Kent School District: Guiding the IEP Team with Determining ELL Services May 12 th, 2012 Rona Popp - Assistant Director Title / LAP, ELL Gaye Bungart - Inclusive Education Instructional Support Annie Abraham- ELL Program Compliance Ipek Bulduk- Cooley – ELL instructional Support

Languages Spoken at KSD Afrikaans Albanian American Sign L Amharic Arabic Armenian Balinese Bambara Bangala Belorussian/Bye Bemba Bengali Bosnian Bulgarian Burmese Cambodian Carolinina Cebuano Chamorro Chewa Chin Chinese Cantonese Chinese Mandarin Chinese- Unspecified Chungki Chuuk Creole Czech Dari Dire East Indian Efik English Ethiopian Fallani Farsi Fijian Filipino French Fula Georgian German Grand Total Gujarati Hawaiian Hindi Hmong Hungarian Ibo Ilokano Indonesian Italian Japanese Kakwa Karen Khmer Kikuya Kirundi Kiswahili Kmhmu Korean Kosraean Krahn Krio Kurdish Lao Liberian Lingala Lithuanian LUGANDA Malayalam Mandingo Marathi Marshallese Mien Mixteco Moldovian Navajo Nepali Nuer Oromo Pahlavi Palau Papago Pashto Persian Phillippine Pilipino Polish Portuguese Punjabi Romanian Russian/Ukrainian Samoan Serbo-Croatian Somali Spanish Stoney Sudanese Swahili Syrian Tagalog Taishan Taiwanese Tamil Telugu Thai[Thailand] Tigrina Tigrinya Tongan Trukese Turkic Turkish Twi Unknown Urdu Vietnamese Yoruba More than 130 languages spoken by KSD students and families

Language Acquisition Difference or Disability ? ? ? ? ? ?

Language Acquisition Levels Language Acquisition Level/Description Student Characteristics Student Needs Teacher Strategies Level 1 - Pre-Production Students…….Teacher……… This is the silent period. English language learners may have up to 500 words in their receptive vocabulary, but they are not yet speaking. Some students will, however, repeat everything you say. They are not really producing language, they are parroting. These new learners of English will listen attentively and may copy words from the board. They will be able to respond to pictures and other visuals. They can understand and duplicate gestures and movements to show comprehension. English language learners at this stage will need continuous repetition of English. They will benefit from a “buddy” who speaks their language. Remember that the school day is exhausting for these newcomers as they are overwhelmed with listening to the English language all day long.  May appear confused and/or hesitant.  Begins to understand the message but does not focus on the language form.  Nods to answer questions.  Acquires passive vocabulary (recognizes but cannot yet use certain words).  Points to objects or print.  Draws cartoons and pictures.  Can move to show understanding.  Can match words and objects.  Should be encouraged to draw vocabulary words.  Gain confidence by working with others.  Need time to hear language. They also need to couple what they hear with pictures to help build meaning.  Need phonemic/phonological awareness instruction.  Need opportunities to draw their stories, responses, etc.  Need to use manipulatives to demonstrate understanding of a concept. Students may also draw the concept as well.  Need to hear the language coupled with pictures.  Absorb the language through listening. They will begin to understand concepts through observing and becoming involved in the “doing” as they feel comfortable. Need many opportunities to interact with their peers through a variety of grouping strategies.  Benefit from the use of nursery rhymes, chants, songs, puppets, phonemic awareness activities, and rhyming activities.  Focus on listening comprehension activities.  Focus on building a receptive vocabulary.  Focus on commands using Total Physical Response (TPR).  Emphasize listening skill and do not expect, or force, the student to speak until ready.  Use visuals, pictures, and other realia.  Provide listening opportunities.  Create a classroom full of language.  Use mixed ability groups.  Use art, mime, and music.  Label nouns within the classroom.  Create routines that are followed every day.  Write agenda and objectives on the board in student friendly language and refer to them often during the day.  Ask yes/no, either/or, and simple response questions.  Create word walls or personal work journals.  Send home recordings of grade appropriate literature.  Use strategies that support different preference of learners (tactile, kinesthetic, visual, and auditory).

Oral Comprehension & Listening She is always confused when I ask a question and it takes forever to receive a response from her. I have just asked the question, has she already forgotten it?

Speaking / Oral Fluency He is unable to retell the story. Has he forgotten it or doesn`t he not want speak at all? If I had known the right word,………

Phonemic Awareness & Reading He is unable to blend letter sounds in order to decode words in reading, although we practiced those sounds many times in the class.

Reading Comprehension, Vocabulary & Writing Student doesn`t understand the passage read, although may be able to read with fluency and accuracy. Errors made with punctuation/ capitalization.

Handwriting Student has difficulty writing grammatically correct sentences.

Spelling Student spells words incorrectly; letters are sequenced incorrectly.

Mathematics Student manifests difficulty learning Math facts and/ or math operations.

Behavior Student appears unmotivated and/or angry; may manifest internalizing or externalizing behavior.

Assessment & Data Analysis

Programming Considerations for Dually Enrolled ELL/Special Education Students

Example of Peer Analysis on the WaBilingual site Top of report:

7284 students in 5 th grade in WA tested at the Beginner level on the WLPT placement test in This is the student’s peer group (not language specific) 40% of the student’s original peer group scored Transitional before the SY WLPT annual test Highest possible is 60% because 40% transitioned before th percentile is average

Bottom of report-MSP/HSPE Student was in 5 th grade- 5 th graders don’t take the Writing MSP. Percent of peers who scored at/or below these values

Bottom of report-MSP/HSPE Student was in 5 th grade- 5 th graders don’t take the Writing MSP. Percent of peers who scored at/or below these values

Individualized Education Plan Prior Written Notice

Exiting an ELL/Special Ed Dually served student

Monitoring Guidance for Continuing ELL(if not exiting) Is the student making gains over the next year? Make sure you look at all the variables What does the service model look like? Is ELL service appropriate for the student with identified disability? Teaming and planning for ELL & Special Ed staff Elementary versus Secondary

Challenges with Communication & Collaboration Team work (whose work is it?) Who is the team? How each buildings are staffed differently? ELL staff invited to IEP s Special Ed staff having ELL info ELL staff attending IEPs Concern of job loss

District Challenges with Instruction Lack of adequate knowledge of content area teachers around second language acquisition and effective instructional practices for ELLs Lack of appropriate differentiation in the delivery of core content Lack of adequate targeted interventions around basic academic skills and language development Lack organizational infrastructure and resources to provide targeted interventions Lack of consistent standardized interventions process across schools Lack of critical understanding that effective practices for ELLs are beneficial for ALL students at KSD

Resources Urban Special Education Leadership Collaborative, English language Learners with Disabilities, April 25 th – 28 th, 2012 Krashen`s Six Stages of language Development Frank Bender ELLs with Disabilities Resource Book by Butterfield

Questions ?