Pre-referral Process for ELL Students

1. Pre-referral Process for ELL Students Chrissy Chapman Geri Holland Aimee Boswell-Rea Salem-Keizer Public Schools 2014

2. Why are we here? To understand the appropriate process for evaluating and serving culturally and linguistically diverse populations. IDEA 2004 expressly requires districts must submit a plan of policies and procedures designed to prevent the inappropriate over identification or disproportionate representation by race and ethnicity of children as children with disabilities.

3. Myth 1 Myth: If we label an EL as learning disabled, at least he will get some help. Studies have shown that Hispanic students who were classified as learning disabled performed at a lower level after three years of special education placement (Wilkinson & Ortiz, 1986). Special ed. interventions tend to target a narrow selection of skills to enable mastery, and discrete skills are often practiced out of context. Interventions often use reading materials with controlled phonics and vocabulary, which reduces the meaningfulness of the text. This constricts language usage and makes it more difficult for ELLs to understand and retain information (Gersten & Woodward, 1994) Instructional Models

4. Identification should not serve the purpose of “getting extra help”, we need to provide the right kind of help • Effective EL Instructional Practices are the first line of defense • Interventions are the second line of defense • Teacher led small groups in the classroom • School wide targeted interventions groups/reading specialist/effective learning teachers Implementing RTI with English Learners by Douglas Fisher, Nancy Frey, Carol Rothenberg

5. Adherence to a Consistent, Effective Instructional Model for ELs • Instructional Coaching • Research Based Practices • EL Achieve • Systematic ELD • Constructing Meaning • GLAD & SIOP • Bilingual Programs • Dual Language • Literacy Squared

7. Implementation • Focused and Integrated ELD • Native Language Supports • Scaffolds • Gradual Release of Responsibility • Data Teams • Interventions/Supports • Pre-SST

8. Focused and Integrated ELD is driven by ELP standards and addresses posted language objectives is strategically scheduled and consistently planned to teach specific target academic language which supports all content, especially literacy includes 4 domains: reading, speaking, listening and writing is differentiated to provide instruction for all proficiency levels as noted on class maps requires ongoing assessment (monitoring) of language development

9. Myth 2 Myth: When an EL is identified as having a disability, instruction should be only in English, so as not to confuse the student. Children with speech, language, or learning impairment can become fully bilingual (Genesee, Paradis, & Crago, 2004). Developing the native language can help students make better progress in the second language. Poor understanding of cultural and linguistic differences Over emphasis on standardized tests Poor understanding of cultural and linguistic differences Over emphasis on standardized tests

10. Native Language Supports Literacy Squared and Dual • Research Project • PD for Leadership & Teachers • Assessment Focused on Examining Biliteracy • Spanish Literacy • Literacy Based ELD (focus on oracy) • Oral Language Development • Explicit connections between S & E

11. The Bi-literacy Zone

12. Considering the Bi-literacy Zone

13. Effective Instruction for ELs • Sheltered Instruction • GLAD/SIOP • CM • Comprehensible • Differentiated • Gradual Release of Responsibility • Content/Language Scaffolds Gradual Release of Responsibility

14. Gallery Walk: Walk around to each poster Determine whether it is a language support or content support Write on your sheet ‘L’ for language scaffold or ‘C’ for Content scaffold Content and Language Supports activity

15. Strengthening Core Instruction for English Learners Content Supports Language Supports

16. Data Teams Oregon DATA Project: Direct Access to Achievement Grade Level Teams Consistent Instructional Practices Pre and Post Assessments – Ongoing Assessments

17. Myth 3 Myth : We have to wait five to seven years for ELs to develop their English language skills before we can rule out language as a cause for the student’s difficulty. This timeline suggested by Cummins was meant to give teachers a sense of how much to expect students to learn through a language that was not yet fully developed. If a student truly has an intrinsic difficulty, then it exists in all the student’s languages and in most use contexts. The sooner these exceptionalities are identified and supported, the better opportunity the student has to be successful in school. Data Collection

18. Normal Progression through Language Stages

19. Considering Language Proficiency

20. Environment and Student’s Characteristics Seven Integral Factors: The learning environment created for the student Personal and family factors Physical and psychological factors Previous schooling Proficiency in oral language and literacy in both L1 and L2 Academic achievement in both L1 and L2 Cross-cultural factors

21. Thorough Collection of Data • Attendance • ELPA (considering all strands) • Years in program, mobility • State Tests • DRA/EDL reading assessments • WMLS initial placement and current level (considering each test cluster)

22. Pre-SST Process

23. ELA File Review Review the Student Profile report on the Teacher Data Warehouse and complete the sections that may be contributive to the concern Student Profile Enrollment History Special Populations Assessments ELPA OAKS DRA/EDL Review the CUM Folder for further contributive factors ELL Program Model changes (Progress Reports) ELD Grades Woodcock Munoz data

24. Form 1: CUM File

25. Form 1: Interpreting the WMLS Considering the Test/Cluster Level of Complexity Interpreting Data

26. Form 2: ELL Parent Interview

27. Form 3: Teacher Self Assessment Checklist for ELL/ESOL Instruction

28. Form 4: Classroom Observation Tool for ELL/ESOL Instruction

29. Form 5: ELD Language Monitoring Tool

30. Form 6: Checklist of Language Skills

32. A Collaborative Model of Information Gathering and Service Provision Information Gathering • What specifically is the student having difficulty with? • Create an Inventory of Difficulties • Staff members observe the student carefully and submit brief descriptions of behaviors or examples of tasks that the student has difficulty with • What do we know about this student? • Consider seven integral factors

33. Environment and Student’s Characteristics Seven Integral Factors: The learning environment created for the student Personal and family factors Physical and psychological factors Previous schooling Proficiency in oral language and literacy in both L1 and L2 Academic achievement in both L1 and L2 Cross-cultural factors

34. Implications of Uninformed Decisions • Special Education testing will not weed out language concerns • Dual identification cannot be undone • Graduation requirements (credit deficiency) • Electives (motivation) • Lowered expectations