Jarice Butterfield, Ph. D. Santa Barbara County SELPA Director Meeting the Needs of English Learners with Disabilities: Writing Linguistically Appropriate IEP Goals for EL Students SSCOE March 17, 2012 EL ACADEMIC SUCCESS CONFERENCE Jarice Butterfield, Ph. D. Santa Barbara County SELPA Director jariceb@sbceo.org Website: sbcselpa.org

Presentation Topics CELDT: Language Assessment for ELs with IEPS IEP Development for English Learners: Linguistically Appropriate IEPs Writing Linguistically Appropriate Goals Implementation of EL Goals - Programs & Services Monitoring Progress Questions and Answers

English Learners in Special Education CELDT Testing for Students with Disabilities Language Assessment English Learners in Special Education

CELDT Testing Cont’d. Students with with disabilities may have accommodations and/or modifications on CELDT as specified in their IEP: An accommodation is: Any variation in the assessment environment or process that does not fundamentally alter what the test measures or affect comparability of scores. Accommodations may include variations in scheduling, setting, aids, equipment, and presentation format A modification is: A variation in assessment environment or process that fundamentally alters what test measures or affects comparability of scores

CELDT Testing Cont’d. Alternate Assessment: IEP Teams may designate an alternate assessment To CELDT “Students with disabilities may take an alternate assessment if their IEP team determines that they are unable to take one or more parts of the CELDT even with variations, accommodations, and/or modifications.” The CDE’s 2011-2012 CELDT Information Guide

Alternate Assessment Alternate Assessment is: An alternate way of measuring English language proficiency of pupils with disabilities whose IEP Team has determined they are unable to participate in CELDT even with accommodations, variations, or modifications. Note: CDE English Learner Division has advised that any “alternate assessment” must assess in all four domains: listening, speaking, reading & writing

Alternate Assessment Cont’d. Alternative Assessments to CELDT At this time, the California Department of Education does not have an approved, recommended alternative assessment to CELDT for students whose IEP team determines that the student may not be able to take all or parts of CELDT in order to determine their level of English language proficiency. If the IEP team determines that a student should take an alternate assessment to CELDT, they must ensure that the student is assessed in all four domains of English proficiency: listening, speaking, reading, and writing.

Alternate Assessment Cont’d. Possible Alternative Assessments to CELDT The chart lists possible assessment tools that various districts or SELPAs in California have utilized as an alternative to CELDT for students functioning at the CAPA level:

Organization or Publisher Resource List for Possible Alternate Assessments to CELDT Test Name Skills Assessed Organization or Publisher Contact Information Alternative Language Proficiency Instrument (ALPI) Listening Speaking Orange County Dept.of Education 714-966-4120 Student Oral Language Observation Matrix (SOLOM) San Jose Unified School District http://www.cal.org/twi/EvalToolkit/appendix/solom.pdf Basics 2 (Checklist for functional reading and writing) Listening, Speaking Reading, Writing Lakeshore http://www.lakeshorelearning.com/home/home.jsp Sandi Listening, Speaking, Reading, Writing SEACO http://www.rcoe.k12.ca.us/materials/SANDI_Riverside.pdf

Organization or Publisher Resource List for Possible Alternate Assessments to CELDT Cont’d. Test Name Skills Assessed Organization or Publisher Contact Information Basic Inventory of Natural Language (BINL) Listening Speaking in 30 different languages CHECpoint Systems, Inc. (800)635-1235 Norm referenced & Criterion referenced Brigance IED II (B-7yrs) Brigance CIBS II (Pre K –9) Listening & Speaking Reading & Writing literacy Curriculum & Associates http://www.curriculumassociates.com

Writing Linguistically Appropriate IEPs

Linguistically Appropriate IEP Development for English Learners The IDEA states that the IEP team must, "In the case of a child with limited English proficiency, consider the language needs of the child as those needs relate to the child's IEP." 34 C.F.R. § 300.324(a)(2)(ii).

