Transcript Kent School District: Guiding the IEP Team with

Kent School District: Guiding the
IEP Team with Determining ELL
Services
May 12th, 2012
Rona Popp - Assistant Director Title / LAP, ELL
Gaye Bungart - Inclusive Education Instructional Support
Annie Abraham- ELL Program Compliance
Ipek Bulduk- Cooley – ELL instructional Support
Languages Spoken at KSD
Afrikaans
Chuuk
Italian
Albanian
Creole
Japanese
American Sign L
Czech
Kakwa
Amharic
Dari
Karen
Arabic
Dire
Khmer
East Indian
Kikuya
Efik
Kirundi
English
Kiswahili
Ethiopian
Kmhmu
Fallani
Korean
Farsi
Kosraean
Fijian
Krahn
Filipino
Krio
French
Kurdish
Fula
Lao
Georgian
Liberian
German
Carolinina
Lingala
Grand Total
Cebuano
Lithuanian
Gujarati
Chamorro
LUGANDA
Hawaiian
Malayalam
Chewa
Hindi
Mandingo
Chin
Hmong
Marathi
Chinese Cantonese
Hungarian
Marshallese
Chinese Mandarin
ChineseUnspecified
Ibo
Mien
Ilokano
Mixteco
Indonesian
Moldovian
Armenian
Balinese
Bambara
Bangala
Belorussian/Bye
Bemba
Bengali
Bosnian
Bulgarian
Burmese
Cambodian
Chungki
Navajo
Nepali
Nuer
Oromo
Pahlavi
Palau
Papago
Pashto
Persian
Phillippine
Pilipino
Polish
Portuguese
Punjabi
Romanian
Russian/Ukrainian
Samoan
Serbo-Croatian
Somali
Spanish
Stoney
Sudanese
Swahili
Syrian
Tagalog
Taishan
Taiwanese
Tamil
Telugu
Thai[Thailand]
Tigrina
Tigrinya
Tongan
Trukese
Turkic
Turkish
Twi
Unknown
Urdu
Vietnamese
Yoruba
More than
130 languages
spoken by
KSD students
and families
60
ELL/Special Education Dually Served Students (Time In Program)
L3
50
L3
L3
40
L3
L3
L2
L3
30
L2
L3
L3
L2
L2
20
L2
L2
L2
L1
L1
L2
L1
10
L1
L2
L1
L3
L1
L3
L1
L1
L1
L2
0
< 1yr
1 + yrs
2 + yrs
3 + yrs
4 + yrs
5 + yrs
6 + yrs
7 + yrs
8 + yrs
9 + yrs
?
?
Language Acquisition Difference
or
Disability
?
? ?
Language Acquisition Levels
Language Acquisition
Level/Description
Student
Characteristics
Level 1 - Pre-Production
This is the silent period. English language
learners may have up to 500
words in their receptive vocabulary,
but they are not yet speaking. Some students
will, however, repeat everything you say. They
are not really producing language, they are
parroting.
These new learners of English will listen
attentively and may copy words from the board.
They will be able to respond to pictures and
other visuals. They can understand and duplicate
gestures and movements to show
comprehension.
English language learners at this stage will need
continuous repetition of English. They will
benefit from a “buddy” who speaks their
language.
Remember that the school day is exhausting for
these newcomers as they are overwhelmed with
listening to the English language all day long.
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May appear confused and/or hesitant.
Begins to understand the message but
does not focus on the language form.
Nods to answer questions.
Acquires passive vocabulary
(recognizes but cannot yet use certain
words).
Points to objects or print.
Draws cartoons and pictures.
Can move to show understanding.
Can match words and objects.
Student
Needs
Teacher
Strategies
Students…….
Teacher………
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Should be encouraged to draw vocabulary
words.
Gain confidence by working with others.
Need time to hear language. They also need to
couple what they hear with pictures to help
build meaning.
Need phonemic/phonological awareness
instruction.
Need opportunities to draw their stories,
responses, etc.
Need to use manipulatives to demonstrate
understanding of a concept. Students may also
draw the concept as well.
Need to hear the language coupled with
pictures.
Absorb the language through listening.
They will begin to understand concepts through
observing and becoming involved in the “doing” as
they feel comfortable.
Need many opportunities to interact with their
peers through a variety of grouping strategies.
Benefit from the use of nursery rhymes, chants,
songs, puppets, phonemic awareness activities,
and rhyming activities.
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Focus on listening comprehension activities.
Focus on building a receptive vocabulary.
Focus on commands using Total Physical
Response (TPR).
Emphasize listening skill and do not expect, or
force, the student to speak until ready.
Use visuals, pictures, and other realia.
