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English Learners and Special Education, An Intersect of Challenges
CABE February, 2013
Presented by Magdalena Ruz Gonzalez, Project Director III
Division of Curriculum and Instructional Services, Multilingual Support Unit
andDr. Joseph Rivera, AdministratorDivision of Special Education,
Early Intervention Support Services, LACOE p. 1LACOE
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SESSION OUTCOMESTo understand the how culturally and linguistically
appropriate RtI2 can improve outcomes for ELs
To understand the linguistic and cultural bias inherent in standardized assessments
To learn legislation and litigation that protects ELs in Special Education settings
To identify appropriate instruction and IEPs for this population
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DATAThe drop out rate is 15-20% higher for EL
than another subgroup.
This lack of academic success is also the cause for referrals to special education.
Is your district overrepresented with ELs placed in special education?
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Legislation Governing ELs
Civil Rights Act (1964) (1970) Requirements: avoid labeling students mentally retarded based on criteria that reflects their English proficiency.
IDEA (1975) (1997)
ELs are not eligible for services if their learning problems are primarily the result of environmental, cultural or economic disadvantage.
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Legislation Governing ELs
IDEA (1975) (1997)
Evaluation and placement procedure must be conducted in the native language, unless it is CLEARLY not feasible to do so.
(EC 56320, EC 56001)
Assessment results must be considered by individuals knowledgeable about the child, assessment, and placement alternatives.
The multidisciplinary team must consider the language needs of ELs when developing, reviewing or revising the IEP.
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Litigation
Diana vs. CA State Bd. Of Ed (1970). One cannot identify a child as mentally retarded based on IQ tests administered in English. The child must be assessed in their first language.
Larry P. vs. Riles. One cannot use IQ tests that do not take into account the culture and experiences of children. Thus, test must be valid for use with the specific populations.
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RESEARCH FINDINGSELs are typically overrepresented or
underrepresented in Special Education across the country.
ELs in special education with learning disabilities demonstrate lower verbal and full scale IQ scores AFTER placement in Special Education.
ELs are not receiving the type of instruction they need in regular education settings.
ELs are not receiving the type of instruction they need in special education settings.
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Overrepresentation or Underrepresentation?
Cross Student Group Comparison-
# of all ELs placed in special education divided by the total # of ALL ELs in the LEA
197 placed = 19.7%
1,000 Total ELs in LEA
# of non-ELs in special education
2,200 placed = 11%
20,000 total Non-ELs in LEA
ELs are overrepresented by 8.7%
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Overrepresentation or Underrepresentation?
Within Group Comparison-
% of total ELs compared with % of ELs in entire special education population
ELs= 23% of total school
Thus, 23% of special education population should be ELs
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Prevention of ELs “Qualifying” for Special Education
A Culturally and Linguistically appropriate RtI2
Determine conditions that must be met for referral for assessment
Provide non-biased assessment and interpretation of results
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Culturally and Linguistically Appropriate RtI2
Tier 1 through 3 reflect a thorough understanding of ELs proficiency levels and what students are capable of doing
High quality instruction: content and ELD
Data discussions linked to EL instruction
Materials are available at multi-levels and in native language
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Culturally and Linguistically Appropriate RtI2
Problem solving (individualized) versus program driven
Instruction before intervention
Demonstrate that an EL advocate on SST has expertise to guide, interpret and facilitate discussions at SST, design intervention programs and monitor progress in a timely manner.
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Conditions for ReferralsInterventions have been well documented with
sufficient details and of sufficient duration and intensity.
SST validates EL difficulties across content areas and locations.
Interventions have been conducted in both languages by qualified trained individuals.
Documentation of instruction clearly indicates learning problems in both languages.
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Conditions for Referrals
The teacher used instructional strategies known to be effective for ELs.
Neither clinical teaching nor interventions resolved learning difficulties.
All general education alternatives have proven unsuccessful.
Documentation of parental involvement.
