Developing Appropriate Referrals of ELs

ECSD-Draft

2013

Referrals and ELsThe topic of disproportionate or overrepresentation of ELs in

special education continues to challenge all educators (Garcia & Ortiz, 2006, NCCRESt Brief)

“Unless practitioners enlarge their understanding of cultural and linguistic factors, and apply such knowledge in the decision-making process, overrepresentation of diverse students will continue (i.e., unnecessary referrals and overrepresentation in special education)” (Hoover, 2013, p. 45)

A common practice that continues to exist in our schools is the misinterpretation of learning differences due to diversity as indicators of disabilities (Harry & Klingner, 2006)

Referrals and ELs

While most believe that the ‘referral’ is the initial step in the

special education process, much occurs

prior to a referral that shapes its appropriateness and need

An appropriate and necessary referral begins with

‘Quality of Instruction’

in response to intervention multi-tiered models

A Familiar Referral?

Read Silently: Hoover (2012) TEC Article Vignette (Maria)

Relevancy to today’s topic:“Although Maria shows signs of struggling and exhibits some behaviors consistent with a disability, closer examination of her teaching and learning situation shows a lack of consideration of several key cultural and linguistic instructional influences on her progress”

Required Items for referral of an EL in Eagle County School District

Items/Materials required for EL

Referral in ECSD

Referral Statement

(Documented ‘reason for referral’)

Cultural /Language

Information (Home language; IPT

scores; CELA; student’s preferred language)

Academic HistoryTime in US

schools/District; Primary program type-

ESL/Dual/Bilingual)

Intervention(Tier 2/3 structures;

Methods; Goals; Duration; Curricula; Language of delivery;

Rate of Progress compared with true

peer(s); Effects-six data points )

Achievement Scores

(CSAP; Screening; Progress Monitoring;

Fluency; Gap Analysis; Rate of

Improvement/Progress)

ESL Instruction (Duration; Strategies; Curricula;

Goals/Objectives)

Source: District CLD Referral Team

Quality of Instruction is Key to Appropriate Referral: Workshop Outcomes

Exploration: Examine own issues and concerns associated with referrals of ELs

Application: Apply topics discussed to ELs recently referred/being considered for referral

Follow-up: Identify 2-3 topics or issues discussed today requiring additional development and explanation in the referral of ELs

Action Plan: Describe three Action Items that grade level or school team will implement based on today’s discussions of referrals of ELs to ensure appropriate referrals are made

Today’s Topics

1. Overview of Referral Issues for ELs

2. Examining Referral Influences

3. Quality of Instruction and Referrals

4. Culturally/Linguistically Responsive Referral (Ecological Perspective)

5. Other Factors to Reduce Unnecessary Referrals

Topic 1. Referral Issues Two Key Concerns with Special Education Referrals of ELs

English learners are traditionally placed according to their linguistic proficiency rather than true content/skills ability

Lack of C/L responsive tests, instruction, and a diluted curriculum lead to a learning environment that fails to connect with diverse students

Referral and Assessment

Why do we spend so much time talking about the significance of a referral for special education?

Question from recent workshop:

“Doesn’t the assessment completed after a referral determine whether a disability exists, and if so, why not make the referral to find out?”

Referral-Placement Rate

"Referral for assessment has been cited as one of the most important predictors of future special education eligibility (Artiles & Trent, 1994; Mehan et al., 1986; Ysseldyke & Algozzine, 1983)

because most students referred for consideration of special education are eventually placed in special education programs” (Hosp & Reschly (2003, p. 70)

Interpreting Behaviors in Culturally/ Linguistically Responsive Ways

Researchers have demonstrated that teachers’ perceptions of appropriate behaviors (Rong, 1996) and deviant behaviors (Puig et al., 1999; Weisz et al., 1988) are culturally defined,

leading to the possibility for cultural misunderstanding or mismatch of expectations that might affect referral rates of non-minority students (Hosp & Reschy, 2003)

Handout: Hoover Personal Referral Experiences Chart

Interactive Check

Turn to a partner and discuss one example or situation from your experiences where a behavior exhibited by an EL may have initially been viewed as a problem or concern, which after being reconsidered, was determined due to cultural or linguistic factors or influences, not a problem

(5 Minutes)

Prereferral Instructional Structures: Practices from Then and Now

Now: RTI Model Then: Prereferral Model

Screen all learners Screening not completedEvidence-based practice EB Practice not requiredAchievement discrepancy Potential discrepancyProgress monitoring Infrequent monitoringCBM assessment Norm reference devicesPrevention Wait to FailQuality of instruction Intrinsic disorders

Difference vs Disability and Referrals

One of the single biggest errors made regarding ELs and special education referral and/or placement is:

misinterpreting a learning or language difference as a learning or language disability

We must become better at making this distinction

Handout: Difference/Disability Table

Topic 2:Examining Referral Influences

The manner in which we view expectations, goals, perceptions, values, etc. of ELs and their families contributes to how we shape and describe a referral.

