English Language Learners: Conducting Special Education

Assessments

Jane E. Minnema, Ph.D.

University of Minnesota

minne006@umn.edu

National Center on Educational Outcomes

http://education.umn.edu/NCEO

Plan for the Workshop

Getting Started!Early team work“Other” language considerationsELL & disability confusion

~ Q & A ~

Quick Break!

Doing the Assessment!10 Principles for AssessmentELL considerationsDisability vs. language delay

~ Q & A ~

First steps

Work as a team

Understand pertinent cultures

Put Federal and State law in context

Adapt special education process

Teamwork!

List tasks Create a plan

Work independently to …

Create materials and to …

Share, share, share information!

Cultural Understandings

Access printed information – Internet, libraries, community groups

Cultural representatives –restaurants, festivals, presentations

Create staff materials

Cheng (1991) cautions …

“Not all people from the same culture have the same values and beliefs; there are tremendous individual differences. For this reason, it is necessary to be extremely careful when making cultural assumptions. Nevertheless, an awareness of the general cultural and linguistic values of … minority populations is an essential tool …”

Laws and Criteria

Federal Rule: Observation(At least one team member … observe

the child …classroom setting.)e.g., by second language expert

MN Interpretation of Federal Rule(Assessment data …different settings.)e.g., second language classroom

Adapt Assessment Process –Before testing …

CulturalInfo

CulturalInfo

Existing Data

Existing Data

Pre-referral

Pre-referral

Child’s Concerns

Child’s Concerns

Adapt Assessment Process –During and After Testing

FamilyData

FamilyData

Observa-tional Data

Observa-tional Data

Test Data

Test Data

Child’s Needs

Child’s Needs

Diversity is …

Race or ethnicity Culture (religion, family, beliefs, dress, food, communication, health care, education) Reasons for moving to U.S. (immigrant or refugee) Socioeconomic (before U.S., in U.S., unemployment, underemployment, over employment, family stress)

Culturally Relevant Terms

Acculturation – assumes American cultural attributes (language, norms, behaviors, and values)

Assimilation – incorporation into social and cultural networks of host society by giving up native culture

Related Issues

Generational issues

Broad continuum of development

Uneven process

Constantly changing

Terms for Students

Limited English Proficient (LEP)

English language learner (ELL)

English as a second language (ESL)

Culturally & linguistically diverse (CLD)

Issues Raised

No common term used

Terms lack specificity

No “person first” language in ELL

Confuse students and services

Terms for Services

English as a second language

Bilingual education

Content-based instruction

Common practice in LA?

Issues Raised

Multiple models across states

Service delivery varies within states

Practice does not match research

- Content-based instruction most effective

Language Terms

L1 – native language

L2 – can be English

Mulitilingual, bilingual, monolingual

Pidgins or creoles – fusion of two or more languages over time

Code-switching – controlled blending of languages that is rule-bound and meaningful

Modes of Cross-Communication

Interpretation – Oral presentation of non-native language

Translation – Written presentation of non-native language

Language Influence

L1 influences L2 - Stronger L1 is, the better L2 will be. - Vocabulary, syntax, semantics

May formalize into pidgins, creoles, or social dialects

Code-switching during L2 acquisition

Native Language Loss

L1 regress or lost

L1 speaking regresses more than L1 understanding

Stopping L1 has negative cognitive effects on L2

Home language models may not be fluent in L1 or L2

English Language Learning

L1 literacy level and education Time in U.S. Time in U.S. schools SES Family situation Language models at home Health factors Student motivation, time, and ability

English Language Learning Levels

Basic Interpersonal Communication Skills (BICS)

Cognitive Academic Language Proficiency (CALP)

BICS …

Social, concrete, here and now

NOT used for academics

Takes 2-4 years (easier for < 8 yr)

Everyday pronunciation proficiency

Grammar (simple declarative sentences, questions, colloquialisms)

Vocabulary about 500 words

Examples of BICS

Listening: Follows general classroom directions.

Speaking: Converses with peers and teachers. May speak without accent.

Reading: Decode easily.

Writing: Completes school forms. Find and copy answers to textbook questions.

CALP …

Proficient in decontextualized language and academic settings (inferences, predictions, abstractions) Manipulate language outside of immediate personal setting Has literacy Vocabulary +5000 words If literate in L1, 5-7 years. If not, 6-9 years. Some may never acquire.

