Inquiry Based Text Discussion facilitated by:

Jennifer McCabeand

Mary Margaret Almonte

Malden Public Schools 2012-2013

Objectives:

Identify key issues and concerns in determining a language/cultural

difference from a disability in ELLs.

Discuss several case studies of ELLs experiencing difficulty.

Discuss how Response to Instruction and Intervention provides a framework

for identifying disabilities in ELLs.

2011-2012 School Year

2012-2013 School YearGrade

Number of LEP Students

K 182

1 167

2 141

3 116

4 88

5 84

6 74

7 64

8 44

Gr. 9=77 Gr. 10 =70 Gr. 11 55 Gr. 12: 32

234

Difference or DisabilityWhy is this an issue?

• Office of Civil Rights expects English Language Learners to be represented in Special Education in the same proportion other populations are represented.

• Often times districts who have been unable to serve ELL students effectively have looked to Special Education for answers to learning issues, but now disproportionate ELL placement in Special Ed is being looked at.

Difference or DisabilityWhy is this an issue?

• When English language learners (ELLs) fail to meet expectations in the classroom some educators question whether there is a reading or learning disability.

• It is sometimes assumed that poor academic performance or behavioral difficulties indicate a need for special education.

Catherine Collier, Ph.D.

Dr. Collier has over 30 years experience in Cross-cultural bilingual, and special education. She has been a classroom teacher, a resource room teacher, a diagnostician, and the director of a teacher-training program specializing in certification of bilingual paraprofessionals at all teaching levels.

• Dr. Collier has worked for government agencies, universities, and school districts. She now works extensively with school districts, departments of education, and community organizations to ensure a high quality of education for ELL, LEP, and CLD students.

Kindergarten SEI Observation

Sample Process OverviewProcess for Addressing Concerns

Identify Concern

Modifications, Interventions, Consult with ESL Staff

Contact parents regarding concern

Complete Checklist and meet with Child Study Team

If no progress is made, return to Child Study Team

Other interventions, such as homework center, tutors, etc.

IndividualUnique

Experiences,

Insights, reflections

ACCULTURATIONThe adaptation to a new

Culture: language, etc.

ENCULTURATIONHow we learn to interpret the world-culture of caregivers:

language, beliefs, tastes, humor, behavior, etc.

THE BASICS OF BEING HUMANThings all are born with: Sensory abilities, linguistic wiring, genetic &

biological heritage, innate abilities, etc.

Ways we are less like people.

Ways we are more like people.

What is acculturation?Acculturation is a process of transformation.

The refugee’s journey is quite different from the immigrant's migration.

It takes a long time for immigrant and refugee children (and their families) to transition through the stages of adaptation.

-Kibler (2008)

When children are learning English as a second language:

When children have a language impairment or disorder:

• it is typical for their skills in English vocabulary, pronunciation, grammar, and comprehension to be less well- developed than their peers who only speak English.

• errors or limited skills in vocabulary, pronunciation, grammar, and comprehension interfere with communication in their first language (L1), compared to peers from the same language group.

• they will acquire English in a predictable developmental sequence, similar to younger children who are beginning to learn English.

• their English skills are delayed in comparison to peers from the same language group who have been learning English for the same length of time.

• reduced opportunities to use their first language may result in loss of competence in L1 before becoming proficient in English.

• their communication is impaired in interactions with family members and others who speak the same language.

• they may switch back and forth between L1 and English, using their most sophisticated skills in both languages within single utterances.

• skills in their first language will be limited, inappropriate, or confused in content, form, or use.

• results from assessments conducted in English are unlikely to reflect the child’s true skills and abilities in most domains.

• assessments conducted in English will be unable to discriminate between language acquisition and language disorder.

(Source: OSPI Pamphlet, p. 12)

The Transition Experience

Settled

Engagement

CommitmentStatusIntimacy

Settled

Re-Engagement

CommitmentStatusIntimacy

Leavin

g

Transition

Entering

Unsett

ling

Chaos

ResettlingPreparationCelebrationDenial

StatuslesnessAnxiety

ObservationIntroductionVulnerability

Unpacking your mind

Lasts about 1 year

The better youleave the betteryou enter.

Stages of Acculturation

• Preliminary Phase• Spectator Phase• Increasing Participation Phase• Culture Shock Phase• Instrumental Adaptation Phase• Integrative Adaption Phase• Structural Adaption Phase

- Kibler (2008)

Firiberti Niyukuri graduates at Lincoln. He has gone from the 11th grade in Tanzania when he left for Sioux Falls as a refugee three years ago to an immersion center class at Roosevelt High to graduating. He plans to study nursing at University Center. (Emily Spartz / Argus Leader

Cycle of Culture ShockCycle of Culture ShockCycle of Culture ShockCycle of Culture Shock

Adjustment/Recovery Basic needs met & routine

established Improvement in transition

language skills More positive experiences with

new culture. May experience stress in ‘home’

culture.

Mental Isolation Misses ‘home’ culture. Feels like outsider in new. May limit or avoid all contact with

new culture. Spends more or all of one’s time

with own cultural group.

Fascination Finds the new interesting and

exciting. Listens to the new sounds,

intonations, and rhythms of the new language.

Tries doing/saying things in the new culture/language that are interesting.

Tries out new activities, words and attitudes with a lot of enthusiasm.

Disenchantment Encounters Problems.

-At First: Basic Needs.

-Later: More Complex problems.

Misunderstandings Related to language, customs, mannerisms occur.

Common Side Effects of Acculturation Process

• Heightened Anxiety• Confusion in Locus of Control• Withdrawal• Silence/unresponsiveness• Response Fatigue• Code-switching• Distractibility• Resistance to Change• Disorientation• Stress Related Behaviors

Intervention Framework

1. Assess and Diagnose

2. Teach/Reteach

5. Reassess

4. Apply

3. Practice

Separating Difference from Disability

Prioritization & Documentation Form Sociocultural Area

Order of Concern

Intervention Selected

Duration of Intervention

Outcomes of Intervention

Acc ultur ation

C ogni tive Lear ning

C ultu re & La nguage

E xperie ntial Bac kgr ound

Sociolin guistic Devel opm ent

Select InterventionsWith a partner, select interventions to help the area of

greatest need based on the Sociocultural Checklist.

The interventions need to be in place for three to six weeks.

After three to six weeks the ELL teacher and mainstream teacher return to SAT with results.

Instructional Intervention & Planning Review

After three to six weeks the ELL teacher reports to the SAT

if progress has been made, the interventions should continue in place.

If progress has not been made and the AQS indicates below expected acculturation on the AQS then it is appropriate to proceed to a formal referral.

Dr. Catherine Collier’s answer

Step 1 - A teacher is concerned about an ELL student with a learning issue.

Step 2 -The teacher may talk to the ELL teacher assigned to his/her building. The teacher brings the student to the Student Assistance Team

where the ELL teacher and the Home School Liaison are present to assist with the

process.

Step 3 - The ELL teacher fills out an AQS form and does the calculations to determine if there is a statistical indication of a difference or disability.

Step 4 - The teacher and ELL teacher do a Sociocultural checklist to determine which interventions to try with the student for 3 to 6 weeks.

Step 5 - After 3 to 6 weeks of interventions the ELL teacher prepares a Prioritization of Intervention report to present to the Student Assistance Team (SAT) in his/her building.

Step 6 - If the student has responded to the interventions, the interventions are continued.

ORStep 7 - If the interventions did not resolve the learning issues

and the AQS calculations determined a disability may be indicated, a Special Education referral for an evaluation is indicated. The AQS process provides a researched based, data based indicator of disability.