english language learners: conducting special education assessments jane e. minnema, ph.d....
TRANSCRIPT
English Language Learners: Conducting Special Education
Assessments
Jane E. Minnema, Ph.D.
University of Minnesota
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