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Essential Elements To Address
Biased and Non-biased Assessments
Use of Native Language
Aides, Interpreters and Translators
Parent Participation
Teachers Cross-training
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Can We Provide Non-biased Assessments?
There is no test that can rule out the learning disability versus the language development issue.
Standardized tests are normed on the majority culture and language (Caesar & Kohler, 2007)
Misinterpretations applied to data; discrepancy formula and medical model
Pitfalls of Parallel and Translated Tests
Norms, Baselines and Ceilings
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Issues of Traditional Assessments
Linguistic Bias
Cultural Bias
Time Factor
Equivalent English and other language versions
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Receptive and Expressive One-Word Picture Vocabulary Tests, Fourth Edition (EOWPVT-4, ROWPVT-4)
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An Example of Item Analysis
Test for Auditory Comprehension Of Language- Carrow
Kinder Student; 6-11 C.A.
Results- English 4-8 A.E.
By adding the credit of Spanish:Obtained a Bilingual score 6-5
A.E.
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Use of Native LanguageNecessary in intervention and testing
An English Learner will need bilingual testing- no matter what CELDT level
Watch for dialectical, regional and educational levels
A necessity for low incidence English Learners
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Aides, Interpreters and Translators
Interpreters are “language on demand”
Translators provide written translations
Training in educational jargon, information, and coordination
Preview and training before the actual meeting
Checking for meaning with “back translating”
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Teachers and Paraprofessionals Cross Training
Language Development
ELD and SDAIE methodology
Special Education instructional modifications specific to exceptionalities
Testing modifications and adaptations
Legal requirements
Consultation model
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Do ELs have appropriate IEP Goals?
√ ELD√ Content Area access through
SDAIE
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English Language Development Goals and Language of
Instruction
-For individuals whose native language is other than English, linguistically appropriate goals, objectives, programs and services.
-ELD and content areas reflect linguistic support for EL.
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ELD GOAL: Increase Communication
Beginning Level
Objective: By__ (date)__, when given comprehensible input, such as ______, the EL will respond to the correct picture/object by (pointing, taking, walking to, acting out) with ___% accuracy as measured by __(records, observations).
Use of ELD/ELA standards or CELDT Blueprints are useful.
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ELA/Math or other Content Goal (SDAIE)
Same as an English Only Student except define:
1) How the instruction will be modified or adapted linguistically;
2) How the instruction will be delivered by language proficiency level;
3) And what tasks are supported or instructed through primary language.
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CELDT or ALPI? CELDT: Diploma bound ELs
Alternative: Testing out of grade span
ALPI: Lower Cognitive Skills
Twenty Years of use
For severely handicapped students
Parent Interview
Used for initial and ongoing English proficiency- instead of CELDT
Cannot be used for reclassification
http://sped.ocde.us/assest/sped/download/ALPI_manual.pdf.pdf
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Reclassification of Special Education ELs: Suggested by
CELDT Guidelines
1. Assessment of Language Proficiency using an Objective Assessment Instrument
2 Teacher Evaluation
3. Parental Opinion and Consultation
4. Student’s Score on an Assessment of Basic Skills such as CAPA
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CELDT Guidelines…“In accordance with with federal and state law,
the local IEP may address the individual needs of each English learner with a disability using multiple criteria…”
p. 21 CELDT 2012-2013 Guidelines
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Federal Guidelines as it relates to ELs in Special Education
Assessments with pupils of limited English proficiency shall be administered in the child’s native language or mode of communication, unless clearly not feasible to do so
(EC 56320, EC 56001)
No single procedure is used as the sole criterion for determining an appropriate educational program for an individual child
(EC 56320, EC 56001)
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What are your next steps ?
Q & A
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REFERENCESSpecial Education Considerations for English
Learners: Delivering a Continuum of Services, (2007) Hamayan, Marler, Sanchez-Lopez, and Damico. Caslon Publishing.
English Learners with Special Education Needs, Alfredo Artilles and Alba Ortiz (2002) CAL.