELs • Assessment of English Learners for Special Education • IEP Development for English Learners • Programs & Services for English Learners in Special Education • Reclassification to RFEP of English Learners • Questions and Answers 5

  6. Introduction and Background of Els

  7. Primary Language Determination California EC Section 52164.1 requires LEAs to make A primary language determination for all students in K-12 upon first enrollment in a California public school. A student’s home language is identified through a Home LanguageSurvey (HLS). Note: If a language other than *English is indicated on: • Any of the first three questions – student is tested with CELDT • Fourth question, student may be tested on the CELDT at the LEA’s discretion (alternate assessment may be utilized) * American Sign Language (ASL), in and of itself, is not considered a “language other than English” for purposes of CELDT testing

  8. Initial Identification of English Learners Cont’d. • Students in grades K-12 take the CELDT if questions #1-3 on the HLS survey are answered “yes” • The criteria for determining proficiency upon entry is different for grades K-1 than grades 2-12 • Note: K includes “transitional K students” since they are technically kindergarteners See The CDE’s 2013-14 CELDT Information Guide

  9. ELs in Charter Schools “Like all public schools, charter schools MUST take “affirmative steps” to help English-language learners overcome language barriers so that they can participate meaningfully in their schools’ educational programs. A charter school must timely identify language-minority students who have limited proficiency in reading, writing, speaking, or understanding English, and must provide those students with an effective language instruction educational program that also affords meaningful access to the school’s academic content “ See US Dept. of ED / OCR Letter dated

  10. Initial Identification of English Learners With Moderate - Severe Disabilities Sample Scenario…. A student with a moderate-severe disability takes The Initial CELDT upon entry and scores as LEP yet the LEA feels the results may not be a true reflection of the students English language skills. What are the options? As per the CDE SPED/ Language & Assessment Divisions the LEA may review other sources of data (tests, work samples, interviews, observation notes, etc.) to determine if the student is proficient in English if there is a concern that the student’s disability may have impacted the results of the CELDT testing.

  11. Statewide English Language Proficiency Testing Updates

  12. CELDT • The CELDT assesses public school students in K–12 in four domains: • Listening • Speaking • Reading, and • Writing • The CELDT currently is aligned to the 1999 English language development (ELD) standards* • Alignment study completed with CCCSS & CELDT – indicates there is only about a 26% correlation between CELDT and the new ELD standards

  13. ELPAC • The new assessment that will replace CELDT will be the ELPAC • ELPAC has a targeted administration date of 2016-2017 • The ELPAC will potentially be a spring administration

  14. New SBAC Assessment System and ELS • Supports Relevant to ELS • “Universal tools” - for all (spell check, ruler, etc. • “Desiginated Supports” - includes ELs and students with 504 Plans and IEPs” – may be designated by an IEP team or other educator • “Accommodations” – Must be designated in IEP or 504 Plan (ELs with disabilities) 14

  15. New California EL Standards 15

  16. ELA/ELD Curriculum Framework Update • The new ELA/ELD Curriculum Framework • aligns the ELA Common Core Standards with • the ELD Standards • The framework’s five key themes: • meaning making, • language development, • effective expression, • content knowledge, and • foundational skills

  17. New California ELD Standards Philosophy • Language acquisition is treated as a non-linear linguistic and social process • Based on theory, research, and best practices • Understandable and usable • Asset vs. deficit approach (literacy foundational skills target varying profiles of ELs, tapping linguistic resources

  18. New California ELD Standards Cont’d. • Provides opportunities for ELs to access, engage with, and achieve in grade-level academic content while they are learning English • Use in tandem with the Common Core State Standards and not in isolation • Strengthen ELD in light of next-generation content standards

  19. New ELD Standards Language Domains Three modes of communication: Collaborative (engagement in dialogue with others), Interpretive (comprehension and analysis of written and spoken texts), and Productive (creation of oral presentations and written texts).

