cabe san diego, california march 6, 2015 sandy christensen, lacoe
TRANSCRIPT
CABESan Diego, California
March 6, 2015
Sandy Christensen, LACOE
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Presentation GoalTo provide the audience with an overview of
the IDEA and English learner (EL) requirements and how these may impact ELs with disabilities in the areas of:
* Initial EL Identification* Interventions and Referral Assessment* Individualized Education Programs* Services and Interventions* Reclassification to Fluent English
Proficient
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Essential Questions
Are students who are ELs appropriately identified and placed?
Are dual-identified English learners learning English?
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Essential Questions
Are the IEPs addressing each EL student’s linguistic and academic needs?
Do IEPs specify necessary accommodations and modifications?
How are English learners’ needs being met?
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2012-13 CA Demographics
1.3 million K-12 English learners
21.6% of K-12 student population are English learners
72% enrolled in K-6; 28% in 7-12 and ungraded
43.1% of all speak a language other than English at home
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Overlapping Goal
State
Law
Effective Programsfor
English Learners with Disabilities
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Federal Law
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Critical Reminders
English learners in special education :
State and federal requirements from both programs apply
Students should be able to demonstrate benefit from educational and supplemental services offered by both programs
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Initial English Learner Identification and Assessment
Upon initial enrollment in a California school w/language other than English on HLS:
Administer the California English Language Development Test (CELDT) within 30 days
Applies to ALL students
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Initial English Learner Identification and Assessment
If child is identified as English learner, administer primary language assessment within 90 calendar days
Implications for special education
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Assessing English Learners for Special Education Eligibility
Traditional Assessment Process
Response to Intervention (RtI) as a component of the Assessment Process
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Special Education Assessment of English Learners: The Law
Assessments Multiple measures Must not be discriminatory--racially or
culturally Must be valid and reliable Have been developed using English learners to
create norms Are administered in the child’s native language Help assess whether lack of academic
achievement is due to limited English proficiency or learning disability
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Response to Intervention
Response to Intervention (RtI) is a Multi-step process for students who struggle
with learning Characterized by high-quality, research-based
instruction and interventions of varying intensity levels
The interventions are Matched to student need Progress is monitored at each level of
intervention Data drives further instruction and/or
interventions Targeted to student’s English proficiency level
(NASDSE, 2005)
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Why Change the Current Process? Instructional factors can lead
to inappropriate referrals to special education
Our current IQ/Achievement discrepancy assessment model may lack reliability and validity
Consider impact of second language in special education eligibility decisions
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RtI Processes1. Prevention
• School wide screening• Professional development• Standards aligned effective instruction• Progress monitoring
2. Intervention• Tiered intervention • Frequent progress monitoring• Targeted instruction with greater intensity
3. SLD determination• RtI data is utilized as a component of a
multi-disciplinary team assessment
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Tier I
Tier II
Tier III
BENCHMARK
INTENSIVE
CORE with Differentiated instruction
CORE +SUPPLEMENTAL
State Board of Education- Adopted Intervention Programs used with fidelity
INTENSIVE
Time Program Group Size
STRATEGIC
Model of Instructional Intervention to allow accessand progress in the core
curriculum
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Assessing the Effectiveness Instruction: Benchmark Assessments
Should be administered at least three times a year
For students “at risk” should be administered weekly; bi-weekly, or monthly
Curriculum embedded assessments usually administered every 6-8 weeks
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Assessing Student Growth Following Intervention: Progress Monitoring Assessments
Should be conducted frequently to monitor the progress that ALL students are making
Should be administered briefly Can be administered to individuals,
small groups, or whole classroomUsed to demonstrate individual student
and class rates of improvement
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How does RtI change the decisionmaking process?
RtI practices can be used to make a range of educational decisions including whether a child qualifies for special education services in the category of Specific Learning Disabilities (SLD)
RtI is one component of the SLD determination, providing data for decision making 34CFR§300.309(2)(ii)(3)(b)(1)(2)(c)
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Beyond Tier Three: Pre-Referral Process A team determines if interventions
provided have given the student every opportunity to learn
Lack of progress in academics and English language acquisition not due to inadequate instruction
Look for patterns of strengths and weaknesses
Determine if a multi-disciplinary assessment is warranted
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Assessment
Team develops assessment planAssessments valid and reliableMultiple measuresQualified staffParent consentEligible or not eligible for special
education?
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IEP Process ChartRtI
Intervention
Tier 3Data based
decision-making
SST ProcessReferral forAssessment
Assessment Plan
Developed
Parent/GuardianInformed Consent
AssessmentCarried Out
Team Meeting:Development of
The IEP & Placement
Recommendation
Parent/GuardianApproval of
IEP & Placement
Student PlacementProgram
Implementation
Annual ProgramReview & Revision(re-evaluate at leastevery three years)
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IEP Team Decision-Making The IEP team considers whether student’s
lack of progress is possible manifestation of disability or consistent with process of second language acquisition:
Team includes a representative with knowledge of second language acquisition and EL services
Team considers results of assessment and whether instruments used are valid and reliable for English learners
Team includes parents/guardians, and students when appropriate
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The IEP
If evaluations show that the student needs special education and related services due to a disability, the school must develop an Individualized Education Program (IEP) for the student within 30 days. The IEP is the blueprint for the student’s education.
1414(d); 300.320, 300.323
Parents should ensure the IEP is fully and consistently implemented.
