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2009 Special Education Director

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Title: 2009 Special Education Director


1
2009 Special Education Directors Conference
  • Maribel Huerta
  • Parent and Educator Liaison
  • Chicago Public Schools
  • District 299

2
The Importance of Providing Culturally and
Linguistically Appropriate Services
  • Essay What Education Means to Me -written by
    an immigrant-English Language Learner and recent
    scholarship recipient
  • - Jessica Guadalupe Perez
  • English Language Learner (ELL) is at times used
    interchangeably with Limited English Proficient
    Student (LEP) and Culturally and Linguistically
    Diverse Student (CLD)

3
Did you know?
  • Immigration status of either parent or child has
    no bearing on the right to enroll. The laws of
    Illinois and the United States guarantee all
    students, including undocumented immigrant
    students, access to a free public education
    through grade twelve up until the age of
    twenty-one regardless of immigrant status. This
    requires every district to guarantee all
    immigrant students equal access to the full range
    of programs and resources.

Source www.ISBE.net
4
Did you know?
  • Districts can NOT require that parents or adult
    caretakers provide either a Visa, Green Card,
    Illinois drivers license, a state identification
    card or other documents which require Social
    Security numbers, nor can they mandate documents
    such as a lease, or mortgage.
  • Although residency for special education pupils
    is generally based on guardianship, districts
    cannot mandate adult caretakers or relatives with
    whom a non-special education student resides to
    establish legal guardianship as a condition for
    gaining access to the district's schools and
    programs.
  • Funds may be available for districts with a large
    influx of immigrant students. Contact
    312-814-3850 or visit www.isbe.net/bilingual/htmls
    /consolidated_application.htm

Sources OCR and http//www.isbe.net/pdf/registrat
ion_guidance.pdf
5
Did you know?
  • The U.S. Department of Education estimates that
    there are 2.4 million national-origin minority
    school children who have limited English language
    skills which affect their ability to participate
    effectively in education programs and achieve
    high academic standards.
  • Approximately 69 of ELL are born in the U.S. or
    are naturalized citizens.
  • The U.S. is now the 3rd largest Spanish-speaking
    country in the world (tied with Colombia). Some
    predict Mandarin will catch up.

6
Rules and Regs
  • Title III Language Instruction for Limited
  • English Proficient and Immigrant Students of No
    Child Left Behind Act of 2001
  • Article 14-C of The School Code of Illinois
  • Section 504 of the Rehabilitation Act of 1973
  • The Individuals with Disabilities Education Act
    (IDEA, 2004)
  • Special Education Rules by the Illinois State
    Board of Education
  • All protect the rights of linguistically and
    culturally diverse students with disabilities to
    receive non-discriminatory assessments and
    linguistically appropriate instructional services

7
Purposes
  • to help ensure that children who are limited
    English proficient, including immigrant children
    and youth
  • attain English proficiency
  • develop high levels of academic attainment in
    English
  • meet the same challenging State academic content
    and student academic achievement standards as all
    children are expected to meet
  • to promote parental and community participation
    in language instruction educational programs for
    the parents and communities of limited English
    proficient children
  • Students who are ELL should have
  • access to the schools general
  • curriculum and materials

8
Your challenge
  • Meet federal requirements and serve students with
    both
  • linguistic challenges, and
  • learning challenges
  • Engage parents and the community
  • Begin with English language proficiency of all
    students whose parents answered "yes" to one or
    both of the Home Language Survey questions
  • "Is a language other than English spoken in the
    home?
  • and "Does the student speak a language other than
    English?"

9
Screening Eligibility
10
Screening Eligibility (continued)
  • Pre-IPT Oral overview and online training can be
    found at http//www.ballard-tighe.com/IPTOnlineIns
    erviceTraining/IPTOral/IPTOralTests.htm
  • Teachers and other appropriately certified
    district staff members administering the WIDA
    MODEL including those who had been administering
    the W-APT until now, must be re-certified prior
    to administering this test. http//wida.wceruw.or
    g
  • Any school district that has started to screen
    Pre-K/K students with the WIDA MODEL must have
    informed the Division of English Language
    Learning by sending an email to Ilyse Leland at
    ileland_at_isbe.net by May 29, 2009. Should you have
    any additional questions regarding this request,
    please call 312-814-3850.
  • WIDA ACCESS Placement Test (W-APT)
    Understanding the WIDA English Language
    Proficiency Standards A Resource Guide
    http//www.wida.us/standards/Resource_Guide_web.pd
    f

