English Language Learners: Conducting Special Education Assessments

1. English Language Learners: Conducting Special Education Assessments Jane E. Minnema, Ph.D. University of Minnesota minne006@umn.edu National Center on Educational Outcomes http://education.umn.edu/NCEO

2. Plan for the Workshop • Getting Started! Early team work “Other” language considerations ELL & disability confusion ~ Q & A ~ • Quick Break! • Doing the Assessment! 10 Principles for Assessment ELL considerations Disability vs. language delay ~ Q & A ~

3. First steps • Work as a team • Understand pertinent cultures • Put Federal and State law in context • Adapt special education process

4. Teamwork! • List tasks  Create a plan • Work independently to … • Create materials and to … • Share, share, share information!

5. Cultural Understandings • Access printed information – Internet, libraries, community groups • Cultural representatives –restaurants, festivals, presentations • Create staff materials

6. Cheng (1991) cautions … “Not all people from the same culture have the same values and beliefs; there are tremendous individual differences. For this reason, it is necessary to be extremely careful when making cultural assumptions. Nevertheless, an awareness of the general cultural and linguistic values of … minority populations is an essential tool …”

7. Laws and Criteria • Federal Rule: Observation (At least one team member … observe the child …classroom setting.) e.g., by second language expert • MN Interpretation of Federal Rule (Assessment data …different settings.) e.g., second language classroom

8. Adapt Assessment Process – Before testing …

9. Adapt Assessment Process – During and After Testing

10. Diversity is … • Race or ethnicity • Culture (religion, family, beliefs, dress, food, communication, health care, education) • Reasons for moving to U.S. (immigrant or refugee) • Socioeconomic (before U.S., in U.S., unemployment, underemployment, over employment, family stress)

11. Culturally Relevant Terms • Acculturation – assumes American cultural attributes (language, norms, behaviors, and values) • Assimilation – incorporation into social and cultural networks of host society by giving up native culture

12. Related Issues • Generational issues • Broad continuum of development • Uneven process • Constantly changing

13. Terms for Students • Limited English Proficient (LEP) • English language learner (ELL) • English as a second language (ESL) • Culturally & linguistically diverse (CLD)

14. Issues Raised • No common term used • Terms lack specificity • No “person first” language in ELL • Confuse students and services

15. Terms for Services • English as a second language • Bilingual education • Content-based instruction • Common practice in LA?

16. Issues Raised • Multiple models across states • Service delivery varies within states • Practice does not match research - Content-based instruction most effective

17. Language Terms • L1 – native language • L2 – can be English • Mulitilingual, bilingual, monolingual • Pidgins or creoles – fusion of two or more languages over time • Code-switching – controlled blending of languages that is rule-bound and meaningful

18. Modes of Cross-Communication • Interpretation – Oral presentation of non-native language • Translation – Written presentation of non-native language

19. Language Influence • L1 influences L2 - Stronger L1 is, the better L2 will be. - Vocabulary, syntax, semantics • May formalize into pidgins, creoles, or social dialects • Code-switching during L2 acquisition

20. Native Language Loss • L1 regress or lost • L1 speaking regresses more than L1 understanding • Stopping L1 has negative cognitive effects on L2 • Home language models may not be fluent in L1 or L2

21. English Language Learning • L1 literacy level and education • Time in U.S. • Time in U.S. schools • SES • Family situation • Language models at home • Health factors • Student motivation, time, and ability

22. English Language Learning Levels • Basic Interpersonal Communication Skills (BICS) • Cognitive Academic Language Proficiency (CALP)

23. BICS … • Social, concrete, here and now • NOT used for academics • Takes 2-4 years (easier for < 8 yr) • Everyday pronunciation proficiency • Grammar (simple declarative sentences, questions, colloquialisms) • Vocabulary about 500 words

24. Examples of BICS • Listening: Follows general classroom directions. • Speaking: Converses with peers and teachers. May speak without accent. • Reading: Decode easily. • Writing: Completes school forms. Find and copy answers to textbook questions.

25. CALP … • Proficient in decontextualized language and academic settings (inferences, predictions, abstractions) • Manipulate language outside of immediate personal setting • Has literacy • Vocabulary +5000 words • If literate in L1, 5-7 years. If not, 6-9 years. Some may never acquire.

26. Examples of CALP • Listening: Follow directions for academic tasks. Understands discussion of academic material. Knows main idea from supporting. • Speaking: Expresses reasons for opinions. Asks for clarification during academic tasks. • Reading: Comprehension good. • Writing: Can write essay supporting a point of view.

27. Language vs. Disability ?? • Teachers expect more when BICS acquired. • LD concern when academics not progressing • BUT … CALP still developing!

28. Caution Teachers! • Speaking English conversationally well, but not using well academically is NORMAL! • NOT a reason to suspect disability. • Student at BICS level without CALP should still receive ESL services.

