Developing Appropriate Referrals of ELs

1. Developing Appropriate Referrals of ELs ECSD-Draft 2013

2. Referrals and ELs The topic of disproportionate or overrepresentation of ELs in special education continues to challenge all educators (Garcia & Ortiz, 2006, NCCRESt Brief) “Unless practitioners enlarge their understanding of cultural and linguistic factors, and apply such knowledge in the decision-making process, overrepresentation of diverse students will continue (i.e., unnecessary referrals and overrepresentation in special education)” (Hoover, 2013, p. 45) A common practice that continues to exist in our schools is the misinterpretation of learning differences due to diversity as indicators of disabilities (Harry & Klingner, 2006)

3. Referrals and ELs While most believe that the ‘referral’ is the initial step in the special education process, much occurs prior to a referral that shapes its appropriateness and need An appropriate and necessary referral begins with ‘Quality of Instruction’ in response to intervention multi-tiered models

4. A Familiar Referral? Read Silently: Hoover (2012) TEC Article Vignette (Maria) Relevancy to today’s topic: “Although Maria shows signs of struggling and exhibits some behaviors consistent with a disability, closer examination of her teaching and learning situation shows a lack of consideration of several key cultural and linguistic instructional influences on her progress”

5. Required Items for referral of an EL in Eagle County School District Source: District CLD Referral Team Referral Statement (Documented ‘reason for referral’) Cultural /Language Information (Home language; IPT scores; CELA; student’s preferred language) Items/Materials required for EL Referral in ECSD Intervention (Tier 2/3 structures; Methods; Goals; Duration; Curricula; Language of delivery; Rate of Progress compared with true peer(s); Effects-six data points ) Academic History Time in US schools/District; Primary program type- ESL/Dual/Bilingual) ESL Instruction (Duration; Strategies; Curricula; Goals/Objectives) Achievement Scores (CSAP; Screening; Progress Monitoring; Fluency; Gap Analysis; Rate of Improvement/Progress)

6. Quality of Instruction is Key to Appropriate Referral: Workshop Outcomes Exploration: Examine own issues and concerns associated with referrals of ELs Application: Apply topics discussed to ELs recently referred/being considered for referral Follow-up: Identify 2-3 topics or issues discussed today requiring additional development and explanation in the referral of ELs Action Plan: Describe three Action Items that grade level or school team will implement based on today’s discussions of referrals of ELs to ensure appropriate referrals are made

7. Today’s Topics 1. Overview of Referral Issues for ELs 2. Examining Referral Influences 3. Quality of Instruction and Referrals 4. Culturally/Linguistically Responsive Referral(Ecological Perspective) 5. Other Factors to Reduce Unnecessary Referrals

8. Topic 1. Referral IssuesTwo Key Concerns with Special Education Referrals of ELs English learners are traditionally placed according to their linguistic proficiency rather than true content/skills ability Lack of C/L responsive tests, instruction, and a diluted curriculum lead to a learning environment that fails to connect with diverse students

9. Referral and Assessment Why do we spend so much time talking about the significance of a referral for special education? Question from recent workshop: “Doesn’t the assessment completed after a referral determine whether a disability exists, and if so, why not make the referral to find out?”

10. Referral-Placement Rate "Referral for assessment has been cited as one of the most important predictors of future special education eligibility (Artiles & Trent, 1994; Mehan et al., 1986; Ysseldyke & Algozzine, 1983) because most students referred for consideration of special education are eventually placed in special education programs” (Hosp & Reschly (2003, p. 70)

11. Interpreting Behaviors in Culturally/ Linguistically Responsive Ways Researchers have demonstrated that teachers’ perceptions of appropriate behaviors (Rong, 1996) and deviant behaviors (Puig et al., 1999; Weisz et al., 1988) are culturally defined, leading to the possibility for cultural misunderstanding or mismatch of expectations that might affect referral rates of non-minority students (Hosp & Reschy, 2003) Handout: Hoover Personal Referral Experiences Chart

12. Interactive Check Turn to a partner and discuss one example or situation from your experiences where a behavior exhibited by an EL may have initially been viewed as a problem or concern, which after being reconsidered, was determined due to cultural or linguistic factors or influences, not a problem (5 Minutes)

13. Prereferral Instructional Structures: Practices from Then and Now Now: RTI Model Then: Prereferral Model Screen all learners Screening not completed Evidence-based practice EB Practice not required Achievement discrepancy Potentialdiscrepancy Progress monitoring Infrequent monitoring CBM assessment Norm reference devices Prevention Wait to Fail Quality of instruction Intrinsic disorders

14. Difference vsDisability and Referrals One of the single biggest errors made regarding ELs and special education referral and/or placement is: misinterpreting a learning or language difference as a learning or language disability We must become better at making this distinction Handout: Difference/Disability Table