11
Screening Eligibility (continued)
  • For all students scoring at or above 4.0
  • best practice encourages the use of additional
    indicators to determine English language
    proficiency and eligibility for bilingual
    education program services
  • Example of additional indicators
  • Information from family members
  • Information from school personnel
  • Performance evaluations by teachers
  • Results of criterion or norm-referenced tests
  • Results of locally developed test
  • Student academic history (such as report card
    information)
  • Student work samples

Source http//www.isbe.net/bilingual/pdfs/WIDA_pl
acement.pdf
12
  • Test Accommodations for ELLs with Disabilities
  • http//www.isbe.net/bilingual/pdfs/access_accomoda
    tions.pdf
  • Alternative ACCESS for ELL is currently under
    development. Workshop will be held August 10 -
    11, 2009 http//www.isbe.net/bilingual/pdfs/access
    _aug09_workshop.pdf

13
IAA is given to students with severe cognitive
disabilities in place of ISAT or PSAE, if
appropriate. Remember ACCESS is also required
for LEP until proficiency is reached.
14
Similarities between ACCESS for ELLs and the
W-APT
15
4 Language Domains
  • Listening- process, understand, interpret,
    and evaluate spoken language in a variety of
    situations
  • Speaking- engage in oral communication in a
    variety of situations for a variety of purposes
    and audiences
  • Reading- process, understand, interpret, and
    evaluate written language, symbols and text with
    understanding and fluency
  • Writing- engage in written communication in a
    variety of situations for a variety of purposes
    and audiences

16
Proficiency Levels
  • Entering Student knows and uses minimal social
    language and academic language with visual
    support Overall Composite Score 1 1.9.
  • Beginning Student knows and uses some social
    English and general academic language with visual
    support Overall Composite Score 2 2.9.
  • Developing Student knows and uses social
    English and some specific academic language with
    visual support Overall Composite Score 3
    3.9.
  • Expanding Student knows and uses social English
    and some technical academic language Overall
    Composite Score 4 4.9.
  • Bridging Student knows and uses social and
    academic language working with modified grade
    level material Overall Composite Score 5
    5.9.
  • Attained Student knows and uses social and
    academic language at grade level Overall
    Composite Score 6.

When Level is achieved (4.0) the school
district has the discretion of using additional
indicators, e.g., other tests, to determine
whether the student is LEP based on the
districts established criteria.
17
Virginia Department of Education ELP Standards
Videos
  • The Virginia Department of Education has
    generously offered to share a series of videos
    created by teachers, for teachers, to promote
    understanding of the WIDA ELP Standards and offer
    example lesson plans based on certain language
    functions.
  • http//www.doe.virginia.gov/VDOE/Instruction/ESL/e
    lp_videos.html

18
Differences between ACCESS for ELLs and W-APT
(1 of 2)
19
Parents of Eligible ELL
  • Must be notified
  • Their child is eligible for a ___ program
  • Transitional Bilingual Education
  • Transitional Program of Instruction
  • Dual language/Two-Way Immersion
  • Developmental Bilingual Education
  • Newcomer Program
  • And that they have a right to
  • visit the classes in which their child is
    enrolled
  • meet with staff to learn more about the program
  • decline enrollment in an ELL program
  • withdraw their child immediately from the program
  • choose another program if one is available
  • may take action by sending a letter to the school
  • declining the recommended program will mean that
    the student may be placed in a program where
    English is the dominant language of instruction.

20
Does your school / district send ALL notices and
school information in the language parents
understand?
  • Federal law requires that you provide parents
    whose English is limited school notices or other
    information in a language they can understand.

