English Language Learners And Special Education
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This document discusses strategies that school districts can implement to better serve English language learners (ELLs) who may require special education services. It recommends improving general education through teacher training on ELL instructional strategies and data-driven interventions. It also suggests implementing prereferral strategies like child study teams and observations before referring ELLs for special education evaluations. The document provides guidance on properly evaluating and classifying ELLs to accurately identify disabilities while accounting for students' English proficiency levels. It stresses the importance of a team approach and collaboration between special education and ELL specialists.
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This document provides information on mental retardation (MR), including its definition, prevalence, grades, signs and symptoms, developmental assessment tests, and management approach. MR affects about 1-3% of the population and is characterized by below-average intellectual functioning and adaptive deficits. It is diagnosed based on clinical features and assessment of intellectual functioning using IQ tests. Management focuses on identifying treatable causes, providing early intervention, education/training, and supporting independent living.
Teaching Students with Mental Retardation
The document describes the main characteristics of mental retardation as limitations in intellectual functioning, adaptive skills, and the need for support. It discusses areas of adaptive skills like self-direction, functional academics, and home living. It also covers determining the intensities of support needed based on intellectual functioning, adaptive skills, psychological/emotional considerations, physical health, and environmental factors. Annual goals and short-term objectives are provided as examples of personalized curricular support plans for students with mental retardation.
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Ell.meeting.5.14.12
This document discusses meeting the needs of English language learner (ELL) students. It defines ELL students as K-12 students who have not yet achieved proficiency in English based on assessments. While some ELL students pass English proficiency exams, they may still need academic language support. Schools identify ELL students through home language surveys. Research shows that teaching students to read in their first language promotes higher English achievement and that effective instructional practices benefit ELL students. When teaching ELL students, teachers must modify instruction to support students' language skills through scaffolding, clear speech, vocabulary lessons, and visual aids.
El ls notinltl.5.14.12
This document discusses meeting the needs of English language learner (ELL) students. It defines ELL students as K-12 students who have not yet achieved proficiency in English based on assessments. While some ELL students pass English proficiency exams, they may still need academic language support. Schools identify ELL students through home language surveys. Research shows that teaching students to read in their first language promotes higher English achievement and that effective instructional practices benefit ELL students. When teaching ELL students, teachers must modify instruction to support students' language skills through scaffolding, clear speech, vocabulary lessons, and visual aids.
Ld ppt webcast2007
English language learners with learning disabilities face challenges distinguishing between language difficulties and learning disabilities. Teachers should monitor student progress when using effective ELL strategies and seek evaluation if progress is inadequate. A comprehensive dual-language assessment considers skills in both languages to identify learning disabilities across languages. For students identified with disabilities, their IEP should include the language of instruction and educators should consider adaptations to make instruction comprehensible.
Communication Disorders
This document discusses communication disorders, their prevalence, and how they are evaluated and accommodated for in students. It notes that approximately 16% of Americans have a communication disorder, which can impact academic performance. Communication disorders are evaluated through observations, screenings, prereferrals, and formal assessments. Evaluations consider cultural and linguistic factors for ELL students. Accommodations may include changes to presentation, response, setting, and the use of assistive technology.
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This recommendation suggests providing intensive small-group reading interventions for English learners who are struggling with reading. It is based on evidence from four randomized controlled trials showing that interventions focusing on the five core reading elements (phonological awareness, phonics, fluency, vocabulary, and comprehension) through explicit instruction in small groups can improve students' reading abilities. The interventions used programs like Enhanced Proactive Reading and took 30-50 minutes per day, involving direct instruction and practice in key reading skills. Teachers should use such an intervention program, give students multiple opportunities to respond and practice reading, and provide clear feedback.
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Dear Lisa,Below are some questions that our ELL student inte.docx
Dear Lisa,
Below are some questions that our ELL student intern would be very happy to have you answer. Will you be able to address them?
1. What are the indicators of exceptionality a class room teacher should look for when a student also has a language barrier. Students are placed and tested for ELL based on the Home Language Survey. If their parents indicate that they speak a language other than English and/or English was not their first language they are referred for a language screening test. This tests focuses on reading, writing, speaking and listening and categorizes kids into Levels 1-4.
2. How can informal as well as formal assessment results factor into placement? We do not use informal assessments in order to place students.
