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Idaho Toolkit: Considerations for English Learners Who May Have a Disability

Idaho Toolkit: Considerations for English Learners Who May Have a Disability. IDAHO STATEWIDE TITLE I CONFERENCE Presenters Fernanda Brendefur , Susan Durón, and Richard Henderson Boise, Idaho April 6-8, 2011 . Session Objectives. Learn about the Idaho Toolkit

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Idaho Toolkit: Considerations for English Learners Who May Have a Disability

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  1. Idaho Toolkit: Considerations for English Learners Who May Have a Disability IDAHO STATEWIDE TITLE I CONFERENCE Presenters Fernanda Brendefur, Susan Durón, and Richard Henderson Boise, Idaho April 6-8, 2011

  2. Session Objectives • Learn about the Idaho Toolkit • Explore issues related to English learners (ELs) who may have a disability • Discuss ways the Idaho Toolkit can be used in your district, school, or classroom • Understand the requirements for Idaho Toolkit training and how to request training for your district

  3. Agenda • Welcome, background • Overview of the Toolkit contents • Table activities: Self reflection and action planning • How the Toolkit promotes high-performing schools • How to request Toolkit training • Q&A, wrap-up, session evaluation

  4. A Collaborative Project • Idaho Title III-LEP Program • Idaho Title I-A Program • Idaho Special Education Program • Dr. Susan Durón, META Associates

  5. Special Thanks To… • Stephanie Dahlke, Pocatello School District • Molly Jo de Fuentealba, Boise School District • Gina Hopper, Boise State University • Lori Johnston, Wendell School District • Diane Oliva, Meridian School District • Sarah Seamount, Vallivue School District • Anne Wilcox, Wendell School District • Wendell School District #232

  6. Why the Toolkit? • The Idaho State Department of Education saw a need for districts to evaluate and determine the effectiveness of school-wide programs serving English Learners (i.e., core, Title I-A, Title I-C, Title III, etc.) before referring ELs for eligibility to Special Education. • The Idaho State Department of Education saw a need for districts and schools to develop effective collaboration between Special Education and LEP programs. • The Idaho State Department of Education developed the Idaho Toolkit as a response to ongoing district requests for more guidance in the area of Special Education as it pertains to ELs.

  7. The Toolkit… • Is NOTa quick fix with easy answers. • Is NOT a “one-size-fits-all” training. It is very district-specific. • Is NOT an easy step-by-step process to get ELs into special education programs. • Is a systemic and comprehensive approach to ensuring districts are serving ELs with high-quality English language development (ELD) and core instructional programs. • Is aligned to Idaho’s Response to Intervention model.

  8. Toolkit Audience • Teachers and other instructional staff • School and district administrators • Special education and EL directors and coordinators • Staff developers • School counselors, social workers, psychologists, speech and language specialists, • Anyone who works with ELs who may have a disability

  9. Quick overview of the Idaho Toolkit

  10. Let’s at the session materials… • PowerPoint slides • Listing of Toolkit topics • Self Assessment Tool and activity • Action Planning Tool and activity • “9 Characteristics of High-Performing Schools” activity

  11. Modules and Topics • Module 1: Foundations • Module 2: Language and Culture • Module 3: Family and Community • Module 4: Effective Curriculum and Instruction • Module 5: Assessing ELs • Module 6: Determining Special Education Eligibility

  12. All modules/topics are formatted the same. For example: Module I - Foundations 1.1: Research on English Learners • Topic 1.1 Overview • Topic 1.1 PowerPoint • 1.1.1 Using Data to Understand the Academic Performance of English Learners • Article-ELs and the Law: Statutes, Precedents • 1.1.3 Center for Research on Education, Diversity and Excellence (CREDE) Program Descriptions • Etc.

  13. Activity: Exploring the Modules and Topics • Using the handout: Listing of Toolkit Topics, review the modules and topics. • Identify the onemodule that you think would be most needed in your school or district. • Identify 5-6 topics across all modules that you think would be most interesting to explore. • You have 10 minutesand then we will debrief in the large group.

  14. About the Modules and Topics • Typically, the Toolkit trainer will mix and match modules and topics, depending on the summary of the needs your school or district identified on the Self Reflection Tool. • Let’s explore a selection from the Toolkit that comes from Module I (Foundations,) Topic 1.1 and Topic 1.5 . . .

  15. MODULE 1 – Topic 1.5 Considerations for English Learners Who May Have a Disability Module 1: Foundations “Demographics Pertaining to English Learners” Idaho State Department of Education Student Achievement & School Accountability Unit 650 West State Street Boise, ID 83720-0027 (208) 332-6800

  16. Who are our ELs? Immigrants Refugees Adoptees Non-English speaking but U.S. born Migrants Temporary students (parents in the country for limited periods of time) 16 Module 1– Foundations

  17. Who are our ELs? Range of literacy skills in native language Inconsistent vs. consistent school attendance Range of support outside the school setting Availability of bilingual/biliterate family members Differences in access to resources Formal, limited, or no schooling 17 Module 1– Foundations

  18. Glossary Acronym Term Definition Look for the blue handout in your folder! When using acronyms and terms, it is important to respect how people choose to refer to them-selves (Latino, Hispanic, Chicano, Latin American, Mexican-American, Mexicano, Cuban American, Cubano)—it’s a personal preference Also, keep in mind that we are in “transition” with many terms, such as . . .

