CAPELL Connecticut Administrators of Programs for English Language Learners English Language Learners and Special Education: A Resource Handbook Distribute document and powerpoint. Good morning. I’m hear to tell you about an imp. New resource. Called…. Created by CAPELL -is a network of ELL Coordinators throughout Conn. This morning is an introduction and overview of the guide. You can ask questions as we go along and at the end.

What is it? A concise guide to help educators answer this question: How do I know if a struggling ELL needs special education services? This question has been around for years. In all districts – not just in Conn. Lots of articles; presentations at conferences. Don’t have a concise resource for people to go to.

The final, definitive answer! What it’s not… The final, definitive answer! In many cases there is no easy answer. This handbook is designed to help educators make the best possible decision based on multiple sources of information. There’s no panacea here! People struggle with this issue because there is no easy answer. When a student is still learning Eng and he/she is having difficulty in school – in most cases, it’s very difficult to know where the difficulty is stemming from: language difference or lang. disability (or ineffective teaching)

Who is it for? Administrators Special Education Staff ELL Staff General Education Staff

How did we do it? Formed Sub-committee of CAPELL Examined research and resources Drew upon experiences Reviewed by special education staff in our districts Reviewed by CAPELL members Reviewed by State ELL/Bilingual Consultant Reviewed by State Special Education Bureau Wasn’t the work of just one person.

What’s inside? Table of Contents – p.3 Second Language Acquisition Frequently Asked Questions Recommended Procedure Parent Interview Checklist Assessment Information Translation Resources Terminology Legislation Appendices Connecticut Mastery Standard LAS Links Proficiency Levels Resources Table of Contents – p.3 I’ll go through each part briefly and talk about the main points. (Don’t read slide.)

Second Language Acquisition Complex process affected by many factors Similar to first language acquisition Starts with short phrases Nonlinear in development Conversational before academic language page 5 We felt that it was important to know certain facts about the SLA process

Native English Speakers Length of Time Required to Achieve Age-Appropriate Levels of Social and Academic Language Proficiency ESL learners Native English Speakers 5-7 (up to 10 ) years 1-3 years Proficiency This graphic is not in the guide but it explains a critical point in the guide: Social English – relatively fast Academic English – students are trying to catch up to a moving target The native speakers are increasing their Academic English by one year (on average) every year! They are not standing still. That’s why it’s so hard to catch up in the school context. The ELLs who learn Social English very quickly are often at a disadvantage….teachers may think…they speak well – why are they having trouble reading – is this a learning disability? Social English Academic English Based on Cummins (1991), Collier (1995)

Frequently Asked Questions: Can students receive both ELL and special ed. services? Yes. ELL and special education staff should collaborate on services. How long do we wait before referring an ELL student for possible special education services? There is no time restriction. Can ELLs with little previous education in the home country be referred for special ed? Yes. But lack of education is not a disability. Is “code switching” an indication of a disability? No. Many bilinguals mix languages. p.8 We hope to clear up some misconceptions: Bullet #2: Big misconception!! Bullet # 3: Very tricky. They might have no education because in their home country students w/ disabilities didn’t get services or were not allowed to go to school. Or, they might not have a disability but just hardly even went to school.

Avoiding Over-identification - ELLs may exhibit: Academic difficulties Lack of fluency Attention and memory problems Withdrawn behavior Aggressive Behavior Social and emotional problems 2 issues: over-identification and under-identification P.11 All these behaviors could seem like a disability (Elaborate on each) (Academic – may need more wait time – can be mistaken for slow processing)

Avoiding Under-identification - possible reasons for concern: Academic/behavioral difficulties in both languages According to the ELL teacher, the ELL is performing differently from “cultural peers” Little progress resulting from appropriate instructional strategies/interventions Parents confirm the academic/behavioral difficulties P.12 This seems to be more of a problem (anecdotally) in Norwalk. These are the items we need to “listen” to (Elaborate on each) (explain cultural peers) Bullet # 3 SRBI process

Recommended Procedure: same as for all students except: ELL staff should be involved. Information should be collected from as many sources as possible (including the parent survey). A native language assessment may be desirable. (A true disability will manifest itself in both languages.) Starts on p. 13 Bullet #1: ELL teachers develop a “6th” sense Bullet # 2: Many sources – if all points in the same direction…standardized tests should have the least weight.

A Caution About Assessments Limited validity if normed on native-English speakers: Only one source of information of many Native language assessment may also have limited validity: if ELL has limited academic experience in native language If ELL has been in school in the U.S. for several years (and has not continued education in native language) P.20 (they may only speak the native lang. at home with no academic experience)

Terminology p.29 L1 – First Lang. L2 – Second Lang. SIOP - … ELL (noun) = English Language Learner. Refers to the student learning English. ELL (adjective) = English Language Learner. Refers to the teacher or department (ELL teacher; ELL Education Department) ESL = English as a Second Language. Usually refers to the specialized English instruction that ELLs receive. ESOL = English to Speakers of Other Languages. An alternate name for ESL. L1 = The student’s first/home language. L2 = The student’ second language. LAS Links = Language Assessment System. The annual proficiency test taken by all ELLs in Connecticut. Dual Language Program = Half the class speaks one language and half speaks another language. Students are taught content in both languages. The goal is bilingualism for all. SIOP = Sheltered Instruction Observation Protocol. A model of teaching content so that ELLs can achieve at high levels while they are acquiring English. p.29 L1 – First Lang. L2 – Second Lang. SIOP - …

Legislation p.32 Just like sped, we have legislation Lau v. Nichols (federal)-1974 Identical education does not mean equal education School districts must take “affirmative steps” for ELLs Public Act 77-558 (Connecticut) – “Bilingual Education” Act - 1977 20 or more ELLs in the same school who speak the same language No Child Left Behind (federal) – 2001 All ELLs must be tested yearly on language proficiency (Connecticut) All ELLs in U.S. schools for 10 months or more must be tested in reading/writing and math (in English). ELLs must meet specific targets (AMAOs) p.32 Just like sped, we have legislation We have bil. services in all schools except Columbus and Briggs

Connecticut English Mastery Standard (exit criteria) LAS Links Level 4 or 5 AND Grades K-2 DRA – on grade level Grades 3-9* CMT Math and Reading – Proficient Writing – Basic Grades 10-12 CAPT Math, Reading, Writing – Basic *Grade 9 takes the school secure Grade 8 CMT p. 34

LAS Links Proficiency Levels 1 = Beginning 2 = Early Intermediate 3 = Intermediate 4 = Proficient 5 = Above Proficient P.35 Notice the positive language (Not “limited proficiency” or “struggling”

Resources Websites, books, articles CAPELL website: www.capellct.org Living document – we will be adding to it on website. CAPELL website: www.capellct.org

The Handbook is posted on: The ELL Education Dept. website: NPS Website Curriculum K-12 Programs English Language Learning Education Teachers ELL and Special Education Resource Handbook

Questions?

THANK YOU! Helene Becker beckerh@norwalkps.org Thank you for your interest this issue!