Linguistically Appropriate IEP Development for English Learners The United States Education Department has clarified that IEP teams must consider: Issues such as the extent to which a LEP child with a disability receives instruction in English or his native language, the extent to which a LEP child with a disability can participate in the general curriculum, or whether English language tutoring is a service that must be included in a child's IEP. . How the child's level of English Language proficiency affects the special education and related services that the child needs to receive FAPE. Special education and related services for those aspects of the educational program which address the development of English language skills and other aspects of the child's educational program. Whether the special education and related services that the child needs will be provided in a language other than English. 64 Fed. Reg. 12406, 12589.

Linguistically Appropriate IEP Development for English Learners Also, as per EC 56345 the regulations state: “For individuals whose native language is other than English, linguistically appropriate goals, objectives, programs, and services” shall be included in the IEP contents” Note: This does not require placement in a specific classroom!

IEP Development for English Learners IEP Content Checklist √ The results of CELDT or alternative assessment in order to document English language proficiency and develop linguistically appropriate goals If the student requires accommodations or modifications on CELDT (SESR 10-2-2; 10-2-4; 20-4-2) EC Section 60810 CFR Section 300.138(b)(1)(2); CFR 300.324 The CDE’s 2011-2012 CELDT Information Guide

IEP Development for English Learners Cont’d. In addition to CELDT considerations, the IEP team must determine: How English language development (ELD) needs will be met and who will provide those services “programs, services, and instruction” If the student needs primary language support and what language should be the language of instruction Linguistically appropriate goals (ELD goals) to meet English language development needs (SESR 10-2-6; 3-5-8); 34 CFR 300.324; EC 56345

How to Document Programs, Services & Instruction on IEP Programs: Indicate on IEP what type of EL program the student will be in such as SEI, ELM, or alternate program (see slide 69-70) Services: Indicate on the IEP if the student needs primary language support or other services to be successful Instruction: Indicate where the instruction will take place (SPED classroom, general education, etc.) and if the instruction will be in English or primary language

Primary Language Support: English Language Development Services for EL Students in Special Education Primary Language Support: The IEP team should address how primary language support will be provided to help student access the core curriculum. It may be provided in the following ways: By SPED or general education bilingual teacher By a bilingual instructional assistant By a volunteer or parent/relative By a peer or cross-age coach By providing materials in the primary language

Linguistically Appropriate (ELD) Goals and Objectives Linguistically appropriate goals must align to the student’s present levels performance in language proficiency (aligned to CELDT results). The California State Board Adopted ELD Standards are aligned to CELDT and are useful in developing linguistically appropriate goals. The California State Board Adopted ELD Standards are categorized subject or domains (listening & speaking, reading, and writing) The California State Board Adopted ELD Standards are categorized by strands and sub strands The California State Board Adopted ELD Standards are not numbered, but are categorized by levels of proficiency assessed on CELDT The California State Board Adopted ELD Standards are categorized by grade

Sample Linguistically Appropriate Goal 1 Domain: Listening & Speaking Strand: Strategies & Applications Sub Strand: Comprehension Level: Beginning Grade: K-2 Goal: By (date), (student) will respond to simple directions and questions in English by using physical actions and other means of nonverbal communication (e.g., matching objects, pointing to an answer, drawing pictures) with 80% accuracy on 3 consecutive trials as demonstrative by written classroom data

Sample Linguistically Appropriate Goal 1 Objectives Objective 1: By (date), (student) will respond to simple directions and questions in English by using physical actions and other means of nonverbal communication (e.g., matching objects, pointing to an answer, drawing pictures) with 40% accuracy on 3 consecutive trials as demonstrative by written classroom data Objective 3: By (date), (student) will respond to simple directions and questions in English by using physical actions and other means of nonverbal communication (e.g., matching objects, pointing to an answer, drawing pictures) with 60% accuracy on 3 consecutive trials as demonstrative by written classroom data

Sample Linguistically Appropriate Goal 2 Domain: Reading Strand: Word Analysis Sub Strand: Concepts about Print, Phonemic Awareness, and Vocabulary and Concept Development Level: Early Intermediate Grade: 3-5 Goal: By (date) , (student) , while reading aloud a short passage of 8-10 lines at grade level, will recognize and produce English Phonemes that do not correspond to phonemes he or she already hears and produces with 80% accuracy on 3 consecutive trials as demonstrated by data tracking records.