15. Topic 2:Examining Referral Influences The manner in which we view expectations, goals, perceptions, values, etc. of ELs and their families contributes to how we shape and describe a referral. Message: Understand own personal perceptions about key cultural/linguistic influences on referral Three Key Influences: Cultural Bias; Perceived Home Expectations; Classroom Setting

16. Influence: Cultural Bias Cultural bias,if left unchecked, may have a significant influence on referrals Working Assumption: As informed educators, we make attempts in our teaching and referral to avoid cultural bias---However, periodically we need to check our perceptions http://mediaplayer.pearsoncmg.com/_blue-top_640x360_ccv2/ab/streaming/myeducationlab/ell/The_Challenges_of_Cultural_Biases_iPad.mp4

17. Exploration: Cultural Bias (Groups of three) Discuss how we as educators prior to making a referral: 1. Make certain that instruction considers development of the whole learner, going beyond teaching only academic skills (e.g., affective) 2. Ensure that the learning behaviors reflected in a potential referral (e.g., time on task; attention; task completion strategies; language learning) are demonstrated and modeled appropriately so sufficient opportunities to learn occur

18. Influence: Home Expectations Home culture and teachings Influence expectations and perceptions toward avenues to success http://mediaplayer.pearsoncmg.com/_blue-top_640x360_ccv2/ab/streaming/myeducationlab/PG606/Week9_Segment1_iPad.mp4 Initial two minutes of video

19. Exploration: Home Influences (Groups of three) Discuss how we as educators: Consider EL family expectations and perceptions about ‘avenues to success’ when interpreting academic and learning behaviors believed to be an appropriate basis for a necessary referral Book: Con Respeto: Bridging the Distances Between Culturally Diverse Families and Schools : An Ethnographic Portrait by Guadalupe Valdes (Share my copy)

20. Influence: Classroom Setting The classroom setting influences language development, and this environment must be welcoming and supportive for a proper referral to be made http://mediaplayer.pearsoncmg.com/_blue-top_640x360_ccv2/ab/streaming/myeducationlab/PG606/Week9_Segment1_iPad.mp4 Two minutes through 3:40

21. Exploration: Classroom Setting (Groups of three) Discuss how we as educators prior to making a referral: Ensure that the classroom setting promotes participation and interaction among learners with varying levels of English proficiency (i.e., make certain classroom setting is not contributing to need for a referral)

22. Topic 3: Quality of Instruction and Appropriate Referral 4 Contextual Themes: Quality Instruction . . . Cultural Context - Contextualizes learning by reflecting and valuing students‘ cultural values and norms into curriculum implementation Linguistic Context - Develops linguistic competence through functional, purposeful classroom dialogue Accommodations Context - Differentiates instruction to reflect communication styles and diverse community practices into the curriculum Cognitively Challenging Context - Emphasizes higher order thinking in teaching and learning Sources: NCCRESt Brief; CREDE, 2004

23. Special Considerations: Reduce Referral Bias Several considerations guide effective decision- making to reduce referral bias Interactive Check: Examine each consideration and identify those most/least emphasized when making or considering a referral for EL Handout: Referral Considerations

24. Topic 4:Cultural ResponsiveEcological Referral Three Key Factors Handout: Ecological Factors Learner Factors – What learner brings to the classroom Home/ Community Factors – Influences of environment outside of schools Key Ecological Factors in Referral Classroom Factors - C/LR practices and strategies to meet diverse needs

25. Ecological Referral Consideration: Learner Factors Sources: Baca & Cervantes, 2004; CREDE, 2004; Tharp, 1997 Acculturation (Learner’s level of adjustment to new environments) Language Development (Learner’s language abilities in conversation and academics) How do we consider learner factors when making a referral? Experiential Background (Learner’s prerequisite skills/abilities) Teaching/Learning Preferences (Compatibility exits between preferred teaching style and student’s learning preferences) Higher Order Thinking Abilities (Learner is challenged cognitively in the instruction) Cultural Values/Norms (Instruction and management reflect learner’s cultural norms)

26. Interactive Check:Learner Factors and Referral Decision-Making Respond to each question on the guide to examine current emphasis in considering the Learner Factors prior to making a Referral

27. Ecological Referral Consideration: Classroom Factors Sources: Baca & Cervantes, 2004; CREDE, 2004; Tharp, 1997 Linguistic Competence (Classroom instruction emphasizes functional language usage/Competence in first and second languages) Contextualized Learning (Instruction is delivered in cultural/ linguistic appropriate context) Challenging Curricula (Curricula promotes learner use of higher order thinking skills) How do we address classroom factors when making a referral? Instructional Conversation (Instruction encourages verbal interactions, conversation) Joint Productivity (Instruction allows students to cooperatively and jointly engaged in learning tasks)

