serving the culturally and linguistically diverse students...
TRANSCRIPT
SERVING THE CULTURALLY AND LINGUISTICALLY
DIVERSE STUDENTS WITH EXCEPTIONALITIES 2.0
Pink Floyd - Another Brick In The Wall (HQ)
We don't need no education . . .Teachers leave them kids alone
Hey! teachers! leave the kids alone!” (Pink Floyd):
STOP! Do not leave the kids alone!
Who are we?
■ Stacey Arnett, CCSD,
Sprayberry, IEL/ESOL
Lead Teacher
■ 404-664-4687 - text
■ Jennifer Roose, CCSD,
Sprayberry, IRR Special
education, ESOL Case
Manager
■ 404-433-2595 - text
The Basics
■ What is the legal stuff?
■ What is a dually served student?
■ Who trumps who with services?
■ Who attends the IEP?
■ Does ESOL have to be there?
■ Is there a such thing as “Is it too soon to test or RTI?”
■ What is the difference between an IEP and parent/teacher
conference?
Supreme Court and Federal Court Rulings
■ 1982 Plyler v. Doe
– The Supreme Court ruled that the Fourteenth Amendment prohibits
states from denying a free public education to Immigrant children
regardless of their immigrant status.
■ 1981 Castañeda v. Pickard
– The Fifth Circuit Court of Appeals formulated a method to determine
school district compliance with the Equal Education Opportunities Act
(1974)
State and Federal Policy Who is attends the meeting?
■ per GaDOE Special Education and ESOL & Title III agreement:
– The IEP should document the participation of the ESOL teacher in the IEP meeting for students eligible as both EL and SWD.
■ Office of civil Rights also requires that an ESOL representative be at the IEPs of our dually served students.
IDEA
■ All students who qualify for services under IDEA, regardless of the type or degree of disability, share certain rights and needs, including:
– the right to a free and appropriate public education, the right to an Individualized Education Program (IEP) specifying the student's unique needs along with the special education and related services the student is to receive, the need to have cognitive, linguistic, academic, and social/emotional characteristics considered and appropriate environmental modifications or accommodations made
How did this come about?/Why are we so involved in this?
■ When we started, we wanted to best served the students.
We discovered that we needed to do more.
■ We have been fortunate enough to put most of the Dually Served students onto one Case Load.
■ It was a gradual shift over the last 4 years. Now the few who are not on the Dually Served Case Load are served via the Coaching Model or Low Incidence (MID, MOID, Haven, etc)
Why is this special to us?
■ We currently have approximately 12
■ Last year, there were 5 others also on the Case Load.
■ Are goal is to Exit them from one or the other program when possible.
■ Remember that these students count multiple times for CCRPI
– ESOL, SPED, Socioeconomic, Ethnicity
■ We exited 5 Dually Served students whom were believed to be “lifers” last year.
■ These are truly dually served students who have deficits in language and learning issues. They are not misidentified.
ESOL Teacher Role in the IEP
■ Advocate for the student
■ Discuss and break down ACCESS test to the committee
■ Discuss appropriate testing accommodations from a language stand point and for ACCESS testing
■ Discuss appropriate classroom accommodations from a language perspective
■ Assist in helping parents understand why ESOL Services are still required
■ Collaboration with feeder schools – they need to know what is offered at the next level
Special ED Teacher Role in the IEP
■ Clarify Levels of Service in an IEP – co-taught, collaborative, consult/coaching model, no support
■ Explain ESY – Extended School Year (NOT Summer School, NOT for Credit)
■ Explain current functioning
■ Assist in writing goals using the Can Do Descriptors
■ Collaboration with feeder schools – they need to know what is offered at the next level
■ NOTE – When signing in, be sure that ESOL Rep. is clarified. Do not assume the ESOL/gen ed teacher is the ESOL rep. Specify it!
Offer fact not opinion
■ When to speak and when not to? – When in doubt ask before the meeting
■ What not say at a meeting? And why?
■ How to write a current functioning form
– Current Functioning
– Current Functioning
The Beach Boys - Be True To Your SchoolSchool Days - Chuck Berry
Cobb County School District SPECIAL STUDENT SERVICES
514 Glover Street
Marietta, Georgia 30060
PRESENT LEVELS OF EDUCATIONAL PERFORMANCE Student Joey Sample Grade 10 Subject CCGPS Geo/Wld. Lit Date 1/5/15
Teacher R. Lincoln Requested by Erin Smith Days Tardy 3 Days Absent 9
YOU ARE INVITED TO ATTEND AN IEP STAFFING / REVIEW ON 1/25/15 8:00 Room 601 (Date) (Time) (Location)
STRENGTHS OF STUDENT: He is polite and respectful.
