New English Language Development and Common Core State Standards Institute Addressing the Needs of Long Term English Learners (LTELs) who are also Students with Disabilities (SwD) June 28, 2013 Debbie

Introductions Debbie Jaggers-Baccino Denise Kilpatrick Maggie Spehar Campbell Unified School Districts’ Journey to Meeting the Needs of English Language Learners with Disabilities Debbie, Denise, & Maggie

Prepare every English Learner for college and career success! Goal Prepare every English Learner for college and career success! Debbie

Objectives Understand the importance of having a growth mindset Use data support decisions for LTELs with Disabilities Provide Professional Development to administrators and teachers to support LTELs with Disabilities Require explicit English Language Development (ELD) instruction for all students, including LTELs with Disabilities Understand that coaching benefits teachers and LTELs with Disabilities Debbie

Areas to be considered using a growth mindset The Special Education and ELD Departments came together and realized that we could be doing more for our LTELs with Disabilities. Areas to be considered using a growth mindset Core Curriculum Assessment IEP goals Coaching Debbie Define RSP students and SDC students. LEAP Title III Plan Core Curriculum all RSP and SDC students need to be supported in all core curriculum areas

Our Core Team Special Education Director ELD Administrator Program Specialist Special Education Equity Coach CELDT Coordinator Debbie

Data Drove Our Decisions CELDT Data State Data Benchmark Formative Data Cognitive Data Informal Data Denise CELDT Data – RSP/SDC teachers trained to administer the CELDT – These teachers are familiar with students, IEPs, and testing accommodations Informal Data – exit slips Formative Data Alternate Assessment

CUSD Alternate Assessment Maggie and Denise Bring Alternate Assessment Blanks (Maggie), Our color copy (Maggie), and release forms(Denise) Denise Make sure to explain how we created the Alternate Assessment Jarice Books Websites Venture’s Example SCCOE EL Conference – March 2012 Maggie Explain Who qualifies Student who current take the CAPA with a score of Proficient or above on CAPA Kinder with an ID eligibility. We reviewed most current pysc report

Professional Development IEP Goal Writing and Monitoring ELD Services Administration Training GLAD Systematic ELD ADEPT CCSS Debbie Point out that many of our IEPs were missing the ELD goals Resources ELD IEP goals, services, and monitoring Provided All Special Education service providers with PD in Fall 2012 on ELD goal writing Had Teachers trained in GLAD and Systematic ELD Admin PD – goals, how to use web IEPs Bring the ADEPT Binder (Denise) CCSS – Debbie to talk about CCSS and the roll out plan for SDC students that ELs are supported throughout the day in all content areas

IEP Testing Accommodations Maggie The accommodations are small group just as the CST/CMA. All Special Education teacher will continue to proctor the CELDT for EL SwD.

ELD is a core subject for English Learners ELD Program & Service Models for EL Students in Special Education in CUSD ELD is a core subject for English Learners English Language Development (ELD) Settings English Language Mainstream (ELM) English Language Instruction (Pull Out) Structured English Instruction (SEI in SDC) Methodology Specially Designed Academic Instruction in English (SDAIE) Support SDAIE Systematic ELD Guided Language Acquisition Design (GLAD) Denise This will depend upon the individual student. Services will depend upon both school site and Special Education Services. This will be listed on form 3A on the Web IEP. RSP: Service may be done in general education not a direct service, unless student was qualified under SLI at anytime then Language is an area of need and requires a goal. SDC: If student is qualified under SLI at anytime then Language is an area of need and requires a goal. If student is clustered for ELD instruction take out ELD minutes from the total minutes (daily or weekly)

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 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 Denise

How to Document Programs, Services & Instruction on IEP Maggie SDC Students: case manager responsible for this

How to Document Programs, Services & Instruction on IEP Maggie RSP students, case manager must complete and provide to ALL teachers who provide instruction to this student.

How to Document Programs, Services & Instruction on IEP Maggie RSP students Services or if student is clustered within general education.

How to Document Programs, Services & Instruction on IEP Maggie SDC ELD services taught by SDC teacher

ELD IEP Goals Maggie

ELD IEP Goals Maggie

RATE OF TRANSFER INTO CLASSROOM PRACTICE Following Peer Coaching Professional Development Workshop and modeling Workshop, modeling and practice modeling, practice, and feedback practice, feedback, and peer coaching 10% 12-13% 14-16% 16-19% 95% Debbie Types of Professional Development Source: "Effective Staff Development," by Robert N. Bush.  In Far West Laboratory (Ed.), Making Our Schools More Effective Proceedings of Three State Conferences. San Francisco: Author, 1984.

Coaching Special Education Equity Coach Learner Profiles Monitoring Plans for LTEL SwD Articulation High Leverage Activities Debbie SpED Coach went from 50% to 100% and the coaching focus for the 2012-2013 school year was ELD content area. The coach provided both formal and informal coaching. District ensured all EL SwD students received 150 instructional minutes of ELD each week. All Special Education teachers implementing ELD for the first time were provided with coaching throughout the school. Learner Profiles were developed for RSP students receiving ELD instruction in the mainstream setting at two school site. (Bring Learner Profiles) A majority LTEL were given the ADEPT to identify specific areas of need and monitoring plans were create by the case managers and SpEquity Information about CELDT results, CST results, current ELD instructional level, and recommended ELD levels were written for all students transiting from an Elementary school site to a Middle School - May 2013

Explicit ELD Instruction Maggie SDC Classroom

ELD Sample Lesson Plans Maggie Mild/Moderate student population

ELD Sample Lesson Plans Maggie Moderate/Serve student population Adapted to assist teachers in writing ELD lessons and following the Systematic ELD format. Language Objective, I do, We do, You do/informal assessment, wrap up portion.

Learner Profiles Denise These were created for a general education teacher to use during ELD instruction to use for students with an IEP. This is an EL SwD with ELA goals and ELD goals.

Sample LTEL Plan Denise Individual LTEL plans were created for some SDC students by SpEd Equity Coach and IEP case manager. These plans included ADEPT results to ensure areas of improvement for ELD instruction in conjunction with the students IEP goals for ELD and ELA – These plans were submitted to the ELD Department to support the LTEL plans submitted for the Title III, Year 4 plan

ELD Instruction Structured English Instruction (SEI in SDC) Stacey Video Maggie This is a middle school class (5-6) Mild to Moderate student population

ELD Instruction Structured English Instruction (SEI in SDC) Laura Video Maggie This is a an elementary class (3-5) Moderate to Serve student population

ELD Instruction Structured English Instruction (ELM in SDC) Una Video Maggie English Language mainstream elementary class (4-5) Mild to Moderate student population – mostly Early Intermediate

Our Journey Continues Collaborative Coaching Informal Coaching Additional Learner Profiles Preschool GLAD SDC/ RSP General Education collaboration for all content areas Professional Development for Core Team, Administrators, & Teachers on Common Core State Standards and the ELD Standards Parent Meetings for Special Education Students who are also Students with Disabilities Debbie

Thank You! Thank you for attending our session. If you have any questions, please do not hesitate to contact us. Contact Information: Debbie: Djaggers-baccino@campbellusd.org Denise: dkilpatrick@campbellusd.org Maggie: mspehar@campbellusd.org Debbie