28. Interactive Check:Classroom Factors and Referral Decision-Making Respond to each question on the guide to examine current emphasis in considering the Classroom Factors prior to making a Referral

29. Ecological Referral Consideration: Home/Community Factors Sources: Baca & Cervantes, 2004; CREDE, 2004; Tharp, 1997 Home Language(s) (instruction values home language(s) in learning environment) Community Connections (School incorporates community resources) New Community Adjustment (Classroom structures reflect needs of students new to country/community/US schools) How do we address home/community factors when making referral? Family Structure & Heritage (Instruction values/ respects family structures and educational expectations) Educational History (Prior educational history, if known, is addressed in differentiated instruction)

30. Interactive Check: Home/Community Factors and Referral Decision-Making Respond to each question on the guide to examine current emphasis in considering the Home/Community Factors prior to making a Referral

31. 4. Other factors to reduce unnecessary referrals of diverse learners? 1. C/LR Data-Based Decisions (Comparison with ‘true peers’) 2. C/LR Instruction (Common Teaching Practices) 3. C/LR Education-Eliminate problematic practices when teaching ELs

32. Analysis with True Peers: Language Proficiency Level 1. Determine the English proficiency level of the struggling student based on CELA or WIDA ACCESS-What level is student? (level 1-4/1-6) 2. Determine the struggling learner's reading level using AIMSweb (ORF) 3. Identify other ELs in the same grade in same school who have same English proficiency level as struggling learner 4. Calculate average AIMSweb reading score (ORF) of this group 5. Complete gap analysis (CDE Formula) comparing struggling learner ORF reading score to average of non struggling ELs with same English language proficiency level

33. Problematic Practices Impacting Referrals Several Practices Reflect Key Issues in Teaching and Learning: Educator Relevance Diagnosis Cultural Language Instructional Assessment Ineffective practices lead to ineffective instruction which may lead to inappropriate referrals Sources: Developed from Baca & Cervantes (2004); Sorrells, Webb-Johnson, & Townsend (2004); Haager & Klingner(2005); Tharp (1997); Patton & Day-Vines (2002); Hoover (2009)

34. How Might Educators Confront Problematic Practices toReduce Referrals: Asking the Right Questions? Practice 1 - Lack of exposure to multicultural perspectives (Educator issue) Relevant Prereferral Question: Do educators possess cultural competent teaching preparation and teaching abilities? * * * * * * * * * Practice 2 -Failure to incorporate cultural values/norms in the curriculum (Relevance issue) Relevant Prereferral Question: How are cultural values and norms reflected in daily instruction and assessment?

35. How Might Educators Confront Problematic Practices toReduce Referrals: Asking the Right Questions? Practice 3: Language differences are misunderstood as language/reading disabilities (Diagnosis issue) Relevant Prereferral Question:What safeguards are in place to ensure that limited English proficiency is viewed as a language difference and not a language disorder? * * * * * * * * Practice 4: Failure to accommodate acculturation (Culture issue) Relevant Preferral Question: How are the effects of adapting to a new environment (community, school, classroom) considered in instructional/assessment decisions?

36. How Might Educators Confront Problematic Practices toReduce Referrals: Asking the Right Questions? Practice 5: Lack of inclusion of both first and second languages (Language Issue) Relevant Prereferral Question: When bilingual student, does assessment/instruction consider both native and English languages/cultures? * * * * * * * * * Practice 6: Insufficient Opportunities to Learn (Instructional issue) Relevant Prereferral Question: What documentation exists to confirm that diverse learners who struggle in school are provided sufficient opportunities to learn reflective of their cultural/linguistic needs?

37. How Might Educators Confront Problematic Practices toReduce Referrals: Asking the Right Questions? Practice 7: Biased Assessment (Assessment Issue) Relevant Preferral Question: What assurances exist confirming that unbiased monitoring and assessment practices/instruments are used with diverse learners who struggle in school? * * * * * * * * * UNDERLYING REFERRAL CONSIDERATION Educators must adequately respond to each of these problematic practices and associated questions to provide effective instruction prior to referral

38. Referral Influences: Application Using information from your student example who was recently or is being considered for referral: A. Identify 2-3 items from Table 1 in the TEC article that are reflected in the referral information; and, B. Identify 2-3 Table items requiring additional consideration

39. Follow-Up Item(s) Identify 3 topics or issues discussed today requiring additional development and explanation in the referral of ELs Document on Paper/Board Keep Yellow Carbon Copy

40. Outcome Action Items Describe three Action Items that your grade level or school team will implement based on today’s discussions of referrals of ELs to ensure appropriate referrals are made Document on Paper/Board Keep Yellow Carbon Copy