29. Shared by Native Speakers with LD and English Learners • Non-speaking • Slow to respond • Knew something yesterday but not today • Low vocabulary • Difficulty following directions • Retains information poorly • Below grade level spelling, math, reading • Limited attention span • Poor visual memory • Low frustration tolerance

30. Shared by Native Speakers with BD and CLD Students • Differences in: - personal space - eye gaze - response time - body language - vocal pitch and intensity - conversational rules

31. 10 Principles for Assessing ELLs and Determining Eligibility for Special Education Services Elizabeth Watkins, MDOE, 2000 St. Paul Public Schools LEP Resource Team, 1998 Meredith Boo, Bloomington Schools, MN, 2001 Berry (1080); Collier & Collier (2003, 1985); Fradd & McGee (1994); Ortiz (2003; 1992); Wilkinson (2003)

32. #1 – Examine School Environment • C & I meeting all students’ needs? • Meeting all ELL needs? • ELL disproportionate representation? - Over-representation? - Under-representation?

33. #2 – Resources for Assessment • At district and building level • Identify who and what • Access training • Include INTERPRETERS!

34. #3 – Involve Cultural Informants • Language teachers (ESL or bilingual) • Cultural representatives – FAMILY! • Community outreach workers • ALL stages of assessment - Pre-referral through IEP!

35. #4 – Prereferral Interventions & Background Information • First, exclude English learning or instructional issue • Involve English language teacher • Student and environmental factors impacts on English learning

36. #4a – Excluding English Learning • L1 and English language data: - ESL history - Language development - Home and native language(s) - Language status • L1 and L2 use and proficiency • ESL records • Direct and indirect assessments

37. L1 Language Assessment • Do anytime! • Direct: standardized language testing, conversational sample, story retelling task, dictation task, story telling task, home visit, observations • Indirect: parent interview, parent report, home visit, observation

38. Types of Communicators • L1 monolingual • Partial bilingual • Developing bilingual • L1 receptive • nonstandard English speaker • English monolingual • Bilingual with code switching • Limited due to disabiity

39. #4b – Excluding Instructional Issues • Best teaching approach thematic • One stage above English proficiency level • Looking for 2 year gap: - Compared to ELL peers - Disability in native language / native environment - Physical/health disability

40. Three Ways to Exclude Language and Instruction • Know “general” expectations • Know recommended ELL practices • Pre-referral Interventions - Adapt mainstream instruction - Academic techniques

41. “General” Expectations • 1st or 2nd grade academically with 2-3 years of English instruction • Average ELL - 10-12 years to reach 50th %ile on group achievement test • Longer if no academics in L1

42. Research “Recommended” ELL Practices • Learn English through content material • Active in concrete activities related to content objective • Acquire concepts when comprehend English (simplify or bilingual support) • Retain when use in multiple authentic situations • Supportive, stress free environment • Link prior knowledge to new content

43. Research on Practice (cont.) • Use collaborative meaning making process - Learn faster when interact with peers • Comprehension dependent on background knowledge - Read and comprehend with experience • Textbooks challenge ELLs - Multimodal support beyond level of language comprehension • Culture important to affective and cognitive development - RESPECT native culture and language

44. Pre-referral Intervention – Adapting Mainstream Instruction • Pair oral and written instructions • Key points in writing • Simplify English, NOT concepts • Many visuals • Modify teacher expectations: - Identify core material - Re-teach many times differently • Teach both language and content: - Assignments in both - Grade progress in both

45. Pre-referral Interventions (cont.) • Talk slower, NOT louder! • Use body language • Seek bilingual help cheerfully (another student, bilingual para, etc.) • Use interpreter or translator (tape or video for future use) • Student kept vocabulary booklet: - Writing assignments - For credit/grading

46. Pre-referral Interventions (cont.) • Vary complexity of questions • Encourage any effort! • Extend, elaborate, and paraphrase without correcting • Allow extra time • Talk about what matters to ELL • Create literate classroom environment (see and hear variety)

47. Pre-referral Interventions – Academic Techniques • Reduce number of problems • Highlight key information • Remove pages from text or booklet • Outline key ideas at academic level • Tape record to read along • Read aloud tests/quizzes • Tape record tests/quizzes • Construction paper “reading windows”

48. Pre-referral Interventions – Academic Techniques (cont.) • Simplify written directions • Tape record directions • Cooperative learning/peer assistance • More time tests/quizzes • Use assignment calendar or notebook • Use manipulatives • Rearrange problems on page • Use graph paper (math, handwriting)

49. #5 – Time to Learn English • Typically 1-2 years for BICS and acculturation • Only refer within 1st year if: - Family very concerned - At-risk due to background - Language teacher reports significant difference from other ELLs

50. #6 – Plan and Complete Multiple Assessment Procedures • Determine assessment domains • Plan for language use: - Language dominance - L1 and L2 proficiency • Arrange for interpreter • Use stronger language generally • Assess content in language of instruction