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Elements of IEP for English Learners
Current levels of performance Assessment results Strengths Areas of need
Assessment and classroom accommodations, program supports and modifications
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Elements of IEP for English Learners
Linguistically appropriate goals and objectives
Academic goal development incl. standards based goals
Determination of services to be provided the student to provide “specially designed academic instruction” needed to access and make progress in the core curriculum Authorized special education services and
ELD instruction provided by both general education and special education personnel
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Legal Requirements Related to the Education of English Learners, including Students with Disabilities
InstructionEL receives a
program of instruction in ELD
Access to Core CurriculumDesigned & implemented
to ensure EL students meet district’s content &
performance standards
Fundingmust be used to provide every EL
with learningopportunities
Parent Notification*Informed of placement
Notified of parental exception waiver
Teacher Authorization &Professional Development
Staff must be recruited, trained,assigned, and assisted to
ensure the program’seffectiveness
*Parents of EL with an IEP must be notified on how therecommended placement will help their child meet the objectives of the IEP
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English Language Development (ELD)
Each English learner must receive a program of instruction in ELD in order to develop proficiency in English as rapidly and effectively as possible
(20 USC 1703[f], 6825[c][1][A]; EC 300, 305, 306, 310; 5 CCR 11302[a]; Castañeda v. Pickard [5th Cir. 1981] 648 F.2d 989, 1009–
1011) Targeted to the student’s English proficiency levelOngoing monitoring of progressLEA adopts the ELD materials to be used
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Access to Core Curriculum
English learners receive academic instruction to meet the district’s content and performance standards for their respective grade levels in a reasonable amount of time.
The LEA has a plan for monitoring and overcoming academic deficits while acquiring English.
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Instructional Services for Dual- Identified Students
Considering language proficiencies, the IEP team determines:
How and from which instructor(s) the student will receive ELD and core academic subjects
How the student will receive SDAIE methodology to access content
How or if the student will receive bilingual support or instruction to access core curriculum
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Linguistically Appropriate Goals
Linguistically and culturally appropriate IEP goals, objectives, and related services should reflect the current language needs of the English learner in determining the appropriate: English language development
methodology Access to the core curriculum Instructional setting
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Requirements Regarding Student Participation in State Testing
All students who are English learners and or student with disabilities must participate in statewide assessments as required by
NCLB and IDEA 2004[34CFR§300.320(6)(i)(ii)(A)(B)]All English learners must be assessed
for English language proficiencyAll public school students must pass the
CAHSEE, as well as meet other state and local requirements, to receive a high school diploma (some students with disabilities do not have to pass this test)
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English Language Proficiency Assessment
All English learners are assessed with CELDT annually within window July 1-October 31
IEP Team determines and specifies accommodations, modifications, alternate assessment for one or more sections of the CELDT
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CELDT Results Individual student proficiency
report will indicate a Beginning score for the
test or section of the test administered
with modifications or with an alternate
assessment tool
IEP teams are responsible for reviewing
CELDT results to determine each student’s actual level of English proficiency
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State Standardized Assessments
The Matrix of Test Variations, Accommodations, and Modifications (http://www.cde.ca.gov/ta/tg/sr/matrix)assists IEP Teams in determining variations, accommodations, or modifications
CAPA uses a list of core adaptationsFor the CMA, only accommodations are
allowed, as it is already modified
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Reclassification Requirements
To reclassify students from EL to Fluent English Proficient, California Ed Code 313d requires:
Assessment of English-language proficiency (CELDT)
Comparison of performance of basic skills ADD 313d
Teacher evaluation of academic performance
Parent opinion and consultation
The LEA monitors for a minimum of two years the progress of reclassified pupils
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Reclassification
Blanket alternative reclassification criteria are not allowable
Required criteria may be adjusted based on individual disability (e.g. hearing impaired student on listening, speaking sections of CELDT).
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Effective Literacy and English Language Instruction for English Learners in the Elementary Grades A Practice Guide
National Center for Education Evaluation and Regional Assistance (NCEERA) Practice Guide -
Gersten, R., S.K., Shanahan, T., Linan-Thompson, S., Colins, P., & Scarcella, R. (2007)
(NCEE 2007-4011). Washington, DC: National Center for Educational Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from: http//ies.ed.gov/ncee
Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth, August, D., Shanahan, T (2006) http://www.cal.org/projects/archive/nlpreports/Executive_Summary.pdf
Research References
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More ResourcesBooks on Assessing English Learners with Special Needs
Artiles, A.J. &Ortiz, A.A. (2002). English Language Learners with Special Education Needs. McHenry, IL and Washington, DC: Delta Systems and Center for Applied Linguistics.
Echevarria, J. & Graves, A. (2007). Sheltered Content Instruction. Boston, MA: Pearson Education Inc.
Hamayan, E., Marler, B., Sanchez-Lopez, C., & Damico, J. (2007). Special Education Considerations for English Language Learners. Philadelphia, PA: Caslon, Inc.
Klinger, J.K., Hoover, J.J., & Baca, L.M. (2008). Why do English Language Learners Struggle with Reading? Thousand Oaks, CA: Corwin Press.
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Web addresses:
http://www.cde.ca.gov/ta/tg/sa/
http://www.cde.ca.gov/sp/el/
http://www.cde.ca.gov/ta/cr/cc/
http://www.cde.ca.gov/sp/se/cc/
EL Program Resources
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For Further Information:
California Department of Education
English Learner Accountability Unit
Phone: (916) 319-0938
Fax: (916) 319-0960
Address: 1430 N St. Suite 4401, Sacramento CA 95814
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Contact
Sandy Christensen, Speech Language PathologistLos Angeles County Office of
[email protected](909) 622-3322