SEPARATING DIFFERENCE FROM DISABILITY - WSASCD
SEPARATING DIFFERENCE FROM DISABILITYRICHLAND SCHOOL DISTRICT (RSD)Presented by RSD School Psychologists:Keshia Shorts & Tascina Penor
AGENDA ELLs in RSD demographics English Proficiency Level Activity Collier Study Instructional strategies Legal Snapshot ELL Student Information Tool ELL programming Typology Instructional Models TBIP Peer Analysis WELPA Student Proficiency Report CLIM Jim Cummins Theory Summary of future objectives Language Acquisition Stages List of Resources
ENGLISH LANGUAGE LEARNER(ELL) STUDENTS IN RSDIncrease in ELL PopulationEnrollmentThe top five languagesserved in RSDDuring the 2014-15 WELPAtesting windowEnglish Language Learnersare the fastest growingpopulation in Americatoday. (Thompson Publishing Group)Spanish 215 students445 students were tested:Arabic 31 studentsThe kindergartenpopulation in the RSD hasshown the most growthSomali 25 studentsLevel 1 Beg/Adv. Beg 28Level 2 Intermediate 125Level 3 Advanced 220Level 4 Transitional 722010-11 36 students2013-14 67 studentsUkraine 26 studentsRussian 19 studentsRSD has about 490 ELLstudents.*approximations, numbers fluctuatebased on student enrollment.Students that test at aLevel 4 are exited from ELLservices in WA, but aretracked for 2 years after.
COLLIER STUDY A five year research study of the typesof U.S. school programs provided forculturally linguistically diverse (CLD)students, focusing on ELLs long termacademic achievement in grades K-12. The total number of student recordscollected in the 5 school districts was210,054. Over 80 primary languages wererepresented in the student samples, butthe data analysis in 3 of the 5 focusedon Spanish speakers. The study summarizes ELL’s long termachievement on nationallystandardized tests.
COLLIER STUDY FINDINGS Enrichment 90-10 and 50-50 one-way &two-way developmental bilingualeducation programs (or duallanguage, bilingual immersion) are theONLY programs that were found toassist students to reach the 50thpercentile. In both their native language andEnglish in all subjects and to maintainthat level of high achievement. The fewest dropouts came from theseprograms. Students with no proficiency in Englishmust NOT be placed in short-termprograms of 1-3 years. The minimum length of time it takes toreach grade-level performance in 2ndlanguage (L2) is 4 years. Only ELLs with at least 4 years ofprimary schooling reach grade-levelperformance in L2 in 4 years. The strongest predictor of L2 studentachievement is amount of formal L1schooling (in native language). Bilingually schooled studentsoutperform comparable monolinguallyschool students in academicachievement in all subjects, after 4-7years of dual language schooling.
COLLIER STUDY FINDINGS (CONT) Parents who refuse bilingual/ESL service for their children should be informedthat their children’s long term academic achievement will probably bemuch lower as a result. Parents should be strongly counseled against refusing bilingual/ESL serviceswhen their child is eligible. When ELLs initially attend segregated, remedial programs, these students doNOT close the achievement gap. Instead, they maintain or widen the gap in later years.
STUDY RECOMMENDATIONS The highest quality ESL content programsclose about half the total achievement gap. Bilingual/ESL content programs must beeffective, well implemented, NOT segregated,and sustained long enough (5-6) years for thetypical 25 Normal Curve Equivalent (NCE)achievement gap to be closed. Short-term, remedial, and ineffectiveprograms cannot close the largeachievement gap and should be avoided.An enrichment bilingual/ESL program must meetstudents’ developmental needs Academic Linguistic/Language (L1-L2) Cognitive Social-emotional and cultural.Schools need to create and maintain a naturallearning environment: with lots of natural, rich oral and writtenlanguage used by students and teachers meaningful, ‘real-world’ problem-solving all students collaborating and cooperativelylearning media-rich learning (video, computers, print) challenging thematic units that grab and holdstudents’ interest Use students’ bilingual-bicultural knowledge tobridge to new knowledge across thecurriculum.
WHAT DOES THE LAW SAY?WA State Transitional Bilingual InstructionAct (1979) Provides for the implementation oftransitional bilingual educationalprograms & to provide supplementalfinancial assistance to school districts. Districts should have a system ofinstruction which uses 2 languages, whenfeasible. In cases in which the use of 2 languagesis not practicable, an alternative systemof instruction which may include ESLshould be available. It should be designed to enable thestudent to achieve competency inEnglish.Castaneda vs. Pickard (1981)*Resulted in Castanda Standard:The Office of Civil Rights (OCR) uses this standardto determine if a program for LEP studentscomplies with the Civil Rights Act of 19641. The school system is pursuing a programinformed by an educational theoryrecognized by some experts in the field.2. The programs & practices actually used bythe school system are reasonably calculatedto implement effectively the educationaltheory adopted by the school.3. The school’s program succeeds, after alegitimate trial, in producing results inindicating that the language barriersconfronting the students are actually beingovercome.