  19. A rose by any other name . . . • ELL (also EL)=General term that applies to students who are English (language) learners. There is a wide variability in ELs’ levels of proficiency in English. • LEP=Student who is limited in English proficiency. This (Federal) designation triggers placement into language instruction programs. Module 1– Foundations

  20. National Growth Trend of ELs “The number of EL students in U.S. schools has more than doubled over the past 15 years. Moreover, within the same time frame, EL enrollment has increased at nearly 7 times the rate of total student enrollment.” SOURCE: U.S. Department of Education's survey of the states' limited English proficient students and available educational programs and services, Consolidated State Performance Reports, and data reported by states. Module 1 – Foundations

  21. National Growth Trend of ELs SOURCE: U.S. Department of Education's survey of the states' limited English proficient students and available educational programs and services, 1991-92 through 2001-2002 summary reports. Supplemented by state publications (1998-99 data), enrollment totals from the National Center for Education Statistics (NCES), 2004-2005 Consolidated State Performance Reports, and data reported by states. Module 1 – Foundations

  22. Idaho ELs Module 1 – Foundations

  23. A Growing Population • Thomas and Collier (2002)* indicate that the English learner group “is projected to be 40% of the school-age population by the 2030s, and most U.S. schools are currently under-educating this student group” (p. 1). *Thomas and Collier were the principal investigators of a five-year study entitled A National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement. Module 1 – Foundations

  24. What languages do they speak? While for the majority, Spanish is the native language, ELs in the U.S. speak more than 450 languages. A substantial share of the U.S. EL population is native speakers of Asian, Southeast Asian and European languages.* *Current State of English-Language Learners in the U.S. K-12 Student Population - Rose M. Payán and Michael T. Nettles Module 1 – Foundations

  25. Idaho EL Performance Trends Module 1 – Foundations

  26. B R E A K T I M E Wednesday: 2:15 p.m. – 2:45 p.m. and Friday: 2:30 p.m. – 3:00 p.m.

  27. Activity: Self reflection and action planning

  28. Participant Self Reflection Tool • The SRT allows school and/or district staff to self-assess their proficiency on the various topics contained in the Toolkit. • After taking the SRT, the trainers summarize the data to identify needs that are matched against the training topics in the Toolkit. • The slides that follow show a sample SRT and that has been completed by school staff and a Trainer’s SRT summary that will be used to plan the Toolkit training.

  29. Understanding the Self Reflection Tool

  30. Understanding the Self Reflection Tool • The Trainer Self Reflection Tool-SAMPLE is an example of a completed SRT • It contains the Toolkit topics aligned with the Idaho Indicators of School Readiness for RTI • The Toolkit Topics are determined from the self-assessed Level of Implementation • The software determines a Priority Rating

  31. Toolkit topics are aligned with the Indicators

  32. Activity: Abbreviated SRT • You have 5 minutes to take the abbreviated SRT • At your table, discuss the findings. You have 10 minutes for table discussion.

  33. Debrief the Self Reflection Tool • What did your table’s data reveal about the needs of the group? • What were your priorities? • Was this something you expected? If yes, why? If not, why not?

  34. Action Planning

  35. Self Reflection Tool Planning • List High Priorities (rank order and list number and text from the SRT) • List corresponding Toolkit Topics (by number and name) • Determine length of time allocated • Determine the materials and other preparation needed • Determine the activities • Specify the training format

  36. Self Reflection Tool Planning • At your table, review your data, then discuss and determine the type(s) of training that would work best given your local training needs and context. • You have 10 minutes for discussion.

  37. Debrief the Action Plan • Using the data, what was your experience in identifying the priorities and the topics needed? • Was the process overly complicated? • If so, how can the process be simplified? • Share the action plan for your table with the large group

  38. Role of the toolkit in promoting high- performing schools

  39. 9 Characteristics of High-Performing Schools • Clear and shared focus • High standards and expectations for all students • Effective school leadership • High levels of collaboration and communication • Curriculum, instruction, and assessment aligned with standards • Frequent monitoring of learning and teaching • Focused professional development • Supportive learning environment • High levels of family and community involvement

  40. Activity on the Toolkit and the 9 Characteristics • Consider what you’ve learned about the Toolkit and how it can help your school or district better serve ELs who may have a disability. • You have 5 minutes to discuss the characteristic assigned to your table and brainstorm how the Toolkit correlates. • Be specific about topics, activities, and outcomes. • Select a reporter who will have 1 minute to report to the large group.

  41. Process for requesting the Toolkit and requirements

  42. State-endorsed Toolkit Trainers • Selected through a rigorous nomination and application process. - minimum of three nominations - thorough and detailed application - evidence of expertise in area of Special Education and/or language acquisition/ multicultural education - evidence of success as a professional developer - unanimous SDE committee approval

  43. Requesting a Toolkit Training • Requests for Idaho Toolkit trainings should be directed to Dr. Fernanda Brendefur at: (208) 332-6905 or fmbrendefur@sde.idaho.gov • All trainings must be requested by district and/or school administrators. • Requests must be made at least one month in advance of training date to ensure effective planning. • Trainings will be available to districts beginning fall of 2011.

  44. Toolkit Training Requirements • Trainings must be scheduled for a minimum of one contract day. • A minimum of two trainers will deliver each training—one with expertise in special education and one with expertise in language acquisition/multicultural education. • Participants in the training must commit to taking the Self Reflection Tool prior to the training.

  45. Toolkit Training Requirements • Once a request for training is made, the SDE will send a list of Toolkit trainers to the district. The district may decide which trainers to contract with or request guidance from the SDE. • The district will be responsible for contracting with the Toolkit Trainers. This includes creating an MOU and paying the trainer fees. • Trainer fees are as follows: -$750.00 per day per trainer (includes prep time) -reimbursement of mileage, hotel, meals

  46. QUESTIONS????? Contact Fernanda at fmbrendefur@sde.idaho.gov Contact Rich at rhenderson@sde.idaho.gov Contact Susan at duron1@aol.com

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