Presentation on theme: "EVALUATING THE ELL STUDENT"— Presentation transcript:
1EVALUATING THE ELL STUDENT SPECIAL EDUCATIONORLANGUAGE
2Did You Know???ELL students are often either over or under represented in special education programsWHY?????
3The Problem with LD an ELL May make inappropriate referrals because of variations in the language proficiencyLearning problems may go unnoticed because struggles are attributed to language acquisition challenges.
4Someone has Concerns Can’t I just do a referral? How about I just ignore it, maybe it will go away?“Ok, I give up what should I do?”
5First: Define Specific Concerns Why this student?Who has noticed the problem ?What do others see?Define it in skill based terms?
6No referral without first trying interventions that target the issue. WAITNo referral without first trying interventions that target the issue.
8Understand the Levels of Language Be aware of variations in language proficiencyIs this a learning problem or a language issue?If he can carry on a conversation with you, does that mean he is proficient in English?
9Conversational / Social Language Surface fluencyTopic specificFamiliarSimpleVocabulary related to specific setting or people
10Conceptual or Complex Language Cognitive Academic LanguageExpanded VocabularyLonger sentencesComprehensible and fluentVariety of complex topics
11JIM CUMMINS’ ICEBERG METAPHOR Conversational Language (1 to 3 years to acquire)Academic Language (5 to 7, even up to 10 years to acquire)L1L2Common UnderlyingProficiency
12How does it Happen? CONVERSATIONAL LANGUAGE language proficiency in everyday communication, acquired naturally without formal schooling; peer-appropriate conversation.ACADEMIC LANGUAGElanguage proficiency in academic situation, emerges & becomes distinctive with formal schooling; classroom-appropriate language.
15Knowledge of the Student School records (the easy part)Language programsPrior schoolingAttendanceBehaviorsInterventionsHome languageComparison to other students or siblingsWork samplesIs this only an issue in language based subjects
16Knowledge of the Student Meet with Parents (a little harder)Language parents speak at homeLanguage student uses at homeDo they listen to radio/TV in native languageCan he read in native languageDo they have concernsDevelopmental historyMilestonesFollowing directionsSocial interactionsLearning colors & numbers in native language
17Caution You may need an interpreter If Possible: Professional Has an educational vocabularyDoes not know the familyParents may say what they think you want to here. Be careful how you ask questions.
18OBSERVE What language does he use with his teachers and other adults? What language does the student use during lunch and recess with peers.Does he understand classroom routines and lessons?Keep in mind that a student can figure out some routines, such as lining up for lunch, just by watching others.
19Keep Observing How does he perform in the regular classroom? In the ELL setting?In the community or at home?Listen to his language, what kind of errors does he make?
20Talk to the Student REMEMBER TO DO THIS ONE! School – how does he feel about it?Are some teachers hard to understand?How is this school different than others he attended?What language does she dream in?Contact information:
22Decision Time: Do You Evaluate? Is the learning/behavior problem because of:Socio-cultural differences (level of acculturation)Economic disadvantageLack of instruction/inconsistent schoolingInappropriate instructionEcological/environmental issues in the classroomthen the student should not be considered for special education.
23Signed ConsentConsent means the parent has been fully informed in the parent’s native language of all information related to what the district is seeking consent. How are you going to do this?????
25TYPICAL TESTS or NONVERBAL NATIVE LANGUAGE EvaluationTYPICAL TESTS or NONVERBAL NATIVE LANGUAGE
26First: Something to think about What has happened in other schools??????
27OCR v. Denver Public Schools Sometimes LEP students were evaluated in English only because school staff persons decided that the student was “fluent enough in English”.
28OCR v. Denver Public Schools Diagnostic testing instruments that are published in English were often translated into other languages for students who speak another language
29OCR v. Denver Public Schools Staff persons disregarded advice of evaluators that unknown effects of linguistic differences affect the reliability and validity of the results and should be considered when interpreting test scores.
30Testing Watch for test questions that are "culturally loaded” Make sure the student understands the tests' directions, don’t make assumptionsAnalyze the data from multiple standardized tests that examine various skills
31Make use of your professional resources NASP ASHA Test Manuals DOE LRP Types of TestsSchool Psychologists, Speech Language Pathologists, and Academic EvaluatorsMake use of your professional resourcesNASP ASHA Test Manuals DOE LRP
33The Role of an Interpreter Take into account how an interpreter may affect the evaluation processMay inadvertently cue the student or give clues to answers.Meet with the interpreter before you start any assessments to clarify proceduresRemember, not everything can be interpreted with the same meaning
34Confidentiality and the Law The Family Education Rights and Privacy Act (FERPA)Individuals with Disabilities Education Act (IDEA)Any school that receives federal or state education funds must comply with all privacy acts.
35Confidentiality and the Law It is the obligation of all school staff, volunteers, and substitute teachers to maintain confidentiality requirements of FERPA, IDEA, HIPAA, Section 504, and other laws.John Copenhaver, DirectorCenter for Technical Assistance for Excellence in Special Education
36Maintaining Confidentially It is best practice that each person signs a statement verifying they have received and understand information regarding FERPA requirements.Sharing information about the student outside the professional education environment could violate the student’s civil rights and is against the law.John Copenhaver, DirectorCenter for Technical Assistance for Excellence in Special Education
38The Meeting Who will explain to the parent? Go over the parent rights Did they have access to the report ahead of time?Again: Consent means the parent has been fully informed in the parent’s native language of all information related to what the district is seeking consent.
39Eligibility Use the state guidelines Do you have good skill based informationIs the observation in the area of concernWas the evaluation valid? Does it match all other information known about the child?