1. Presented by Nancy A. Snodgrass, M.A. Bilingual Special Education Resource Teacher Turlock Unified School District Professional Development and English Learner Programs (209) 667-2407 nsnodgrass@turlock.k12.ca.us nsnodgrass98@hotmail.com Part 2

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3.  Look beyond test scores  Look at HOW the student approached the task  Look at what kind of difficulties were observed  Look at what the student CAN/can’t do  Look at different environments and different contexts 3

4. 1. Standardized: a. On the CST, has the student stayed at the same “level” each year in each subject? b. Has the student shown progress on the bar graph for the reading and writing portions of the CELDT? 2. 4

5. c. According to initial primary language assessment, does/did the student have any literacy or math skills in his/her primary language? (If the student has never had an opportunity to learn in his/her primary language, then the results of primary language assessment may be “below grade level.”) 5

6. a. What specific errors has the student made? b. What progress has been made? c. What progress is the student making on “benchmark” assessments? 6

7. a. What data has been used to monitor a student’s progress in the classroom and/or during an intervention? b. Is the instruction appropriate to meet the instructional needs of English Learners, or just English-only students? 7

8. a. What kind of errors is the student making? b. What progress has the student made or are the same errors present over time? c. What instruction has the student received to correct those errors? 8

9. 5. Different subject areas: Are there similar difficulties in all content areas? (If the “difficulties” are evident only in English language arts, then may be due to a lack of English.) 6. Informal observations: Have peer coaches who have observed the student during instructional time also noticed the student having the same difficulties? 9

10. If the student attended a preschool where he/she was instructed only in English, and/or the student has been exposed both to English and the primary language at home, then he/she may not have had the opportunity to develop “fluency” in either English or the primary language.  This “lack of fluency” may not be a “language disorder” or a “language delay.” 10

11. a. Has the student stayed at the same level of listening and/or speaking each year? b. On the bar graph, is there any growth, especially within the CELDT grade spans (K-2, 3-5, 6-8, 9-12)? 11

12. 12 2 nd 3 rd 4 th 5 th 6 th 7 th 8 th 9 th 10 th MELISSA Listening/Speaking12222/2*2/32/3**3/3 Reading111112222 Writing112222223 JUANA Listening/Speaking1232/32/3*2/43/4 Reading1233344 Writing1234444 PEDRO Listening/Speaking123/2*4/45/4 Reading12343 Writing13334 MARCOS Listening/Speaking1/12/23/34/3* Reading1223 Writing1233 LUIS Listening/Speaking223343/4 3/5* Reading11122233 Writing22232244

13. a. Was the student considered to be “fluent” on the initial oral fluency test in his/her primary language? If not, what were the areas of “difficulty?” b. What were the results of any subsequent tests in the student’s primary language? c. Is the student experiencing “language loss” or becoming “subtractive” in his/her primary language? 13

14. a. Are weaknesses evident in both languages? b. Are the “weak” areas the same in both languages? 14

15. a. Does the student only have basic conversation skills in the primary language and/or English, or is he/she able to “think” and solve problems in one or both languages? According to research, it takes at least 5-7 years, if not longer, for one to develop CALPS in a second language. CALPS is what a student needs to be successful in school, especially in the upper grades. b. How much opportunity does the student have to interact with academic language? 15

16. Is there a significant gap between the student’s listening and speaking skills, and/or between his/her reading and/or writing skills? (See results of CELDT) If there is NOT a significant gap and progress is being made each year, then these difficulties may be due to a lack of English. 16

17.  Interview the student.  Look at the results of dual language assessment, especially the student’s performance in each language on the different subtests.  The student may have different relevant strengths in each language in different areas, such as the primary language being the stronger language cognitively, but English being the most proficient language academically.  Language “dominance” can be situational and change over time. 17

18. 7. Language use at home/school: a. With whom does the student interact most often? b.How much verbal interaction occurs and in which language? c.Who are the student’s language models in English and the primary language? 8. Preferred language : Ask the student in his/her primary language which language he/she prefers to speak and why. 18

