Outreach Strategies for ELLs with Special Needs

1. This session will begin with a discussion of strategies to ensure appropriate identification and interventions for ELLs as well as teacher resources. Strategies to ensure effective participation in the IEP team will be discussed as well as the role of the educator, ESL specialist, and parent. Finally, extensive resources will be shared regarding necessary and supplemental services for ELLs with Special Needs. Outreach Strategies for ELLs with Special Needs Jessica Mazzoli, Video ConferencePatty Gieschen, CCIURoom 404

2. Identification • See ESL Flow Chart • HLS: Home Language Survey • Based on the responses to the home language survey (HLS), students must be assessed for potential placement in a program unless they meet the criteria  outlined below. • LEAs must use the WIDA ACCESS PLACEMENT TEST (W- APT ), which is aligned to the required annual State ELP assessment, ACCESS for ELLs, to assess students for placement in language instructional programs for ELLs. • Instructional placement of ELLs must be age and grade appropriate. Additionally, ELLs must be given equal access to all educational programs, opportunities, and extra curricular activities in the same manner as for all students.

3. Identification • See Characteristics of ELLs • ER: Evaluation Report • Other information should indicate native language and ESL status • Parent input must be provided • Assessment information, input from teachers and service providers • Determining Factors • Limited English proficiency. Provide evidence: A student cannot be found to have a disability if lack of achievement is due to limited English proficiency. In this section, provide an explanation that limited English proficiency has not been a factor in the student’s involvement and progress in the general education curriculum, even with appropriate support from a bilingual/ESL program. Deficiencies in English for second language learners are not related to intellectual ability. Those students whose English skills suggest that they would not be expected to achieve age and state-approved grade level standards should not be identified as students with disabilities. • Summary of Findings includes present proficiency level • Gathered from ACCESS, W-APT and other assessment tools • SLD extended form Limited English proficiency Federal laws indicate that all students must be screened to determine if their primary language is other than English. If so, the student's proficiency in the English language (listening, speaking, reading, and writing) must be assessed by school personnel. Research has indicated that students who are English language learners (ELLs) take approximately two years to acquire basic interpersonal communication skills (BICS) and between five and seven years to acquire the cognitive academic language proficiency (CALP) that is required to function effectively in content subjects. Students who are in the process of learning English often will display academic deficiencies, especially if their education has been disrupted during an immigration experience. Similarly, ELLs may be particularly at risk for lack of instruction issues if interventions that address language issues have not been appropriately provided. Delays in the acquisition of academic skills that are the result of limited English proficiency are contraindications of SLD. Students must not be identified as eligible for special education when the cause for academic inadequacies is Limited English Proficiency.

4. Considerations • See Considerations list • SLD EXTENDED FORM: Annotations available from PATTAN • Federal laws indicate that all students must be screened to determine if their primary language is other than English. If so, the student's proficiency in the English language (listening, speaking, reading, and writing) must be assessed by school personnel. Research has indicated that students who are English language learners (ELLs) take approximately two years to acquire basic interpersonal communication skills (BICS) and between five and seven years to acquire the cognitive academic language proficiency (CALP) that is required to function effectively in content subjects. Students who are in the process of learning English often will display academic deficiencies, especially if their education has been disrupted during an immigration experience. Similarly, ELLs may be particularly at risk for lack of instruction issues if interventions that address language issues have not been appropriately provided. Delays in the acquisition of academic skills that are the result of limited English proficiency are contraindications of SLD. Students must not be identified as eligible for special education when the cause for academic inadequacies is Limited English Proficiency • Also includes cultural information • See Cultural Differences Handout TURN AND TALK

5. Identification • Service Delivery Model: • The LEA must support instructional planning and evaluation efforts between the ESL /Bilingual teachers and the content-area teachers by providing common planning time as appropriate. • Delivery can vary according to student need from direct service to consultative service to monitoring. • The academic program for an ELL with a disability must consider ESL just as it must consider any other general curriculum services available to non-disabled students. Programmatic decisions regarding ELLs with disabilities should be made by the IEP team with appropriate representation. It is not appropriate for an ELL with a disability to be denied access to general curriculum including an English language instructional program as defined above. Special education services do not replace an English language instructional program.

6. Interventions • See Giving Directions • SDI: Specially Designed Instruction • See list of considerations • Accommodations • ACCESS guidelines • School resources and personnel • Out of school resources TURN AND TALK

7. Component Parts of LIEPLanguage Instruction Educational Programoutlined by PDE • Identification and placement • Instructional model • Planned instruction • ESL • Content areas • Exit and monitoring • Assessment and grading • Parent communication and involvement • Professional development • Data reporting • Funding

8. IEP TEAM ROLES • ESL Specialist • Observations and assessments • Parent • IEP meeting and meaning • Interpreter/Translator • Format

9. IEP • IEP Components: • Special Considerations • Present Levels of Performance • Participation in Assessments • Specially Designed Instruction • Supports for School Personnel • Other

10. RESOURCES • See Jessica’s Handouts • La ComunidadHispana • Project Salud • Community Volunteers in Medicine • Chester County MHIDD • Chester County CYF • PDE/PATTAN • Guardianship in PA • Migrant Education • Lauren’s House • Spanish Health Ministry • Holcomb Behavioral Health CREATE YOUR OWN GUIDE