Examples of CALP

Listening: Follow directions for academic tasks. Understands discussion of academic material. Knows main idea from supporting. Speaking: Expresses reasons for opinions. Asks for clarification during academic tasks. Reading: Comprehension good. Writing: Can write essay supporting a point of view.

Language vs. Disability ??

Teachers expect more when BICS acquired.

LD concern when academics not progressing

BUT … CALP still developing!

Caution Teachers!

Speaking English conversationally well, but not using well academically is NORMAL!

NOT a reason to suspect disability.

Student at BICS level without CALP should still receive ESL services.

Shared by Native Speakers with LD and English Learners

Non-speaking Slow to respond Knew something yesterday but not today Low vocabulary Difficulty following directions Retains information poorly Below grade level spelling, math, reading Limited attention span Poor visual memory Low frustration tolerance

Shared by Native Speakers with BD and CLD Students

Differences in:

- personal space

- eye gaze

- response time

- body language

- vocal pitch and intensity

- conversational rules

10 Principles for Assessing ELLs and Determining Eligibility for

Special Education Services

Elizabeth Watkins, MDOE, 2000St. Paul Public Schools LEP Resource Team, 1998

Meredith Boo, Bloomington Schools, MN, 2001

Berry (1080); Collier & Collier (2003, 1985); Fradd & McGee (1994); Ortiz (2003; 1992); Wilkinson (2003)

#1 – Examine School Environment

C & I meeting all students’ needs?

Meeting all ELL needs?

ELL disproportionate representation?

- Over-representation?

- Under-representation?

#2 – Resources for Assessment

At district and building level

Identify who and what

Access training

Include INTERPRETERS!

#3 – Involve Cultural Informants

Language teachers (ESL or bilingual)

Cultural representatives – FAMILY!

Community outreach workers

ALL stages of assessment -Pre-referral through IEP!

#4 – Prereferral Interventions & Background Information

First, exclude English learning or instructional issue

Involve English language teacher

Student and environmental factors impacts on English learning

#4a – Excluding English Learning

L1 and English language data:- ESL history- Language development- Home and native language(s)- Language status

L1 and L2 use and proficiency ESL records Direct and indirect assessments

L1 Language Assessment

Do anytime!

Direct: standardized language testing, conversational sample, story retelling task, dictation task, story telling task, home visit, observations

Indirect: parent interview, parent report, home visit, observation

Types of Communicators

L1 monolingual Partial bilingual Developing bilingual L1 receptive nonstandard English speaker English monolingual Bilingual with code switching Limited due to disabiity

#4b – Excluding Instructional Issues

Best teaching approach thematic

One stage above English proficiency level

Looking for 2 year gap:

- Compared to ELL peers

- Disability in native language / native environment

- Physical/health disability

Three Ways to Exclude Language and Instruction

Know “general” expectations

Know recommended ELL practices

Pre-referral Interventions

- Adapt mainstream instruction

- Academic techniques

“General” Expectations

1st or 2nd grade academically with 2-3 years of English instruction

Average ELL - 10-12 years to reach 50th %ile on group achievement test

Longer if no academics in L1

Research “Recommended” ELL Practices

Learn English through content material

Active in concrete activities related to content objective

Acquire concepts when comprehend English (simplify or bilingual support)

Retain when use in multiple authentic situations

Supportive, stress free environment

Link prior knowledge to new content

Research on Practice (cont.)

Use collaborative meaning making process- Learn faster when interact with peers

Comprehension dependent on background knowledge- Read and comprehend with experience

Textbooks challenge ELLs- Multimodal support beyond level of language

comprehension

Culture important to affective and cognitive development- RESPECT native culture and language

Pre-referral Intervention – Adapting Mainstream Instruction

Pair oral and written instructions Key points in writing Simplify English, NOT concepts Many visuals Modify teacher expectations:

- Identify core material- Re-teach many times differently

Teach both language and content:- Assignments in both- Grade progress in both

Pre-referral Interventions (cont.)

Talk slower, NOT louder!

Use body language

Seek bilingual help cheerfully (another student, bilingual para, etc.)

Use interpreter or translator (tape or video for future use)

Student kept vocabulary booklet:

- Writing assignments

- For credit/grading

Pre-referral Interventions (cont.)