19. 1. Similar “difficulties” at home: How many oral directions can the student follow at home? (If a student has “difficulties” remembering and/or understanding multi-step directions given in his primary language at home, this might indicate a learning “problem” rather than a lack of English.) 19

20. 2. Comparison to siblings: Have other siblings experienced similar “difficulties?” 3. Schooling in the native country: a.Did the student repeat any grades in his/her native country? b.What progress did the student make when attending school in the native country? 20

21. 4. Health history: Ask the parents questions not addressed in the health file, such as: a.Does the student have allergies? Is the student often congested (which could affect his/her hearing)? b.Is the student taking any medications? Does his/her behavior change when taking medications (e.g. less attentive, more active, tired, etc.)? 21

22. c. Has the student had a history of ear infections? ◦ Multiple ear infections affect first and second language acquisition since a student may not always be able to hear well. d. Does anyone wear glasses in the immediate family for distance or reading? e. Is the student absent for illness often? If so, what kind of illness? 22

23. 5. Cultural factors: a.What is the role of each gender in the student’s home culture? (For example, is a female teacher respected in the student’s culture?) b.Has the student been in the United States and the U.S. school system long enough to adjust to a new environment and a new culture? 23

24. 6. Linguistic factors: a.Have the parents noticed any “difficulties” with the student’s speech/language at home? b.Did the student begin to talk at a later age than other family members? 24

25. 7. Goals/aspirations: Is attending college a goal? 8. Results of interventions at home: Have the parents followed through on any home-school agreements made? 25

26.  Should this student be referred for special education assessment?  Why or why not?  Which factors influenced your decision? 26

27. Background Information: 1. Born in Iran, primary language is Assyrian, language of schooling in Iran was Farsi 2. Attended school in Iran until end of 7 th grade; was in Austria for at least four months prior to U.S., but did not attend school there 3. Report cards from Iran indicated below average grades 4. Informal assessment in Assyrian and Farsi indicated fluent oral conversation skills 27

28. 5. With more cognitively demanding oral language tasks, demonstrated difficulties with both remembering and understanding what he heard in Assyrian and Farsi 6. Asked for some clarification and repetition of oral tasks/questions asked in primary language 7. Parents said he had difficulties with writing and math when attending school in Iran 8. Beginner on CELDT in all four domains in both 8 th grade and currently in 9 th grade 9. Has two ELD classes and three SDAIE content classes—same difficulties seen in all classes 28

29. Background information: 1. Very young student (birthday at end of November) 2. Born in India, but never attended school there 3. Lived in Canada prior to moving to the U.S. and attended preschool, but not kindergarten 4. Began kindergarten in U.S. in 11/07; moved to different school for 1 st grade, but attended only 91 days (went to India from 1/09-6/09 but did not attend school there) 29

30. 5. Attended different schools for second and third grades; no attendance problems 6. 2 nd grade CST: FBB—ELAFBB—Math 3 rd grade CST: B—ELABB—Math 7. 2 nd grade CELDT: EI for Speaking, Beginning for Listening, Reading, Writing 8. 3 rd grade CELDT: EI for Listening, Reading, Writing; Inter. for Speaking 4 th grade preliminary CELDT: Inter. for Listening and Reading; EA for Speaking and Writing 9. Fluent in oral Punjabi, but unable to read or write Punjabi 10. Observed often repeating what she heard before responding (in both languages), but inconsistent; demonstrated more relative strengths in Punjabi than English when completing verbal analogies and comprehending oral stories 11. Very congested-history of ear infections; inconsistent results on hearing tests 30

31. 1. Communicate: with students, family members, former and current teachers, and other school personnel. 2. Document: observable, measurable difficulties and instructional strategies that have/have not been effective to alleviate “observed” difficulties. 3. Believe that YOUR student can and will learn! 31

32. Be the BEST that you can be: Believe in yourself (and your students). Empower yourself (and your students.) Stand up for yourself (and your students.) Trust yourself (and your students.) 32