ACADEMICS READING Grade Level: Above On Below Specialized Instruction: Yes No Program Name Level
Assessment (Formative, summative, benchmarks/ probes): Form, Summ, Bench
Areas of concern: comprehension, inferential, theme
Strategies used to support student: sm grp discussion
Outcome of Strategies: still struggles
WRITING Grade Level: Above On Below Specialized Instruction: Yes No
Assessment (Formative, summative, benchmarks/ probes): Form, Summ, Bench
Areas of concern: idea development, spelling, handwriting
Strategies used to support student: sm grp extra work
Outcome of Strategies: still struggles
MATHEMATICS Grade Level: Above On Below Specialized Instruction: Yes No
Program Name Level
Assessment (Formative, summative, benchmarks/ probes): Almost There, Mid-unit quiz and Unit Tests
Areas of concern: Poor math skills, inconsistency in work completion
Strategies used to support student: one-on-one support, frequent checking for understanding, test read, copy of notes, small group
re-teach
Outcome of Strategies: not successful
BEHAVIOR/ SCHOOL MANAGEMENT/ SOCIALIZATION Successful Progressing Needs Improvement
Preparation for class
Task completion for homework
Task completion for class work
Ability to follow directions
Response to correction
Compliance with classroom rules
Tolerance for frustration
Peer Interactions
Adult Interactions
Method(s) used to assess this area: observation
Areas of concern: He is not completing his work. He could be doing better if he tried harder. He is not studying at home.
Strategies used to support student: prompting to write down assignments
GRADE IN CLASS:
Cobb County School District SPECIAL STUDENT SERVICES
514 Glover Street
Marietta, Georgia 30060
PRESENT LEVELS OF EDUCATIONAL PERFORMANCE Student Joey Sample Grade 10 Subject CCGPS Geo/Wld.Lit Date 1/5/15
Teacher S. Cook Requested by Erin Smith Days Tardy 3 Days Absent 12
YOU ARE INVITED TO ATTEND AN IEP STAFFING / REVIEW ON 1/25/15 8:00 Room 601 (Date) (Time) (Location)
STRENGTHS OF STUDENT: Joey comes to class with the necessary materials and gives his best effort in class. Joey will
ask for assignments upon his return to school He is respectful and polite.
ACADEMICS READING Grade Level: Above On Below Specialized Instruction: Yes No Program Name Level
Assessment (Formative, summative, benchmarks/ probes): Joey's most recent Lexile score was 853 on 12/11/12. The average
Lexile for a 9th grader is 1000. The Lexile was measured by the SRI - Scholastic Reading Inventory. Joey scored 12/20 on the
most recent reading comprehension portion of the benchmark assessment. Joey has passed all but one summative assessment.
Areas of concern: According to the data on the benchmark, Joey is weak with using context clues to determine the meaning of
specific vocabulary words. He has failed both vocabulary quizzes thus far this semester with a 69% and a 60%. Joey also
struggles with answering inferential comprehension questions, as indicated by the benchmark tests and the Ancient Literature
Unit Exam.
Strategies used to support student: Joey benefits from in class discussion of reading material. He is encouraged to chunk his
reading into a few paragraphs at a time and then summarize what he read in his notes or on a post-it note. Joey gets his tests read
to him. Cloze notes, visual representations of vocabulary words, and study guides have been useful for Joey.
Outcome of Strategies: Joey is currently passing World Lit. His ability to answer explicit reading comprehension questions has
improved. He is able to go back into the text and use the text as a resource to aid in comprehension. Increased participation and
effort has been seen in all areas.
WRITING Grade Level: Above On Below Specialized Instruction: Yes No
Assessment (Formative, summative, benchmarks/ probes): Joey completed a summative writing assessment on the meaning life.
This was his first summative assignment this semester. The formative assessments that we have completed in class involved two
quoting and documenting, a quick write on the meaning of life (journal entry), and a letter of introduction. Joey struggled with
the first quoting and documenting activity, but was successful with the journal and letter of introduction.
Areas of concern: Joey got a 43 out of 100 on the summative writing assessment. His areas of concern are ideas, style, and
conventions. His ideas, which make up 40% of the grade, were very vague. He did not address the audience. The introduction
of the subject was weak; however the claim (thesis) was strong. The organization outlined by the teacher was followed. Joey's
writing did not display strong vocabulary or a variety of sentences. Conventions showed numerous grammar, spelling, and
punctuation errors.
Strategies used to support student: graphic organizers, a model paragraph was supplied to the class and to the student
individually, provided clear directions visually and verbally, direct instruction on the writing process, grading rubric
Outcome of Strategies: Student was not successful. Joey did not follow the directions and his writing appeared to be more like a
Facebook post than a formal speech.