21
Accommodate ELL (Early Interventions)
  • Clinical Teaching
  • Peer or Expert Consultation
  • Teacher Assistance Teams (TATs)
  • Alternative Programs and Services
  • One-one tutoring
  • Family and support groups
  • Family counseling
  • Programs supported by Title 1 funds (should be
    supplemental to and not a replacement for general
    education instruction
  • general education, not special education, should
    be primarily responsible for the education of
    students with special learning needs that cannot
    be attributed to disabilities

Source Ortiz and the CAL - ERICCLL
22
Over-Identification VS. Under-Identification
  • Direct attention to evaluation issues is
    essential in order to provide quality education
    to all students. It is the objective of fair and
    appropriate assessment to document any potential
    difficulties and then to differentiate between
    those due to intrinsic disorders and those due to
    cultural and linguistic differences and other
    intrinsic factors. Only through this process can
    the appropriate assessment, identification, and
    programming of exceptional LEP students versus
    non-exceptional LEP students be accomplished.
  • (Krestschmer, 1990)

23
Prior to Referring and Conducting Special
Evaluations
  • Has a tailored bilingual or English as a Second
    Language (ESL) program and supports been provided
    to meet the students language and cultural needs?
  • Schools must provide extensive interventions and
    collect data, for example
  • School Based Problem Solving
  • Ongoing use of scientifically based language
    instruction and assessment as part of the
    process language use, pattern and cultural
    background profile
  • Instructional interventions differentiated
    instruction, tutoring, team teaching, etc.
  • Accommodations
  • Behavior Intervention Plan

24
When are Special Evaluations requiredto be
conducted by a bilingual team?
  • Students referred for ANY special education
    evaluation that have been identified as a
    bilingual student due to the Home Language Survey
    (HLS), and eligible for bilingual education and
    language support services determined by the
  • Pre-IPT Oral English Language Proficiency Test,
    where a
  • Three year old Pre-K student scored below Level D
    (A, B, or C)
  • Four year old Pre-K student scored below level E
    (A, B, C, D)
  • WIDA MODEL screener, where a
  • First Semester Kindergartener scored either
    Listening or Speaking proficiency level below 4.0
  • 2nd Semester Kindergartener or 1st Semester First
    Grader who scored an overall composite below
    level 4.0
  • WIDA ACCESS Placement Test (W-APT) where a 2nd
    Semester 1st Grader thru 12th Grader scored an
    overall composite proficiency level below 4.0.
  • Please note that part of second language
    acquisition for some ELL often entail going
    through a non-verbal period sometimes referred to
    as the silent period, which can be confused for
    LD.
  • An IEP team may also use discretion in
    deciding to use a bilingual team for a
    bilingual student who is no longer required to
    receive bilingual education. Use communication
    and language that is most likely to yield the
    most accurate information.

25
Students also requiringassessment by bilingual
team
  • Are those who come from a home where a language
    other than English is spoken however, the
    severity of the disability interferes (e.g.
    severe cognitive disabilities, deaf or hard of
    hearing students) with an accurate assessment of
    language proficiency.

26
Evaluation Proceduresfor Low Incidence Languages
  • When a student speaks a low incidence language,
    and no bilingual specialist speaks that language,
    there may be a need to use an interpreter. Each
    School District should set policy and procedures
    for safeguarding the this practice as an
    alternative.
  • Interpreter should only be used in extreme
    situations when a bilingual specialist can not be
    found.
  • Consequence Using an interpreter during test
    administration modifies standardized test
    conditions and must be noted in the evaluation
    report.

27
Special Evaluation Proceduresfor ELL Students
with Disabilities or Suspected Disability
  • For ELL, IDEA requires tests and all other
    evaluation materials to
  • Be non-discriminatory
  • Be provided and administered in the students
    primary language or other mode of communication
    and in the form most likely to yield accurate
    information
  • Measure the extent of the disability and not the
    students English language skills

If the student has a disability it will manifest
itself in the students primary language
28
Assessing ELL with Suspected or Identified
Disabilities
  • Consider multiple and alternative
  • assessment measures, including
  • criterion-referenced tests
  • work samples
  • behavioral observations
  • teacher evaluations
  • assessing in native language
  • parent interviews
  • Best Practice indicates that ELL should be
    assessed in both languages (dual language
    assessment) by a bilingual specialists or in
    collaboration with an ESL teacher (who has an
    understanding of students native language and
    culture)

29
IEP for ELL
  • Indicate
  • assessment reports addressing language and
    cultural factors
  • language/cultural considerations
  • language used by student, at home
  • translation needs of the parent
  • English Language Proficiency level
  • bilingual special education model
  • language(s) of instruction
  • other assessments

