Supporting English Learners with Disabilities Ann-Michelle Neal, Kim Fratto - Utah State Board of Education Autumn Steinke – Utah State Professional Development Network

Purpose of This Course Series

Purpose of This Course Series Self-Paced Variety of Audiences Individuals Groups Focused Learning Tasks Pause the training to complete the learning task

Course Objectives What are the unique attributes, strengths, and needs of English Learners (ELs) and ELs with disabilitites? What is the process of language acquisition for ELs? What is WIDA and WIDA ACCESS? How can teachers use WIDA ACCESS results to plan supports for EL students? What steps prevent over-identification and under-identification of EL students in special education? What considerations should be made prior to referral for special education? What are frequently asked questions when an EL student is referred for special education?

What are the unique attributes, strengths, and needs of English Learners (ELs) and ELs with disabilities? Course Objective 1

EL’s and Special Education “A student cannot have a disability in one language or a particular context and not another. These special education needs would manifest themselves across languages and contexts.” -WIDA RTI2 (2013)

Student Profiles Thiago Gabriela Young-sung in Brazil in U.S. in Korea Name: Thiago Gabriela Young-sung Born: in Brazil in U.S. in Korea Home Language: Brazilian Portuguese Guatemalan Spanish Korean Home Language Skills: can read and write in Portuguese, but probably below grade level informal speaking and listening, does not read or write in Spanish literate in Korean Enrolled: earlier this year in Kindergarten at the beginning of the year Educational Background: 4 years of schooling in Brazil at 3 different schools with frequent absences 5.5 years in US school half a year in US school Background in English: informal exposure outside of school lifelong exposure in and out of school formal grammar and vocabulary instruction in English in Korea Domain: L: 1.4 S: 1.2 R: 1.0 W: 1.0 L: 5.6 S: 4.7 R: 3.2 W: 2.3 L: 1.2 S: 2.3 R: 4.7 W: 3.3 Composite: Oral: 1.3 Lit: 1.0 Comp: 1.1 All: 1.0 Oral: 5.1 Lit: 2.7 Comp: 3.9 All: 3.4 Oral: 1.7 Lit: 4.0 Comp: 3.6 All: 3.3

Charting the Can-Do Descriptors Thiago Gabriela Young-sung Overall: 1.0? Overall: 3.4? Overall: 3.3?

Learning Task #1: Guiding Principles 1. Download the Guiding Principles of Language Development document from Canvas 2. Read the 12 Guiding Principles 3. Underline what stands out to you. What had you perhaps not considered before? Discuss with your group or write a brief reflection on the new connections you have made.