Message: Understand own personal perceptions about key cultural/linguistic influences on referral

Three Key Influences: Cultural Bias; Perceived Home Expectations; Classroom Setting

Influence: Cultural Bias

Cultural bias, if left unchecked, may have a significant influence on referrals

Working Assumption: As informed educators, we make attempts in our teaching and referral to avoid cultural bias---However, periodically we need to check our perceptionshttp://mediaplayer.pearsoncmg.com/_blue-top_640x360_ccv2/ab/streaming/myeducationlab/ell/The_Challenges_of_Cultural_Biases_iPad.mp4

Exploration: Cultural Bias (Groups of three)

Discuss how we as educators prior to making a referral:

1. Make certain that instruction considers development of the whole learner, going beyond teaching only academic skills (e.g., affective)

2. Ensure that the learning behaviors reflected in a potential referral (e.g., time on task; attention; task completion strategies; language learning) are demonstrated and modeled appropriately so sufficient opportunities to learn occur

Influence: Home Expectations

Home culture and teachings Influence expectations and perceptions toward avenues to success http://mediaplayer.pearsoncmg.com/_blue-top_640x360_ccv2/ab/streaming/myeducationlab/PG606/Week9_Segment1_iPad.mp4

Initial two minutes of video

Exploration: Home Influences (Groups of three)

Discuss how we as educators:

Consider EL family expectations and perceptions about ‘avenues to success’ when interpreting academic and learning behaviors believed to be an appropriate basis for a necessary referral

Book: Con Respeto: Bridging the Distances Between Culturally Diverse Families and Schools : An Ethnographic Portrait by Guadalupe Valdes (Share my copy)

Influence: Classroom Setting

The classroom setting influences language development, and this environment must be welcoming and supportive for a proper referral to be made

http://mediaplayer.pearsoncmg.com/_blue-top_640x360_ccv2/ab/streaming/myeducationlab/PG606/Week9_Segment1_iPad.mp4

Two minutes through 3:40

Exploration: Classroom Setting (Groups of three)

Discuss how we as educators prior to making a referral:

Ensure that the classroom setting promotes participation and interaction among learners with varying levels of English proficiency (i.e., make certain classroom setting is not contributing to need for a referral)

Topic 3: Quality of Instruction and Appropriate Referral

4 Contextual Themes: Quality Instruction . . .Cultural Context - Contextualizes learning by reflecting and valuing

students‘ cultural values and norms into curriculum implementation

Linguistic Context - Develops linguistic competence through functional, purposeful classroom dialogue

Accommodations Context - Differentiates instruction to reflect communication styles and diverse community practices into the curriculum

Cognitively Challenging Context - Emphasizes higher order thinking in teaching and learning Sources: NCCRESt Brief; CREDE, 2004

Special Considerations: Reduce Referral Bias

Several considerations guide effective decision-

making to reduce referral bias

Interactive Check: Examine each consideration and identify those most/least emphasized when making or considering a referral for EL

Handout: Referral Considerations

Topic 4:Cultural Responsive Ecological Referral

Three KeyFactors

Key Ecological Factors in Referral

Learner Factors – What learner brings to the

classroom

Classroom Factors -

C/LR practices and strategies to meet diverse

needs

Home/CommunityFactors –

Influences of environment

outside of schools

Handout: Ecological Factors

Ecological Referral Consideration: Learner Factors

How do we consider

learner factors when making a

referral?

Language Development

(Learner’s language abilities in conversation

and academics)

Acculturation(Learner’s level of adjustment to new

environments)

Experiential Background

(Learner’s prerequisite skills/abilities)

Teaching/Learning Preferences

(Compatibility exits between preferred teaching style and student’s learning

preferences)

Cultural Values/Norms(Instruction and

management reflect learner’s cultural

norms)

Higher Order Thinking Abilities(Learner is challenged

cognitively in the instruction)Sources: Baca & Cervantes, 2004;

CREDE, 2004; Tharp, 1997

Interactive Check: Learner Factors and Referral Decision-Making

Respond to each question on the guide to examine current emphasis in considering the Learner Factors prior to making a Referral

Ecological Referral Consideration: Classroom Factors

Linguistic Competence(Classroom instruction

emphasizes functional language usage/Competence in first and

second languages) Contextualized

Learning(Instruction is

delivered in cultural/ linguistic

appropriate context)

Challenging Curricula

(Curricula promotes learner use of higher order thinking skills)

Joint Productivity

(Instruction allows students to

cooperatively and jointly engaged in

learning tasks)

Instructional Conversation(Instruction

encourages verbal interactions,

conversation)

How do we address

classroom factors when

making a referral?