MATHEMATICS Grade Level: Above On Below Specialized Instruction: Yes No
Program Name Level
Assessment (Formative, summative, benchmarks/ probes): Formative assignment average is a 42% - Year to date student is
missing 11 assignments and has a zero for all of them - many of which are a result of being absent from class. Summative
assessments - Joey has failed all unit tests thus far. Joey received his highest grade on the last assessment with a 62% which
covered word problems and functions.
Areas of concern: Joey has significant gaps in his understanding of math concepts, including concepts that are prerequisite skills.
He struggles to consistently calculate correctly, even with the aid of a calculator. He often cannot recall the correct order for
inputting numbers to achieve desired answer. Joey is having difficulty solving 2 step equations, system of inequalities, solving
by substitution and solving systems by word problems. Joey also struggles with grasping new concepts because of overall weak
math skills.
Strategies used to support student: chunking of tests, remediation/review or prerequisite skills, open note tests, enlarged copies of
notes and tests, color coded foldables, scaffolding reminders for assessments, small group testing, read-to on written problems,
copies of completed notes.
Outcome of Strategies: Thus far, the strategies have not yielded success. Joey's short term and long term retention skills are very
low which makes it incredibly difficult for him to be successful in this curriculum. With consistent repetition in a given class
period, he can eventually do a teacher monitored problem with success, but if left alone after that successful attempt, he will
Things not to Say in an IEP/RTI meetings
1. “If only James would put in more effort to study at home.” “He
doesn’t try hard enough.”
2. “It’s not like he’s college material.”
3. “Can I leave now?”
4. “We can’t test him, we don’t have a Psychological in Farsi or
other language that is not English.”
5. “I don’t why I’m here…”
6. “Fred can’t handle the material in ESL class, he needs a special
ed class.”
Things not to Say in an IEP/RTI meetings
1. “Your child should be in Special Ed because he has ADD?”
2. “Well, since we’ve established what Kim’s disability is- that automatically means she’ll be in co-taught three blocks per day.
3. “Just keep talking the interpreter will catch up eventually.”
4. “Thank you for suggesting these accommodations for Paul’s instruction. You can implement them in his special education classes, but it’s really too much to expect my general education class.”
5. “We can’t do that.”
6. “Your child needs medication.”
7. “Your child has . . .”
Writing Goals & Objectives in an IEP
Can it be measured?
– SMART Goals – timely and measurable goals
Melody Gardot - Over The Rainbow
SMART Goals are…
■ Specific
■ Measurable
■ Attainable
■ Relevant
■ Time bound
Specific
■ Specific goals answer the following questions:
Who: Who is involved?
What: What do I want to accomplish?
Where: Identify a starting point
When: Establish a time frame.
Which: Identify requirements/constraints.
Why: Goals and objectives should be written for significant deficit areas that require specialized instruction.
Measurable
■ To determine if your goal is measurable, ask questions such as
– How much?
– How many?
– How will I know when it is accomplished?
– Can you count it or observe it?
■ Analyzing data supports specific targets
Attainable
■ The goal is “do-able”/within reach
■ It is action-oriented—What can I observe?
Relevant
■ Results based/not strategy driven
■ Again, it must be “do-able”/realistic
■ Related to the unique needs and disability of the student
■ What is the purpose?
■ Why is it needed?
■ What are the expected results?
Time bound
■ Clearly defined time frame
■ The timeframe must be realistic
■ Clearly defined with a target or end date
■ Frequency/level of performance clearly defined
■ Answers When?
Do I need an interpreter?
■ Can the Portuguese speaking
lunch lady or the Spanish teacher
do it?
– NO
■ Can the student interpret for the
parent?
– NO
■ They must be certified to be an
interpreter.
■ Even if the parent says he/she
speaks English, get the
interpreter!
How do I get an interpreter?
Case Manger and ESOL Teacher
■ Meet often
■ Discuss progress and issues
■ Standardize IEP–ACCESS test scores on every current functioning
form
Case Manger and ESOL TeacherWhat we have for Cobb County School District.
■ http://www.cobbesol.org/dually-identified-students.html - For
CCSD Personnel ONLY
GEORGIA DEPARTMENT OF EDUCATIONESOL/ TITLE III
RESOURCE GUIDE2016-2017
PG 48 – COMPARES ELS AND STUDENTS WITH DISABILITIES
HOW DO WE SCHEDULE THE
DUALLY SERVED STUDENT?
How do we schedule the dually served student? Things to think about
■ What do I need to schedule –does it follow the IEP or do you need an addendum?
■ Talk to the student
■ Who do I talk to schedule?
■ What is available in my building?
■ Is there a Native Language literacy course?
■ Who is available in the building?/Are they user friendly?
■ What is the current functioning?
