Kent School District: Guiding the IEP Team with Determining ELL Services May 12th, 2012

Rona Popp - Assistant Director Title / LAP, ELLGaye Bungart - Inclusive Education Instructional SupportAnnie Abraham- ELL Program ComplianceIpek Bulduk- Cooley – ELL instructional Support

Languages Spoken at KSDAfrikaans

Albanian

American Sign L

Amharic

Arabic

Armenian

Balinese

Bambara

Bangala

Belorussian/Bye

Bemba

Bengali

Bosnian

Bulgarian

Burmese

Cambodian

Carolinina

Cebuano

Chamorro

Chewa

Chin

Chinese Cantonese

Chinese Mandarin

Chinese-Unspecified

Chungki

Chuuk

Creole

Czech

Dari

Dire

East Indian

Efik

English

Ethiopian

Fallani

Farsi

Fijian

Filipino

French

Fula

Georgian

German

Grand Total

Gujarati

Hawaiian

Hindi

Hmong

Hungarian

Ibo

Ilokano

Indonesian

Italian

Japanese

Kakwa

Karen

Khmer

Kikuya

Kirundi

Kiswahili

Kmhmu

Korean

Kosraean

Krahn

Krio

Kurdish

Lao

Liberian

Lingala

Lithuanian

LUGANDA

Malayalam

Mandingo

Marathi

Marshallese

Mien

Mixteco

Moldovian

NavajoNepaliNuer OromoPahlaviPalauPapagoPashtoPersianPhillippinePilipinoPolishPortuguesePunjabiRomanian

Russian/UkrainianSamoanSerbo-CroatianSomaliSpanishStoneySudaneseSwahiliSyrianTagalogTaishanTaiwaneseTamilTelugu

Thai[Thailand]TigrinaTigrinyaTonganTrukeseTurkicTurkishTwiUnknownUrduVietnameseYoruba

More than 130 languages spoken by KSD students and families

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L2

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L2L3

L3

L3

L3

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L3

L3

L3

L3

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< 1yr 1 + yrs 2 + yrs 3 + yrs 4 + yrs 5 + yrs 6 + yrs 7 + yrs 8 + yrs 9 + yrs

ELL/Special Education Dually Served Students (Time In Program)

Language Acquisition Difference

or Disability

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Language Acquisition Levels

Language AcquisitionLevel/Description

StudentCharacteristics

StudentNeeds

TeacherStrategies

Level 1 - Pre-Production Students……. Teacher………

This is the silent period. English language learners may have up to 500words 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.

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.

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.

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

ELL Staff

Review WELPA domains (Listening, Reading, Speaking, Listening

Special Education Staff

Review Disability qualifying areas from Evaluation and IEP

Flow Chart

Schools receive annual AMAO data in the fall.

Review students dually enrolled Special Education/ELL students as reported in Skyward.

Conduct Peer Analysis for student to compare student scores to peer scores

Track and Review on annual basis

Building ELL staff access TBIP/CEDARS database

Review length of time in ELL program using data base

Review progress of language acquisition level over time in data base

Continue ELL eligibility and determine programming needs to accelerate language acquisition. Consistently monitor progress.

Consistent growth in language acquisition level is observed

Exit from ELL programming utilizing the Prior Written Notice of the student’s IEP and ELL exit

forms

Minimal growth in language acquisition is observed

Collaboration between ELL/Special Education teams

Analyze combined data to determine appropriate programming

Continue ELL programming based on team recommendation with consistent progress monitoring

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

Highest possible is 60% because 40% transitioned before 2010-2011

50th percentile is average

Bottom of report-MSP/HSPE

Student was in 5th grade- 5th graders don’t take the Writing MSP.

Percent of peers who scored at/or below these values

Bottom of report-MSP/HSPE

Student was in 5th grade- 5th graders don’t take the Writing MSP.

Percent of peers who scored at/or below these values

 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 ?