30
CPS Bilingual Special Education Service Delivery
Models
1 Bilingual Special Education Teacher
2 Team Teaching Bilingual Special Education
Teachers
3 Special Education Teacher with ESL Credentials
4 Team Teaching Monolingual Special Education
ESL Teacher
5 Monolingual Special Education Teacher
Bilingual Assistant
6 Consultation Special Education Teacher
Consults with Bilingual or ESL Teacher
31
Differentiating Curriculum and Instruction for
ELL with Disabilities
  • Adapting Curriculum
  • Teaching Principles
  • Emphasis of effective teaching
  • Curriculum Principles
  • Emphasis of effective curriculum implementation
  • Culture and Differentiating Curriculum for ELL
  • Family Structure
  • Interpersonal Relationships and Gender
    Responsibilities
  • Discipline Procedures and Values
  • Time, Space, Religion, and Health
  • Traditions and Significant Historical Events

Source Hoover and Patton
32
Recommendations for ServingELL Students with
Disabilities
  • 1st Gather information
  • Parents
  • Previous Teachers
  • Screen and Test in both languages
  • Comprehensive Dual Assessments
  • Testing in 1 language is incomplete
  • Look for regional experts if local ones are not
    available
  • Use instructional strategies known to be
    effective with ELL having disabilities
  • Once an instructional model has been decided on,
    consistency is important. ELL may need extended
    response time for specified model.
  • Give ELL native language support
  • Teach connections between their two languages
    (similarities and differences)

33
Success of ELL Depends on
  • A school climate that fosters academic success
    and empowers students
  • Adopt a philosophy that believes
  • all students can learn and
  • that educators are responsible for helping ELL
    with and without disabilities learn
  • Positive School Environment
  • Strong Administrative Leadership
  • High Expectation for student achievement
  • Challenging, appropriate curricula and
    instruction
  • A safe and orderly environment
  • Ongoing, systematic evaluation of student
    progress and
  • Shared decision-making among ESL teachers,
    general education teachers, administrators and
    parents

Source Ortiz and the CAL
34
Factors critical to the success of ELL
  1. A shared knowledge base among educators about
    effective ways to work with students learning
    English
  2. Recognition of the importance of the students
    native language
  3. Collaborative School and Community Relationships,
  4. Academically Rich Programs that integrate basic
    skills instruction with the teaching of higher
    order skills in both the native language and in
    English, and
  5. Effective Instruction

Source Ortiz and the CAL
35
Resources for Educators
  • Center for Applied Linguistics www.cal.org
  • World-Class Instructional Design and
    Assessment www.wida.us/
  • Colorin Colorado www.colorinColorado.org
  • LD OnLine www.LDOnLine.org
  • Reading Rockets www.ReadingRockets.org
  • US Department of Education Region V - Programs
    for Educational Opportunity http//www.umich.edu/
    eqtynet/eac.html

36
Parent Involvement
  • Video from Reading Rockets
  • Becoming Bilingual
  • http//link.brightcove.com/services/player/bcpid94
    13665001?bclid6012551001bctid5545238001
  • Parents as Partners
  • http//link.brightcove.com/services/player/bcpid69
    33800001?bclid5172041001bctid5211443001
  • www.usalearns.org
  • A Free Web Site for Immigrants and Other Adults
    Wanting to Improve Their English Skills
  • www.ed.gov/parents/academic/help/hyc.html
  • Helping Your Child Series by the U.S. Department
    of Education

37
www. Additional Resources
  • www.oism.cps.k12.il.us/dept_oss_resources.shtmlPa
    rents
  • www.isbe.state.il.us/spec-ed/html/lre.htm
  • www.kidstogether.org
  • www.inclusiveschools.org
  • www.nichcy.org/parents.asp
  • www.pepartnership.org/
  • www.schwablearning.org
  • www.wrightslaw.com/info/lre.index.htm

38
DATE SAVER
  • 2010 Transitional Bilingual Education /
    Transitional Program of Instruction /
  • Title III Directors Meeting Illinois State
    Board of Education Division of English Language
    Learning September 30, 2009 October 1, 2009
    Crowne Plaza Hotel3000 S Dirksen
    ParkwaySpringfield, Illinois 62703217-529-7777

39
Supporting Parents Educators
  • Maribel Huerta
  • Parent and Educator Liaison
  • Chicago Public Schools
  • District 299
  • mhuerta_at_cps.k12.il.us
  • 773/553-2258
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