Sample Linguistically Appropriate Goal 2 Objectives Objective 1: By (date) , (student) , while reading aloud a short passage of 3-5 lines at grade level, will recognize and produce English Phonemes that do not correspond to phonemes he or she already hears and produces with 40% accuracy on 3 consecutive trials as demonstrated by data tracking records. passage of 6-8 lines at grade level, will recognize and produce English and produces with 60% accuracy on 3 consecutive trials as

Sample Linguistically Appropriate Goal 3 Domain: Writing Strand: Strategies & Applications Sub Strand: Organization & Focus Level: Intermediate Grade: 6-8 By (date), (student) will develop a clear purpose in a short essay (two to three paragraphs) by appropriately using the rhetorical devices of quotations and facts with 80% accuracy on 3 consecutive trials as demonstrated by a written response to a prompt.

Sample Linguistically Appropriate Goal 3 Objectives Objective 1: By (date), (student) will develop a clear Purpose in a short essay (one paragraphs) by appropriately Using the rhetorical devices of quotations and facts with 40% accuracy on 3 consecutive trials as demonstrated by a written response to a prompt. Objective 2: By (date), (student) will develop a clear purpose in a short essay (two to three paragraphs) by appropriately using the rhetorical devices of quotations and facts with6 0% accuracy on 3 consecutive trials as demonstrated by a written response to a prompt.

Sample Linguistically Appropriate Goal 4 Domain: Reading Strand: Fluency & Systemic Vocabulary Development Sub Strand: Vocabulary & Concept Development Level: Early Advanced Grade: 9-12 Goal: By (date), (student) will use a standard dictionary to determine the meaning of a list of 20 unknown words (e.g., idioms and words with multiple meanings) with 80% accuracy on 2 consecutive trials as demonstrated by classroom written records

Sample Linguistically Appropriate Goal 4 Objectives Objective 1: By (date), (student) will use a standard dictionary to determine the meaning of a list of 10 unknown words (e.g., idioms and words with multiple meanings) with 40% accuracy on 2 consecutive trials as demonstrated by classroom written records determine the meaning of a list of 15 unknown words (e.g., idioms and words with multiple meanings) with 60% accuracy

Implementation of IEP ELA/Language Development Goals Programs & Services: Implementation of IEP ELA/Language Development Goals

ELD Program & Service Models for EL Students in Special Education Services and methodology required for English learners in California: English Language Development (ELD) Settings English Language Mainstream (ELM) Structured English Immersion (SEI) Alternative Programs Instruction is provided in primary language (L1) Methodology Specially Designed Academic Instruction in English Support Alternative Program (this is an IEP team decision)

Programs & Services for EL Students in Special Education Structured English Immersion Program (SEI) For students with “less than Reasonable Fluency” or scoring at beginning or early intermediate on CELDT Program Components English Language Development (ELD) Academic Core Subjects Program Delivery •Classroom instruction is primarily in English •Intensive ELD support is provided daily •SDAIE is provided via class •Primary language (L1) support is provided English Language Mainstream (ELM) For students with “Reasonable Fluency” Scoring Intermediate or above on CELDT For students with an IEP the IEP team determines the appropriate instructional setting for the student to receive ELD as well as the staff responsible (EL or SPED). •Daily ELD instruction is usually provided in the context of the regular classroom SDAIE is provided via class Alternative Programs (Bilingual Programs) The IEP team also determines the extent to which primary language support/instruction is needed. •Classroom instruction is in primary language (L1) •Academic instruction in English (SDAIE) via class

Programs & Services for EL Students in Special Education Each English learner must receive a program of Instruction in English language development (ELD) in order to develop proficiency in English as rapidly and effectively as possible. ELD instruction is defined as the direct, systematic, explicit development of vocabulary, grammar, comprehension and expression in both oral and written domains of English using curricula and instructional methods appropriate for second language learners. ELD is a required component of every English learner’s core curriculum, regardless of level. ELD must be individualized based on need. It is best practice to group students with other students at the same or similar fluency level for ELD.