Sources: Baca & Cervantes, 2004; CREDE, 2004; Tharp, 1997

Interactive Check:Classroom Factors and Referral Decision-Making

Respond to each question on the guide to examine current emphasis in considering the Classroom Factors prior to making a Referral

Ecological Referral Consideration: Home/Community Factors

Home Language(s)(instruction values home language(s) in learning

environment)New Community

Adjustment(Classroom

structures reflect needs of students new

to country/community/

US schools)

Community Connections

(School incorporates community resources)

Educational History

(Prior educational history, if known, is

addressed in differentiated instruction)

Family Structure & Heritage

(Instruction values/ respects family structures

and educational expectations)

How do we address

home/community factors when

making referral?

Sources: Baca & Cervantes, 2004; CREDE, 2004; Tharp, 1997

Interactive Check: Home/Community Factors and Referral Decision-Making

Respond to each question on the guide to examine current emphasis in considering the Home/Community Factors prior to making a Referral

4. Other factors to reduce unnecessary referrals of diverse learners?

1. C/LR Data-Based Decisions (Comparison with ‘true peers’)

2. C/LR Instruction (Common Teaching Practices)

3. C/LR Education-Eliminate problematic practices when teaching ELs

Analysis with True Peers: Language Proficiency Level

1. Determine the English proficiency level of the struggling student based on CELA or WIDA ACCESS-What level is student? (level 1-4/1-6)

2. Determine the struggling learner's reading level using AIMSweb (ORF)

3. Identify other ELs in the same grade in same school who have same English proficiency level as struggling learner

4. Calculate average AIMSweb reading score (ORF) of this group

5. Complete gap analysis (CDE Formula) comparing struggling learner ORF reading score to average of non struggling ELs with same English language proficiency level

Problematic Practices Impacting Referrals

Several Practices Reflect Key Issues in Teaching and Learning:

Educator Relevance Diagnosis Cultural Language Instructional

Assessment Ineffective practices lead to ineffective instruction

which may lead to inappropriate referrals

Sources: Developed from Baca & Cervantes (2004); Sorrells, Webb-Johnson, & Townsend (2004); Haager & Klingner (2005); Tharp (1997); Patton & Day-Vines (2002); Hoover (2009)

How Might Educators Confront Problematic Practices to Reduce Referrals: Asking the Right Questions?

Practice 1 - Lack of exposure to multicultural perspectives (Educator issue)

Relevant Prereferral Question: Do educators possess cultural competent teaching preparation and teaching abilities?

* * * * * * * * *

Practice 2 -Failure to incorporate cultural values/norms in the curriculum (Relevance issue)

Relevant Prereferral Question: How are cultural values and norms reflected in daily instruction and assessment?

How Might Educators Confront Problematic Practices to Reduce Referrals: Asking the Right Questions?

Practice 3: Language differences are misunderstood as language/reading disabilities (Diagnosis issue)

Relevant Prereferral Question: What safeguards are in place to ensure that limited English proficiency is viewed as a language difference and not a language disorder?

* * * * * * * *

Practice 4: Failure to accommodate acculturation (Culture issue)Relevant Preferral Question: How are the effects of adapting to a

new environment (community, school, classroom) considered in instructional/assessment decisions?

How Might Educators Confront Problematic Practices to Reduce Referrals: Asking the Right Questions?

Practice 5: Lack of inclusion of both first and second languages (Language Issue)

Relevant Prereferral Question: When bilingual student, does assessment/instruction consider both native and English languages/cultures?

* * * * * * * * *

Practice 6: Insufficient Opportunities to Learn (Instructional issue)Relevant Prereferral Question: What documentation exists to

confirm that diverse learners who struggle in school are provided sufficient opportunities to learn reflective of their cultural/linguistic needs?

How Might Educators Confront Problematic Practices to Reduce Referrals: Asking the Right Questions?

Practice 7: Biased Assessment (Assessment Issue)Relevant Preferral Question: What assurances exist

confirming that unbiased monitoring and assessment practices/instruments are used with diverse learners who struggle in school?

* * * * * * * * * UNDERLYING REFERRAL CONSIDERATION

Educators must adequately respond to each of these problematic practices and associated questions

to provide effective instruction prior to referral

Referral Influences: Application

Using information from your student example who was recently or is being considered for referral:

A. Identify 2-3 items from Table 1 in the TEC article that are reflected in the referral information; and,

B. Identify 2-3 Table items requiring additional consideration

Follow-Up Item(s)

Identify 3 topics or issues discussed today requiring additional development and explanation in the referral of ELs

Document on Paper/Board

Keep Yellow Carbon Copy

Outcome Action Items

Describe three Action Items that your grade level or school team will implement based on today’s discussions of referrals of ELs to ensure appropriate referrals are madeDocument on Paper/Board Keep Yellow Carbon Copy