WHAT DOES THE LAW SAY?(CONT)Plyer vs. Doe (1982) Supreme court ruling that foundundocumented students Have theright to attend public schools. They also have the right to participatein all school activities. School Officials are NOT allowed torequire children or their parents toprove they are in this country legally,through evidence such as green cards,citizenship papers, or social securitynumbers.DREAM Act Development, Relief, & Educationfor Alien Minors (DREAM) Act Approximately 65,000undocumented students graduatefrom American high schools. This act provides the opportunity forthese students to go to college orjoin the United States military.
ELL PROGRAMINGRSD does Sheltered Instruction (SI) or Content Based Instruction which are: Approaches for teaching English Language Learners (ELLs) using specificstrategies to make academic subjects comprehensible and accessible whilepromoting the student’s English language development. In Washington state, students who receive pull out or push in ESL areincluded in this group.Rationale for ELL programming in RSD:1. Relatively small numbers of ELLs (about 490) in the context of over allheadcount enrollment (approximately12,500)2. Numerous language bases (approximately 30)3. Service is provided at fifteen school sites.
INSTRUCTIONAL MODELS, EVALUATION, & OUTCOMESGuided Language Acquisition Development (GLAD) GLAD is an instructional model that aims to helpteachers by providing differentiated strategies tointegrate instruction in English and grade-levelcontent in the classroom. It has received numerous awards in multiple states. Approximately 220 teachers in the RSD are trained inGLAD and every ELL student in grades K-8 has theopportunity to receive instruction from a GLADtrained teacher. http://begladtraining.com/Advancement Via Individual Determination (AVID) AVID College Readiness System (ACRS) has beenclosely studied by numerous research teams andindividuals. In addition, AVID's success has beendemonstrated by numerous third-party studies. For students in grades 6-12, teachers have beentrained in the Advancement Via IndividualDetermination (AVID) for ELL pathway. http://www.avid.org/Upcoming In the 2015-16 school year, there will be 2 pilotlanguage acquisition classes. One at a middle school (EMS) and one at a highschool (HHS) for students with an English Languageproficiency (ELP) Level of 1 (Beginning). If additional spaces are available, those studentswith an ELP of Level 2 will also be included.Evaluation & Outcomes Each instructional specialist tracks student progress. ELL students in RSD are making Adequate YearlyProgress (AYP). Principals in the RSD are taught by GLAD trainers andgiven “look fors” to use in evaluating GLAD trainedstaff. Principals at the secondary level are trained in AVID.
STUDENT PROFICIENCY REPORT A Student Proficiency Reportis generated from theWashington English LanguageProficiency Assessment(WELPA) scores. Proficiency Scale Scores &Ranges are provided for eachlevel (based on grade). There are 5 languageacquisition stages. In WA, Beginning & AdvancedBeginning are combined intoLevel 1. Students that test at an overallLevel 4 in WA, are exited fromELL services & tracked for 2years after. The student may or may notbe at a level 4 on all areas butstill score high enough to exit.
JIM CUMMINS LANGUAGEDEVELOPMENT THEORYBasic InterpersonalCommunication (BIC) BIC skills are those that are cognitivelyundemanding and include knownideas, vocabulary, and syntax. Are those needed in day to daylanguage in social situations. Referred to as “playground English” or“survival English” Measured by the WELPA BICS is more easily and quicklyacquired than CALPCognitive AcademicLanguage Proficiency (CALP) CALP refers to formal academiclearning this includes listening, speaking,reading, and writing in subject areacontent material. Was measured in the Collier study Typically measured by achievementassessments Is needed to meet the cognitive andlinguistic demands of a classroom.
THERE ARE 5 LANGUAGE ACQUISITION STAGES:1. PREPRODUCTION2. EARLY PRODUCTION3. SPEECH EMERGENCE4. INTERMEDIATE FLUENCY5. ADVANCED FLUENCYRSD Chart of Language Acquisition & Instructional Strategies.pdf
ENGLISH PROFICIENCY LEVELS ACTIVITYBelow are descriptions of students’ proficiency in English. Indicate the language proficiency level each description suggests. UseWashington state labels (beginning, advanced beginning, intermediate, advanced, transitional)1. Cheng’s spoken English is so good that some mistake herfor a native speaker. Her reading and writing skills are excellent. However, sheoccasionally has to ask for or look up the meanings of unknown words, and shesometimes misuses words and writes awkward-sounding sentences in her classpapers on academic topics.2. Daniel recently arrived in the United States. He knowsonly a few words (hello, goodbye, thank you) and understands very little ofanything said to him in English.3. Maria is able to understand some of what shears,especially when teachers or other speakers use simple language structures andslow down their rate of speech. She is able to answer some simple questionsthat require only one- or two-word answers.