■ What are the most recent ACCESS test scores? We look at multiple years for trends.
■ Intuition – find the data
Instructional Strategies for SWDCHALLENGE INSTRUCTIONAL STRATEGIES
Perceptual
processing
--Visual
memory
--Visual
discrimination
--Visual
sequencing
Provide activities to develop visual discrimination of visual features
Give examples and point out the important detail of visual information
Model visual memory skills (i.e. show a student an image and ask to recall
what was on it.)
Teach student to verbalize math problems
Teach common visual patterns (such as prefixes and suffixes)
Teach proofreading strategies
Use cloze notes
Use color-coding
Use mnemonics
Use graph paper
Use pictures/artifacts/manipulatives
Make connections to real lifeComplied by Sprayberry Cluster Special Education Department
Instructional Strategies for SWD
Auditory-
-inability to
hear different
sounds
--
understanding
what is heard
Provide opportunities for students to manipulate sound, words,
and language
Use cover, copy and compare strategies
Use pictures to support communication of information
Use pictures/symbols /cues to help students relate information
sequentially
Allow students extra time to respond
Gain attention with visual cues
Teach pre-reading strategies (such as KWL, Wordsplash,
Create mindmap while reading—see explanations below)
Concrete representations of concepts
Complied by Sprayberry Cluster Special Education Department
Instructional Strategies for SWDMotor
--fine motor
--visual motor
Provide copies of materials written during
instruction
Use cloze note forms or sentence frames and slowly
introduce opportunities for writing more material
Use technology (consider AT—SETT forms)
Decrease the number of written items needed to
demonstrate proficiency
Complied by Sprayberry Cluster Special Education Department
Instructional Strategies for SWDMemory
--working
memory/short
- term
memory
--long-term
retrieval
memory
Use pictures to support communication of information
Use pictures/symbols /cues to help students relate information
sequentially
Present in small pieces and have student practice connecting to
prior knowledge
Use and teach--Rehearse, chunk, and create visual images to keep
in short term memory
Use and teach using mnemonics
Use lists, checklists, sticky notes, etc.
Link prior knowledge to new information
Make connections to real life—use emotional hooks to present new
information
Use graphic organizers to organize information to move to long-
term memory
Complied by Sprayberry Cluster Special Education Department
Instructional Strategies for SWDMemory
--working
memory/short
- term
memory
--long-term
retrieval
memory
Have student practice what is learned and connect to prior
knowledge
Allow formula cards for assessments
Use multisensory approach (visual, tactile, and auditory)
Teach use of number lines, calculators, etc.
Verbalize while solving problems and summarize at strategic points
Explicitly teach new and or difficult concepts
Use and teach step by step
During reading comprehension tasks, use active reading techniques
such as highlighting, re-reading, writing in margins
Have student take turns asking questions and responding to
questions about material being taught
Provide word banks
Complied by Sprayberry Cluster Special Education Department
Instructional Strategies for SWDAttention
--sustaining
attention
--following
directions
--poor wait
time
Provide structured learning environment
Teach using active construction of meanings (hands-
on, manipulatives, and tactile simulations)
Use attentional cues for focus
Provide clear directions visually and verbally
Provide clear and consistent transitions from one
topic to another
Use learning menus and contracts for choice
Use a variety of learning activities
Complied by Sprayberry Cluster Special Education Department
Instructional Strategies for SWDExecutive
Functioning-
--Poor self-
checking
--Completing
tasks on time
--Inability to
see bird’s eye
view
Teach how to use a variety of graphic organizers
Use non-linguistic representations
Use well-organized study guides
Home-school checklist
Teach self-monitoring strategies
Teach and model organizational strategies
Provide a calendar with weekly plan including
homework
Periodic checks for long-term assignments
Complied by Sprayberry Cluster Special Education Department
Instructional Strategies for SWDProcessing
Speed
Accompany words with pictures and motion
Repetition, clarity and monitor speed of delivery
Chunk information (directions, instruction, etc.)
Check for Clarification
Pre teach whenever possible – integration of information will occur
more quickly
Provide extended time
Modify assignments
Increase size of font and spacing between letters
Allow greater response time; avoid making the student respond on
demand; Let them know before calling on them; allow prep time
Complied by Sprayberry Cluster Special Education Department
Thank you to the following who offered their time and minds:
■ Mae Wlazlinski, CCSD ESOL and Title III
■ Erika Beck, CCSD, Sprayberry, Administrator
■ Erin Smith, CCSD, Sprayberry, Department Chair Special Education
■ CCSD Sprayberry High School Special Education department
■ Infinity, CCSD Sprayberry Student Mentor, graduated May, 2016
■ Bilal, CCSD Sprayberry Student Mentor, Fall 2016
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