English Language Development for ELs with Disabilities ELD instruction should be based on the California ELD Standards. The ELD standards are divided into four domains: Listening Speaking Reading Writing The English language proficiency levels through which ELStudents progress are: beginning, early intermediate, intermediate, early advanced and advanced. 32

Programs & Services Implementation of EL / ELA Goals SEI services may be provided for English learners with an IEP in a variety of ways to include: Targeted EL instructional groups held within the context of a classroom taught by a special educator Instruction in a general education classroom during a portion of the day when English language development (ELD) instruction is provided by a general education teacher or staff In a collaborative model where special educators team with the general education staff to provide EL services

Progress Monitoring of ELA/ELD Goals for Students with Disabilities Progress towards IEP goals should be assessed at the frequency designated in the IEP but not less than often than the frequency progress is reported for all students (report cards) Use formative assessments to assess English learners with disabilities’ progress towards meeting ELA / language development goals Formative assessments should assess student progress towards meeting the ELD standards as reflected in IEP Goals (and objectives if applicable) Best practice – engage in progress monitoring ever 6-8 weeks

Use of Formative Assessments to Monitor Progress Towards ELA/ELD Goals Formative Assessment : Use of curriculum embedded or teacher developed assessments that aligned to assessed language development needs used to monitor student progress throughout the school year to identify: 1) individual students who need additional time and support for learning English 2) the teaching strategies most effective in assisting students with disabilities acquire English 3) program concerns – areas in which students generally are having difficulty achieving the intended EL standard 4) progress towards linguistically appropriate English language arts/ language development goals

Sample Traditional Formal Language Assessment Tools Five most common language proficiency tests administered across all states are: Language Assessment Scales (LAS), IDEA Language Proficiency Tests (IPT) Woodcock-Muñoz Language Survey Language Assessment Battery Basic Inventory of Natural Language (BINL) All tests above, with the exception of the Woodcock Muñoz Language Survey address listening, speaking, reading and writing according to research; however these assessment tools are similar to the CELDT and may not be appropriate for students with moderate to severe disabilities (CAPA level).

Other Language Assessment Tools Better Aligned to IEP Goals ADEPT (Developmental Assessment of English Development) Identify a student's instructional level for Systematic ELD instruction Understand a student's language abilities for differentiated instruction Monitor student progress in English proficiency Inform planning for Systematic ELD and Frontloading Language across the content areas ALPI (Appropriate for CAPA Level Students) May be used to monitor speaking and listening English skills of students with moderate to severe disabilities May be used to help make reclassification decisions for EL students with an IEP

Skill Areas (Primary Language) Sample ALPI Assessment Data Skill Areas (Primary Language) Points (0-5 pts) I. Receptive Language 1. 4 2. 3. 5 4. 5. 6. Total Points (0-30) 26/30 II. Expressive Language 2 1 3 Total Points (0-14) 10/14

Sample ALPI Assessment Data Skill Areas (English) Points (0-5 pts) I. Receptive Language 1. 4 2. 3. 4. 5 5. 6. Total Points (0-30) 27/30 II. Expressive Language 2 3 Total Points (0-14) 9/14

Q & A May the parent opt a student with disabilities out of taking CELDT? Answer: No; A parent may not opt a student out of taking CELDT. The CDE’s 2011-2012 CELDT Information Guide

Q & A 2) If a student is EL and in special education, are they required by law to have an ELD class? Answer: No, a student does not have to be placed in an “ELD class”; however, the student must receive appropriate EL instruction and services. How those services will be provided should be addressed in the IEP. They may be provided in a special or regular education setting as long as they are appropriate to the student’s level of EL needs, are provided by qualified staff, and will help the student progress towards their linguistically appropriate goals and objectives.