ENGLISH PROFICIENCY LEVELS ACTIVITY (CONT).4. Miguel easily converses with his peers andteachers on a wide variety of topics. However, he still lacks somespecialized content-area vocabulary and has difficultycomprehending sentences with complex structure, especiallywhen reading.5. Rathana is able to use long phrases andshort sentences and in general is able to get others to understandwhat she is saying, despite a number of grammatical errors. Shegets frustrated sometimes when she lacks the precise words toexplain what she means, or when she can’t quite understandwhat someone is saying to her.Source: Adapted from Wright, W.E. (2010). Foundations for Teaching English Language Learners: Research,Theory, Policy, and Practice. Philadelphia: Caslon Publishing.
DOCUMENT RESOURCESInstructional Strategies.pdfRSD ELL Student Information Tool.docxRSD Typology.docxInstructionalStrategiesELL StudentInformation ToolRSD Typology
TRANSITIONAL BILINGUALINSTRUCTION PROGRAM (TBIP)“The purpose of the TBIP Peer Analysis is to informthe concern about limited English proficient (LEP)students’ possible need for referral for SpecialEducation evaluation.o Is a student’s apparent lack of progress due totheir lack of English proficiency or some otherfactor?o How is the selected student doing in acquiringEnglish, in gaining proficiency in English, and inacquiring academic proficiency relative totheir peers?The Peer Analysis compares a LEP student to allother LEP students who came the same year,grade and placement level as the student inquestion.This ensures a comparison with the progress ofsimilarly situated students from across the Proficiency/Reports/LEP%20Peer%20Analysis.pdf
CROSS-BATTERY “XBA”ASSESSMENT APPROACH An approach for qualifying students under the eligibility category SpecificLearning Disability (SLD) using a Pattern of Strengths and Weaknesses (PSW). PSW is recognized under WAC 392-172A-03055 Specific Learning DisabilityDetermination. “The XBA approach was introduced by Dr. Flanagan & her colleagues over 15years ago. It is based on Cattell-Horn-Carroll (CHC) theory (and now integratedwith neuropsychological theory). It allows practitioners with the means to make systematic, reliable, and theorybased interpretations of ability batteries and to augment them with cognitive,achievement, and neuropsychological tests from other batteries. It allows one to gain a more defensible and complete understanding of anindividual’s pattern of strengths and weaknesses.”Flanagan, D.P., Ortiz, S.O., & Alfonso, V.C., (2013). Essentials of Cross-BatteryAssessment (pp 1 & 323-324 )Hoboken, NJ: Wiley and Sons, Inc.
CULTURE-LANGUAGEINTERPRETIVE MATRIX (C-LIM)Why use C-LIM?Advantages of C-LIM “The use of the C-LIM appears toprovide a solid, evidence-basedmethod for systematicallyexamining, and firmly establishingtest score validity.1. Accessibility to all when the testsare administered in English. It helps practitioners address andrespond directly to the question ofdifference versus disorder.”3. It does not require alteration ofprocedures already being used inthe assessment process, asidefrom learning how to use andapply the C-LIM. For information on XBA and C-LIMhttp://www.crossbattery.com/2. Software that visually shows thegraphical analysis of data thatdemonstrates validity.
C-LIM GRAPH EXAMPLESFLANAGAN, D.P., ORTIZ, S.O., & ALFONSO, V.C., (2013). ESSENTIALS OF CROSS-BATTERY ASSESSMENT(PP 1 333-337 )HOBOKEN, NJ: WILEY AND SONS, INC.
SUMMARY As the number of ELLs rise in the United States it is imperative that all thosewho work with students continue to seek professional development. It is important to understand language development, English languageproficiency, instructional models, and ELL programming. Schools are encouraged to have processes in place that collect data thatwill help in determining if a special education evaluation is warranted. An emphasis should be used (as with any student) on fostering developmentacross academic, linguistic/language (L1-L2), cognitive, social-emotionaland cultural needs. Separating difference from disability involves several steps, analysis ofmultiple pieces of information, extensive consulting, and continued trainings. The culture linguistically diverse (CLD) needs and considerations of ourstudents will continue to be an area that is developing.