3. What role do parents and teachers have in placement? Parents role is to fill out the Home Language Survey. We do have situations where parents fill out English as the students primary language, even though the student doesn’t speak much English. This causes great difficulty, because we are not allowed to test or place kids into ELL in this case. Sometimes, with district and principal permission we are allowed to speak to the parents and have them refill out the Home Language Survey, but this is rare.
4. What are some primary factors that are exhibited in underachievement that may not necessarily signal educational needs? I am not sure I understand this question.
5. How are changes among individual ELL proficiency levels over the course of the school year accounted for? Presently, in Kent School District students take the English Language Proficiency Exam in the Spring. So, we have no other system to formally change their ELL proficiency level.
6. How are diagnostic, formative, and summative assessments integrated for ELLs in mainstream classroom? ELL students participate in the same assessments as mainstream students, unless they are Level 1 newcomers. Mainstream teachers can modifiy assessments for different levels as needed.
7. What are the benefits of the SIOP protocol for native English speakers as well as those for whom English is an additional Language? High poverty students tend to have huge language gaps due to environmental factors, so solid SIOP strategies can help fill in those language gaps for any and all students.
*If you have any additional information on how placement is determined for special education and gifted ELLs please add them in*
If ELL students are considered for Special Education, we must first go through a thorough protocol involving parent interviews, comparing the progress of ELL students who have been in the school system for the same amount of years and speak the same language. There are 10 total factors we have to analyze before even considering them for the SPED process. Then the school psychologist may do some of the tests using an interpreter and use tests that rely less on language.
ELL students who are Leve.
Assessment Powerpoint
1. When assessing children whose native language is not English, teachers must develop an understanding of the child's background, determine if a translator is needed, and become knowledgeable about their life.
2. English Language Learners make up 10% of the student population, which is increasing. Many struggle with literacy skills but their schooling in their native country should not be assumed to be inadequate.
3. With more students who don't speak English as their native language, teachers must be able to conduct assessments in other languages and understand differences in word usage across cultures.
UNDERSTANDING YOUR ESL STUDENTS
The document provides definitions and explanations of key terminology and acronyms used in ESL education. It discusses concepts like ESL, ELL, BICS, CALP and realia. It also summarizes legal obligations to provide ESL programming, examples of co-teaching models, WIDA assessments, and lists professional organizations for ESL teachers.
Teaching English Language Learners ELLs
This presentation provides background knowledge and information on the population of ELL children in the United States. In the body of the presentation, research-based strategies are provides for teachers and anyone who works with ELL students in an academic environment.
TESOL Staff Development PowerPoint
An overview of knowledge required by a teacher prior to teaching children of Non English Speaking Background (NESB). A comprehensive overview is provided here.
CLINICAL FIELD EXPERIENCEELL INSTRUCTOR INTERVIEWLILIANA .docx
CLINICAL FIELD EXPERIENCE:
ELL INSTRUCTOR INTERVIEW
LILIANA ACEVEDO
1
2
I interviewed professor Aziz Benmimoun from public school PS 721q.
1. What are the indicators of exceptionality a classroom teacher should look for when a student also has a language barrier?
Language performance deficiency is often misunderstood and many ELL's are being referred for special need. Exceptional students usually exhibit behavioral as well as learning disabilities.
4
2. How do informal and formal assessment results factor into placement?
Data is key in formal assessments, especially data that supports the inferences that were made from the exam. The data is computed prior to summarization.
3. what role do parents and teachers have in placement?
Parents are crucial members of the team because because they have first hand knowledge of their childs strengths and needs. Parents have the right to be involved in the meetings and the IEP process.
4. what are some primary factors that are exhibited in underachievement that may not necessarily signal special education needs?
Underachievement is usually viewed as a student being below average. Every student is different and factors will be based as such.
5. How are changes among individual ELL proficiency levels over the course of the school yearaccounted for?
Over the course of the school year, the students proficiency levels tend to progress from the speaking, reading and listening before achieving proficiency in writing. The trend is that writing is the last and most difficult skill an ELL student masters before becoming proficient in the L2.
6. How are diagnostic, formative, and summartive assessments integrated for Ells in the mainstream classrooms?
Assessments in all forms are essential in designing coherent instruction. Without ongoing assessments, the instructor will not be able to diagnose therefore meet the needs of his students.
7. What are the benefits of the SIOP protocol for native English speakers as well as those for whom English is an anditional language?
Small group instructions is at most benefit to students regardless of language proficiency, as instruction is tailored to each students needs.
How does the assessment and placement process in your state facilitate achievement among ELLs?