Provide listening opportunities.
Create a classroom full of language.
Use mixed ability groups.
Use art, mime, and music.
Label nouns within the classroom.
Create routines that are followed every day.
Write agenda and objectives on the board in
student friendly language and refer to them
often during the day.
Ask yes/no, either/or, and simple response
questions.
Create word walls or personal work journals.
Send home recordings of grade appropriate
literature.
Use strategies that support different preference
of learners (tactile, kinesthetic, visual, and
auditory).
Oral Comprehension & Listening
• She is always confused when I ask a question
and it takes forever to receive a response from
her.
• I have just asked the question, has she already
forgotten it?
Speaking / Oral Fluency
He is unable to retell the story. Has he
forgotten it or doesn`t he not want speak at
all?
If I had
known the
right
word,………
Phonemic Awareness & Reading
He is unable to blend letter sounds in order to
decode words in reading, although we
practiced those sounds many times in the
class.
Reading Comprehension, Vocabulary
& Writing
• Student doesn`t understand the passage read, although
may be able to read with fluency and accuracy.
• Errors made with punctuation/ capitalization.
Handwriting
Student has difficulty writing grammatically
correct sentences.
Spelling
Student spells words incorrectly; letters are
sequenced incorrectly.
Mathematics
Student manifests difficulty learning Math facts
and/ or math operations.
Behavior
Student appears unmotivated and/or angry; may
manifest internalizing or externalizing behavior.
Assessment &
Data Analysis
Programming Considerations
for Dually Enrolled ELL/Special
Education Students
Flow Chart
Schools receive annual AMAO data in the fall.
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Review students dually enrolled Special
Education/ELL students as reported in Skyward.
Building ELL staff access TBIP/CEDARS database
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Review length of time in ELL program using data
base
Review progress of language acquisition level
over time in data base
Track and Review on annual basis
Minimal growth in language acquisition is
observed
Consistent growth in language acquisition
level is observed
Conduct Peer Analysis for student to compare
student scores to peer scores
Continue ELL eligibility and determine
programming needs to accelerate language
acquisition. Consistently monitor progress.
Collaboration between ELL/Special Education teams
Special Education
Staff
ELL Staff
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Review
WELPA
domains
(Listening,
Reading,
Speaking,
Listening
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Review
Disability
qualifying
areas from
Evaluation
and IEP
Analyze combined data to determine appropriate
programming
Continue ELL programming based
on team recommendation with
consistent progress monitoring
Exit from ELL programming
utilizing the Prior Written Notice
of the student’s IEP and ELL exit
forms
Example of Peer Analysis on
the WaBilingual site
Top of report:
7284 students in 5th grade in WA tested at the Beginner level on the WLPT placement
test in 2006. This is the student’s peer group (not language specific)
40% of the student’s original peer group scored Transitional before the SY2010-2011
WLPT annual test
50th percentile is
average
Highest possible is 60% because 40%
transitioned before 2010-2011
Bottom of report-MSP/HSPE
Percent of peers who
scored at/or below these
values
Student was in 5th grade- 5th graders don’t
take the Writing MSP.
Bottom of report-MSP/HSPE
Percent of peers who
scored at/or below these
values
Student was in 5th grade- 5th graders don’t
take the Writing MSP.
Individualized Education Plan Prior Written Notice
Exiting an ELL/Special Ed
Dually served student
Monitoring Guidance for
Continuing ELL(if not exiting)
• Is the student making gains over the next year?
• Make sure you look at all the variables
• What does the service model look like?
• Is ELL service appropriate for the student with
identified disability?
• Teaming and planning for ELL & Special Ed staff
• Elementary versus Secondary
Challenges with Communication &
Collaboration
• Team work (whose work is it?)
• Who is the team? How each buildings are
staffed differently?
• ELL staff invited to IEP s
• Special Ed staff having ELL info
• ELL staff attending IEPs
• Concern of job loss
District Challenges with
Instruction
• Lack of adequate knowledge of content area teachers around
second language acquisition and effective instructional
practices for ELLs
• Lack of appropriate differentiation in the delivery of core
content
• Lack of adequate targeted interventions around basic
academic skills and language development
• Lack organizational infrastructure and resources to provide
targeted interventions
• Lack of consistent standardized interventions process across
schools
• Lack of critical understanding that effective practices for ELLs
are beneficial for ALL students at KSD
Resources
• Urban Special Education Leadership Collaborative, English
language Learners with Disabilities, April 25th – 28th, 2012
• Krashen`s Six Stages of language Development
• Frank Bender
• www.wabilingual.org
• ELLs with Disabilities Resource Book by Butterfield
Questions ?