  20. New CA ELD Standards Cont’d. Proficiency Category Descriptors in each Domain Collaborative, Interpretive & Productive: Emerging listening, speaking, reading and writing Expanding listening, speaking, reading and writing Bridging listening, speaking, reading and writing

  21. New CA ELD Standards Levels Cont’d. • Includes two Dimensions of Knowledge of Language: • Metalinguistic Awareness – extent of language awareness/self-monitoring at the level • Accuracy of Production – extent of accuracy in production ELs can be expected to exhibit at level – accuracy may vary within levels depending on context (cognitively demanding or being familiar with task)

  22. Pre Referral Strategies and Research

  23. Categories of EL Students Who Experience Academic Difficulties Those with deficiencies in their teaching or learning environment; lack of effective ELD instruction and support Those experiencing academic difficulties not related to a learning disability; interrupted schooling, limited formal education, medical problems, low attendance, high transiency, etc. True ELs with disabilities and in need of Special Education

  24. Pre Referral Steps for ELs Step 1: School Environment Determine if there is appropriate curriculum & instruction for ELs being implemented Step 2: Pre referral intervention or RtI Determine if pre referral interventions have been implemented and documented over time Step 3: Referral to Special Education Assess in native language & English and other best practices for bilingual assessment to rule out language difference versus disability

  25. What the research says…. School Environment • Provide ELD instruction with fidelity • Continue ELD instruction until student reaches a level 4 and possibly through level 5 • A separate, daily block of time should be devoted to ELD instruction • ELD should emphasize listening & speaking, and emerging research says reading & writing • Saunders & Marcelleti, 2013

  26. What the research says…. School Environment Cont’d. • ELD instruction should explicitly teach linguistic elements of English (vocabulary, syntax, grammar, functions, and conventions) • ELD should integrate meaning and communication via explicit, direct teaching of language (academic & conversational) • ELD instruction should include interactive activities among students that are carefully planned and carried out • Saunders & Marcelleti, 2013

  27. What the research says…. School Environment Cont’d. • Provide students corrective feedback on form • Use of English during ELD instruction should be maximized with native language strategically incorporated • ELD instruction should include communication and language-learning strategies • ELD instruction should be planned and delivered with specific language objectives in mind • Saunders & Marcelleti, 2013

  28. Best Practices for Preventing Over Identification of ELs for SPED • Screen for reading or other academic problems and monitor progress early & provide intensive, small group reading instruction • Provide extensive & varied vocabulary instruction • Develop academic and conversational English by providing daily ELD services with fidelity • Schedule regular, peer-assisted learning opportunities • Gersten, 2007

  29. Multiple-Tiered Systems of Support (MTSS) California Department of Education Definition of MTSS: “MTSS ensures equitable access and opportunity for all students to achieve the Common Core State Standards (CCSS). MTSS includes Response to Instruction and Intervention (RtI2) as well as additional, distinct philosophies and concepts” ….These include the interventions within the RtI2 processes, supports for Special Education, Title I, Title III, support services for English Learners”..

  30. MTSS/RtI2 Overview Relative to Els • Supporting high-quality standards and research-based, culturally and linguistically relevant instruction with the belief that every student can learn including students …….. students with disabilities, English learners….. • Integrating a data collection and (ongoing) assessment system, including universal screening, diagnostics and progress monitoring, to inform decisions appropriate for each tier of service delivery. • Relying on a problem-solving systems process and method to identify problems, develop interventions and, evaluate the effectiveness of the interventions

  31. MTSS/RtI2 Overview Relative to Els Cont’d. • Seeking and implementing appropriate research-based interventions for improving student learning. • Using school-wide / classroom research-based positive behavioral supports for achieving .. social &learning outcomes. • Implementing a collaborative approach to analyze student data and working together in the intervention process.

  32. MTSS/RtI2 for Els • MTSS focuses on: • aligning the entire system of initiatives, supports, and resources • RtI2 focuses on • Emphasizes prevention and early intervention for all students, including English learners • Premised on data-based decision-making for all learners within the system

  33. Pre Referral RTI/MTSS Strategies for English Learners Three recommended components of RtI2 for struggling learners: Universal screening of academics 2) High quality, evidence-based instruction that is multi-tiered based on individual need 3) Progress Monitoring of English development and academic performance over time; data driven REMINDER: Mandated ELD Services are not intervention And should not occur in lieu of RtI2

  34. Sample Multi-tiered RtI2 Intervention Model for Els Referral To Special Education •Frequent, intensive, Evidence-based intervention •Lower student/teacher ratio •Frequent progress monitoring •Longer duration Tier III Tier II •Research based intervention •Small groups (8+) •Progress monitoring/ data tracking Tier I Monitor & track academic & language acquisition growth Conduct universal screening to determine student risk levels Provide core research based reading program & EL services