STAY TUNED FOR:ActivitiesDocumentsSharePoint Resources ELL presentations to RSDschool staff ELL file checklistTeaching & Learning RSD’s Process/Protocol forELL Students streamlined ELL CAST Processes Separating Differencefrom Disability (Sped)Trainings ELL learning plan including testingaccommodations ELL Student Information Tool Translated Special EducationTerms ELL checklist for Special EducationEvaluations*Separating Difference from Disability ELL pathways RSD Typology Instructional StrategiesSpecial Education Separating Difference fromDisability*will be available soonintranet@rsd.edu
BOOK RESOURCES 7 Steps to Separating Difference from Disability by Catherine Collier. The 7 steps are 1. Building and Sustaining aFoundation for Learning 2. Establishing and Supporting Resiliency 3. Instructional Intervention and DifferentiatedInstruction 4. Intensive Intervention and Progress Monitoring 5. Resolution or Referral 6. Integrated Services 7.Maintaining and Sustaining Culturally Linguistically Diverse Exceptional (CLDE) Programs. ISBN 978-1-4129-7160-7 Assessing Culturally and Linguistically Diverse Students: A Practical Guide by Rhodes, Ochoa, and Ortiz- the U.S.Office of Special Education Programs (OSEP) and the U.S. Office of Civil Rights (OCR) view the issue ofdisproportionate placement as an ongoing national problem that varies from district to district, from state tostate and from region to region Congress has made the issue of disproportionate representation of minorities inspecial education a national priority that must be addressed decisively. ISBN 1-5938-5141-3 Case Studies of Minority Student Placement in Special Education by Beth Harry- addresses the disproportionateplacement of minority students in special education programs/services. It brings to life real children, schoolpersonnel, and families by sharing their voices and perspectives about complex issues and dilemmas. ISBN 08077-4761-0 Essentials of Cross Battery Assessment by Dawn P. Flanagan, Samuel O. Ortiz, and Vincent Alfonso- The CrossBattery assessment approach also referred to as the XBA approach is a time-efficient assessment methodgrounded solidly in contemporary theory and research. The XBA approach systematically integrates data acrosscognitive, achievement, and neuropsychological batteries, enabling practitioners to expand their traditionalassessments to more comprehensively address referral concerns. This approach also includes guidelines foridentification of specific learning disabilities and assessment of cognitive strengths and weaknesses in individualsfrom culturally and linguistically diverse backgrounds. ISBN 978-0470621950 Essentials of Specific Learning Disability by Dawn P. Flanagan and Vincent Alfonso- presents the latest researchand information from leading scholars and researchers in the field of learning disabilities. With multipleperspectives spanning several different theoretical orientation sand offering several different approaches to SLDidentification from RTI methods to cognitive strengths and weaknesses approaches this volume offers step-bystep information on accurately identifying learning disabilities. ISBN-10: 0470587601
NASP RESOURCES Best Practice in Assessing and Improving English Language Learner’s Literacy Performance-Although research as shownthat students who speak another language develop social proficiency, or basic interpersonal conversation skills (BICS),within the context of everyday living and without formal instruction. Cognitive academic language proficiency (CALP)has been found to be reliant on formal schooling, taking about 5-7 years to develop. Use a language proficiencymeasure such as the WELPA, TBIP Analysis, Woodcock Johnson Test of Achievement –IV. Use a detailed educationalhistory, Conduct a culturally sensitive examination of home literacy activities and prior exposure to literacy instruction iscritical for putting an ELL’s performance in context. ISBN 978-0-932955-70-8 Best Practices in Increasing Cross-Cultural Competence- School Psychologist work collaboratively with cultural brokers orcommunity liaisons to understand and address the needs of diverse learners. Pg 24, Vol 1 Supplement, BEST Practices inSchool Psychology V, Alex Thomas and Jeff Grimes. ISBN 978-0-932955-70-8 Best Practices in Working with Culturally Diverse Children and Families- school psychologists must be able to recognizewhen issues of diversity affect the manner and nature of interactions with other people and organizations and must havethe ability to modify or adapt their practices in to response those being served. ISBN 978-0-932955-70-8 Best Practices in Working with School Interpreters- Interpreters play important roles in school psychologists’ efforts todeliver educational and psychological se
The kindergarten population in the RSD has shown the most growth 2010-11 36 students 2013-14 67 students The top five languages served in RSD Spanish 215 students Arabic 31 students Ukraine 26 students Somali 25 students Russian 19 students RSD has about 490 ELL students. *approximations, numbers fluctuate based on student enrollment. During the 2014-15 WELPA testing window 445 .
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