Q & A 3) Is reclassification to RFEP the responsibility of the IEP team for EL students in special education? Answer: No. Each LEA must establish policies and procedures to designate which staff or the team members are responsible for reclassification of EL students. The English Learner Division at the CDE advises that reclassification is not the jurisdiction of the IEP team. However, if the LEA has designated the IEP team as the EL reclassification team for students with IEPs, it may an acceptable practice for the IEP team, in collaboration with staff members who have expertise in the reclassification of English learner, to reclassify students to RFEP. It is best practice for English learner and special education staff members to work together collaboratively to make reclassification decisions for students with disabilities. 5 CCR § 11303

Q & A 4) May the IEP team designate a CELDT test variation that is not listed in the Title 5 Guidelines Section 11516 or 11516.5? Answer: Yes; however, the district must submit a request for review of the proposed variations in administering the test 5) If a student participates in CELDT with test variations, accommodations, or modifications will they “pass”? Answer: Yes; however, if the student takes alternate assessments for sections of the CELDT, they will get a score of “not valid” for the sections of the test in which they took alternate Assessments Title 5 Regulations Section 11510

Q & A 6) Are districts required to assess an English learner with moderate to severe disabilities in their primary language in order to qualify them for special education? Answer: The regulations state you must assess in the native language unless it is clearly not feasible to do so. Based on the severity and type of disability or lack of assessment materials in the native language, it may not be feasible to assess in the native language. Assessors should refer to the legal regulations and determine the type of assessments that are most appropriate.

Q & A 7) What is the recommended or required amount of time an English learner must be in RTI before making a referral for special education? Answer: It is best practice for English learners to receive high quality, research-based interventions over a period of time long enough to determine the following: Is the student struggling academically due to a disability or language difference? Can the student’s academic needs be met through RTI versus special education?

Q & A 8) May the parent waive the requirement for a student to be assessed for special education in their primary Language? Answer: There is no specific provision for a parent to waive assessment in the primary language. A parent may decline assessment in part or in whole; however, the assessors determine the language for the assessments to be administered in.

Q & A May a school EL reclassification team use “alternative criteria” to reclassify a student who is EL to RFEP? Answer: No, there is no provision that allows an LEA to use “alternative reclassification criteria”. LEAs must follow the four criteria established by the State Board of Education (SBE). However, within the four established reclassification criteria the SBE have recommended flexibility in the way the way teams apply the guidelines that may be relevant to students with disabilities. These are currently being reviewed by CDE in order to determine if they can legally be applied to students with disabilities. It is also recommended that LEA staff consult or collaborate with special educators in making reclassification decisions. 5 CCR § 11303; The CDE’s 2011-2012 CELDT Information Guide

Q & A 10) May a school classify a student that has severe disabilities and is non-verbal as FEP upon entry? Answer: No, there is no provision that allows an LEA to use “alternative criteria” to classify a student as EL even upon entry if it is deemed that the student is an English learner based on the home language survey. The IEP team may determine if the student needs an alternative assessment to CELDT and what that alternative will be (this must be an IEP team decision). 5 CCR § 11303

Q & A 11) May a school designate a student who uses American Sign Language (ASL) as FEP even though they are EL based on the home language survey? Answer: Based on communication with the English Language Learner Division at CDE in April, 2010, it was agreed that for the purposes of CELDT testing and identifying students as English learners who use ASL and have an IEP or 504 Plan the following would apply: 1) Non‑English speaking parent, student uses ASL ‑ CELDT testing required; student may be considered an English learner 2) English speaking parent, student uses ASL ‑ No CELDT testing required 3) Parent uses ASL, student is hearing ‑ No CELDT testing required; student may or may not be under IEP/504 4) Parent uses ASL, student uses ASL ‑ No CELDT testing required 5 CCR § 11303

Q & A 12) For the fourth reclassification criteria “comparison of performance in basic skills”, may the reclassification team use data from the CAPA assessments since the student does not take CST? Answer: The California Board of Education (CBE) has not currently revised the CELDT Reclassification Guidelines to include the assessments that IEP teams may designate as alternative measures to CST. At this time the CAPA has not been determined to be an appropriate objective measure that can be used to inform Criteria 4. At this time the IEP team may use other objective academic assessment measures to inform criteria #4 as outlined in the IEP.

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