  35. How is “Intensive” Defined in Research: • Number one factor found to impact successful RtIoutcomes was EXPERIENCE OF TEACHER • Intensive Defined by: • Frequency of intervention • Duration • Adult to pupil ratioand, RTI/MTSS Cont’d. 35

  36. “Rule Out” Legal Requirement for Identifying ELs for Special Education • ”A pupil shall be referred for special education services only after the resources of the regular education program have been considered, and when appropriate, utilized.”E. C. 56303 • The normal process of 2nd language acquisition, as well as manifestations of dialect and sociolinguistic variance shall not be diagnosed as a handicapping condition. CCR, Title 5 3023(b) • A child may not be determined to be eligible for SPED…if the determinant factor for eligibility determination is…1) lack of instruction in reading or math, or 2) limited English proficiency…. CFR 300.534

  37. Has the student received appropriate core curriculum instruction that is appropriate for EL students? • Has the student received intensive evidence-based interventions in the area of academic weakness implemented with fidelity over time and demonstrated little or no progress? • Extrinsic factors have been considered (Physical, personal, cultural, learning environment) • Has the team consulted with the parent regarding learning patterns and language use in the home? Prereferral Checklist for ELs

  38. Does the team have data to support that the difficulties (academic, social-emotional, or in speech & language) are most likely due to a disability versus a language difference? • Are the error patterns seen in L1 similar to the patterns seen in L2 • See Pre Referral Checklist by J. Butterfield Prereferral Checklist for ELs Cont’d.

  39. If answers to questions on previous page are “YES,” a referral to special education may be appropriate

  40. Assessment & Determining Eligibility of English Learners for Special Education

  41. Identification of English Learners for Special Education 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.

  42. California Ed Code Requirements for Identification & Assessment ofEnglish 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 141(a) (6)(B) of Title 20 of the United State Code, the materials and procedures shall be provided in the pupil’s native language or mode of communication, unless it is clearly not feasible to do so. EC 56320(a) & 56001(j)

  43. California Ed Code Requirements for Identification & Assessment ofEnglish Learners for Special Education Cont’d. (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)

  44. Requirements for Identification & Assessment ofEnglish Learners Who are Infants/Toddlers For assessment to determine eligibility for infants and toddlers, the assessment shall “be conducted in the language of the family’s choice or other mode of communication unless it is not feasible to do so.” CCR 52082(b) & 52084(d)

  45. Identification & Assessment Requirementsfor ELs • Assessments shall be administered by qualified personnel who are competent in both the oral or sign language skills and written skills of the individual’s primary language or mode of communication and have a knowledge and understanding of the cultural and ethnic background of the pupil. If 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

  46. Identification & AssessmentRequirements for ELs It is best practice to use the following four sources of information in order to address all socio-cultural factors related to ELs: Comprehensive, norm-referenced assessments in English and native language (if native language assessments are available), to include non-verbal assessments –cross-battery recommended in all areas of suspected disability 2) Information from multiple contexts (i.e. Criterion referenced tests; classroom- based assessments/work samples) 3) Systematic observation in educational environments 4) Structured interviews (i. e. student, parent, teachers, etc.)

  47. Assessment of ELs Best Practices to Guide Assessment Decisions: • An assessor fluent in both languages should assess 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.

  48. Assessment ELs Cont’d. 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, as well as non verbal tests of ability to inform identification decisions.

  49. Use of Interpreters or Translators in Bilingual Assessment Briefing Procedures (assessor and interpreter or translator review together): • The general purpose of the assessment session • Which assessment instruments or questions will be administered or asked • Share information about the student, family, culture • Review of appropriate testing protocol/behavior • Allow time for the translator or interpreter to organize materials, re-read the test procedures, and ask for clarification if needed • Carefully observe interpreter behavior during assessment

  50. Use of Interpreters in Bilingual Assessment Cont’d. Debriefing/follow-up Procedures: • Ask interpreter or translator to go over each of the test or interview question responses without making clinical judgment. • Go over any difficulties relative to the testing process. • Go over any difficulties relative to the interpretation or translation process. • Go over any other items relevant to assessment process.

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