Separating Difference & Disability The Nuts & Bolts for SAT Research & Process by Dr. Catherine Collier. Presented to & Adopted by the Sioux Falls School District May 2008/2009 SPECIAL EDUCATION HANDBOOK SIOUX FALLS PUBLIC SCHOOLS Pages 21-45.
Presented to & Adopted by the Sioux Falls School District May 2008/2009
SPECIAL EDUCATION HANDBOOK SIOUX FALLS PUBLIC SCHOOLS Pages 21-45
Level 4,5, & 6 ELL
Regular Content & Classrooms
Level 2 & 3 ELL
Regular Classrooms & Content
Level 1 ELL
Elem – Pull-out/Push-in
MS,HS - Sheltered
SFSD Serving 1800+ ELLs
270 Level 1 Immersion Programs
1300 + 2s & 3s
Advanced Fluency Abstract language more accessible May need help with college essays
Advanced Fluency 5 – 7 years Decontextualized, abstract vocab
SD Exits ELs
Level 4 4.8 Composite
Intermediate Fluency 3 - 5 years 12,000 receptive words 4.0 Read/Write
3 - 5 years to attain
Level 3 Often quiet, don’t
Speech Emergence: 1 - 3 years 7,000 receptive words ask questions
2-3 years to attain
Level 2 1,000 receptive words
Early Production: 6 months to 1 year
Pre-Production: 0-6 months 1-2 receptive words
Note: In America 6 year olds in English speaking homes have 10,000 to 24,000 words of English in 1st grade when learning to read.
It is very difficult for a classroom teacher to deal with all the levels of learning in their differentiated classroom, accounting for all the different student learning styles, and then meet the needs of students who have different levels of English language proficiency.
When we don’t know what to do, well intended and dedicated educators might mistake language non-proficiency with a learning disability.
Dr. Collier’s process is a way for educators to begin to sort out the language proficiency and acculturation issues from learning and other disabilities.
Step 1: A teacher is concerned about an ELL student with a learning
Step 2: Options:
Step 3: The ELL teacher fills out an AQS form and does the calculations to determine if there is a statistical indication of a difference or disability.
Step 4: The teacher and ELL teacher do a Sociocultural checklist to determine which interventions to try with the student for 3 to 6 weeks.
Step 5: After 3 to 6 weeks of interventions the ELL teacher prepares a Prioritization of Intervention report to present to the Student Assistance Team in his/her building.
Step 6: If the student has responded to the interventions, the interventions are continued.
Step 7: If the interventions did not resolve the learning issues and the AQS calculations determined a disability may be indicated, a Special Education referral for an evaluation is indicated. The AQS process provides a researched based, data based indicator of disability.
The adaptation to a new
Culture: language, etc.
How we learn to interpret the world-culture of caregivers:
language, beliefs, tastes, humor, behavior, etc.
THE BASICS OF BEING HUMAN
Things all are born with: Sensory abilities, linguistic wiring, genetic &
biological heritage, innate abilities, etc.Nurture Ways we are less like people
Ways we are less like people.
Ways we are more like people.
Look at this chart to find Minimum Gain
Achieved divided by Expected should equal 1
( the numbers should be the same).
Example: 3 checks divided by 6 total = 50%
Remember: Students need to feel safe for their brain to fully engage.
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