In New York, the New York State Identification Test for English Language Learners (NYSITELL) is the only assessment instrument for measuring the English language proficiency of a student who may be an ELL. The results of this test are used to determine the type of instructional program into which the student must be placed.
Comparison of the use of the AZELLA to the assessment and placement process in New York.
The AZELLA is used for placement and reassessment purposes for students who are identified as a second language learner. Unlike New York, students who are set into an English language learner program will take the AZELLA reassessment once a year until a.
2014 supporting the eal students in the mfl classroom
This document discusses strategies for supporting English as an Additional Language (EAL) students in the foreign language classroom. It begins by identifying the most common EAL issues teachers encounter, such as different proficiency levels and linguistic backgrounds among EAL learners. It then suggests practical strategies like using peer support and teaching assistants, as well as emphasizing that EAL students may have strengths in areas like bilingualism. The document also aims to dispel common myths around EAL learners and language acquisition, noting that it can take 5-7 years to develop academic language proficiency.
Assessments for ELLsRead Chapter 7.5 of your textbook, Issues o.docx
Assessments for ELLs
Read Chapter 7.5 of your textbook, “Issues of Assessments for ELLs.” While academic standards and proficiency can be assessed through formal tests and assessments for all students, English language learners need additional assessment opportunities in order for teachers to assess their language proficiency skills. Watch the webcast, Assessment of English Language Learners http://www.colorincolorado.org/webcast/assessment-english-language-learners, featuring Dr. Lorraine Valdez Pierce. There is also a PowerPoint presentation to accompany this video that may be beneficial (located directly below the video link). After watching the video and reading the chapter, respond to the following questions:
How can current assessments (such as standardized testing) be biased against students who are not native speakers of English?
Suppose you were teaching a unit on the water cycle. The unit focused on teaching the students the parts of the water cycle which include: precipitation, evaporation, and condensation. Describe one way that you may evaluate your ELLs using a formative and a performance-based assessment in the classroom based on this lesson topic and how these assessments can provide greater opportunities for ELLs to show their acquired knowledge with minimal interference due to a language barrier. Also, explain how your formative assessment can be used to guide your instruction while teaching the unit. Be specific.
Look at Table 7.2: TESOL Language Proficiency Standards in your text and describe how these assessments align with Standard 4. Provide at least two reasons.
7.5 Issues of Assessments for ELLs
In many ways, language proficiency standards work hand in hand with assessments to help ELL teachers measure student progress. However, student assessment has been a complex and often controversial topic in education: Required assessments may carry a lot of weight and could result in long-lasting impacts on students' lives. Sandberg and Reschly (2011) noted that
the purpose of assessment is to provide information that may be used to describe performance and make decisions about students—students meeting standards, those at risk for later failure, those who qualify for talented and gifted education programs, and so forth. (p. 145)
It is thus important that assessments be fair, equitable, valid, reliable, and appropriate. As Staehr Fenner (2013) and Hauck, Wolf, and Mislevy (2013) noted, there are critical reasons for this when it comes to ELLs: First, valid and reliable assessment measures ensure educators correctly identify, classify, place, and reclassify ELLs based on their language proficiency levels. Second, meaningful and accurate assessment data ensure effective instruction. With such data, both general education and ESL/ELD teachers can plan more effective lessons, differentiate instruction more successfully, and integrate content and language development opportunities. Finally, accurate data help hold schools, di.
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This workshop will cover:
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• Information about Developmental Language Disorder (DLD)
• How to support your child’s language development at home
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This document discusses strategies and considerations for teaching English language learners (ELLs). It emphasizes viewing ELLs as assets and combating deficit perspectives. Teachers should value students' home languages and cultures. Effective strategies include using small groups, hands-on materials, word walls, displaying student work, modeling language, and assessments to guide instruction. Digital tools like Epic, Newsela and Google Translate can help facilitate learning. Teachers' positive attitudes are crucial to student achievement. Home languages should not be seen as inferior to English.
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- 1. English Language Learners In Special Education Peggy McLeod, Ed.D DMP Associates AIR, October 2 0 0 4
- 4. Each state has definition of LEP – but not consistent across states.
- 5. Demographics
- 6. There are over 5.5 million limited English proficient students in the United States LEP Students
- 9. Is There a Disproportionate Representation of ELLs in Special Education?
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- 34. Peggy McLeod, Ed.D ©2004 DMP Associates AIR, October 2 0 0 4