Vary complexity of questions

Encourage any effort!

Extend, elaborate, and paraphrase without correcting

Allow extra time

Talk about what matters to ELL

Create literate classroom environment (see and hear variety)

Pre-referral Interventions – Academic Techniques

Reduce number of problems

Highlight key information

Remove pages from text or booklet

Outline key ideas at academic level

Tape record to read along

Read aloud tests/quizzes

Tape record tests/quizzes

Construction paper “reading windows”

Pre-referral Interventions – Academic Techniques (cont.)

Simplify written directions

Tape record directions

Cooperative learning/peer assistance

More time tests/quizzes

Use assignment calendar or notebook

Use manipulatives

Rearrange problems on page

Use graph paper (math, handwriting)

#5 – Time to Learn English

Typically 1-2 years for BICS and acculturation

Only refer within 1st year if:

- Family very concerned

- At-risk due to background

- Language teacher reports significant difference from other ELLs

#6 – Plan and Complete Multiple Assessment Procedures

Determine assessment domains Plan for language use:

- Language dominance - L1 and L2 proficiency

Arrange for interpreter Use stronger language generally Assess content in language of instruction

Assessment Procedures (cont.)

Test procedures & directions in L1

Accept L1 and L2 responses

Check test for bias (norms and items)

Modify and adapt standardized instruments

Supplement with criterion-referenced, curriculum-based, or other informal measures

Assessment Procedures (cont.)

Supplemental assessments:- Teacher ratings/checklists- Student self-ratings- Work progress records- Portfolio work samples- Dialogue journals- Naturalistic or planned observations- Oral interviews and role plays- Story retelling- Semantic maps- Dictations- Writing samples

Modifying Norm-Referenced Tests

Administer some subtests

Eliminate, modify, or mark biased items

Allow extra time

Give additional demonstrations, attempts for ability to master

Test/retest for growth

Test/retest in L1 and L2

Modify Scoring and Interpretation

Allow variations in responding- Verbal or nonverbal- Label function rather than object

Allow for language, dialect, or experience differences Score “by the book” and again with modifications Report scores as range or estimate Compare to ELL peers instead of norms Analyze data for patterns related to culture or background experiences

Use DISCLAIMER!

“This test has not been normed on members of this student’s ethnic group. Therefore, it is inappropriate to compute or report derived scores. However, the results of this test provide information useful for intervention planning.”

Name of Interpreter used: _________Date:

LD Assessment Procedures - IQ

Use two IQ instrumentsUNIT recommended; CTONI 2nd choice Can use WISC performance, but not verbal score - NOT for discrepancyWoodcock Johnson with adaptations for academic assessment - Do NOT use regression chart. Use non-verbal IQ for criterion score.

LD Assessment Procedures - Processing

To document information processing difficulties:

- Only if occur in home and school environments

- Not those characteristics shared by ELLs and students with LD

LD Assessment Procedures – Culturally-based Reading Behaviors

Basic reading skills that are difficult:- Reading out loud- Mispronunciations- Moving from visual to auditory cues (& vice

versa)- Better in group or with family member- Slow reading rate- Learning better within game- Poor word attack

LD Assessment Procedures – Culturally-based Reading Behaviors

Comprehension skills that are difficult:- Interpretive questions- Sequencing- Facts from inferences- If … then conclusions- Some concepts (time in particular)- Written formal language- Consequences

#7 – Determine Eligibility

Review data beginning with native language, family background, school history Describe all adaptations Include cautionary language (norms, test validity) Include descriptive data, family data, supplemental testing, other sources Professional judgment in reporting scores Rule out English language as PRIMARY cause Rule out instruction as PRIMARY cause

#8 – Due Process

Informed consent in parents’ native language if needed

Use trained interpreter

Research shows parents not understanding due process even when presented in native language

#9 – Develop IEP

Use direct and indirect assessment data to develop goals and objectives

Also use all data on language and culture

English language teacher as team member

#10 – Review Student Progress

Repeat Principles 1 through 9 as needed

Need not be formal assessment or annual review

Make adjustments as needed

Tips for Using Interpreters

Meet before assessment

Explain assessment process

Demonstrate any tasks

Make purpose and information needed very clear

Obtain exact interpretation

Opinions and impressions afterwards

Interpreter rapport with student before