1. LANGUAGE LEARNER AND/OR STUDENT WITH A DISABILITY ESL and Special Education Services

2. EDUCATION It is the policy of DoDEA that students shall be provided a free, appropriate education in schools where placement and service decisions are based on the individual needs of the student, in the least restrictive environment and in accordance with the system’s guiding principles. This policy is consistent with DoDEA mission to provide a quality educational program that prepares all students for success in a global environment.

3. WHO ARE ELLS? English language learners are students who have a first language other than English, are in the process of acquiring English, and are not yet able to profit fully from English-only instruction.

4. WHAT IS SPECIAL EDUCATION? Special education is specially designed instruction, at no cost to the parents, to meet the unique needs of a child with an identified disability that substantially affects one or more major life activities; an individual who has a record of having such impairment, or is regarded as having such an impairment.

5. STUDENT WITH A DISABILITY MIGHT INCLUDE: Learning Disability Intellectual Deficit Communication Disorder Developmental Delay Autism Spectrum Disorder Hearing Impairment Visual Impairment Health Impairment Orthopedic Impairment Emotional Impairment

6. Note that… even though it may be hindering the student’s academic progress, the inability to understand, speak, read and write English should not be considered a disability Not speaking English is not a disability

7. ISSUES OF ELLS IN SPECIAL EDUCATION Overrepresentation Size of ELL population Availability of language support programs Grade level Limited proficiency Underrepresentation Subjectivity in classification of student in high incidence disability categories Variability in state practices Lack of resources and staff

8. HOW CAN INAPPROPRIATE REFERRALS OF ESL STUDENTS BE AVOIDED? Documentation of pre-referral interventions is a required part of the special education pre-referral process DoDEA schools have developed problem solving teams (Student-Support Team) When interventions suggested by such teams are successful, a referral to special education may not be necessary It is important that ESL teachers are part of these teams in order to bring their knowledge and skills to the problem-solving process

9. SPECIAL EDUCATION PRE-REFERRAL PROCESS ESL and general education implement a variety of strategies to resolve the student’s difficulties. The ESL and general education teachers request assistance from in-school problem-solving team (SST). An intervention plan is developed The Team reviews the information Refer to the Case Study Committee directly or after interventions prove to be ineffective. WIDA Consortium / CAL / Metritech

10. THE KNOWLEDGE THAT ESL SPECIALIST CAN BRING INCLUDES : Awareness of the second language acquisition process Appropriate instructional strategies for ESL students Sensitivity to cultural diversity Sensitivity to child-rearing practices in immigrant families that may be different from the U.S. The importance of native language support

11. SUGGESTED INTERVENTIONS One-on-one tutoring Cross-age tutoring Remedial programs Student and family support groups Family counseling

12. And some students may still struggle… Assess school and classes Review data regarding instruction Review data regarding interventions Develop additional interventions if appropriate Implement recommendation (s) and monitor progress If problems persist, recommend a comprehensive individual assessment

13. REMEMBER THE RTI MODEL Core curriculum, instruction, & learning environment Targeted, Supplemental Supports Intense, Individualized Support Data-based Decision Making Across the Tiers Problem Solving Tier I Tier II Tier III

14. More than a referral… In addition to the general education teacher, have others (ESL teachers, specialists, family) noted similar difficulties? Does the problem exist across contexts? Are the problems evident in the student ’ s first language? Is the student ’ s acquisition of English different to that of peers who started about the same level of ELP and had similar instruction? Can some difficulties be explained by cross- cultural differences?

15. ASSESSMENT CONSIDERATIONS Multidisciplinary teams must assure that the student ’ s difficulties are the result of a disability and NOT a lack of appropriate instruction or second language acquisition. Assessment procedures must be valid. Assessments are administered in the language and form most likely to yield accurate academic developmental and function information; unless is not feasible to so provide or administer. Information to parents must be provided to the extent possible, in their preferred mode of communication. (Rohena, 2005)

16. ASSESSMENT BOTTOM LINE There is no perfect tool out there… The key is in the analysis and contextualization of the results

17. Are there other variables, e.g. inconsistent school attendance, language variations typical of ELLs? Is there evidence of extreme test anxiety? Were there procedural mistakes in the assessment process? Can problematic behaviors be explained by bias in operation before, during or after the assessment? Do data show that the student did not respond to general education interventions? Are the assessment results consistent with the concerns of the general education teacher and parents? Considerations

18. IMPORTANT Once an ESL student is eligible to receive special education services, it is important to note that both the bilingual education/ESL and the special education educators in the school are jointly responsible for the ESL student’s progress. Both sources of supplementary funding are applied to the student’s educational program.

19. ESL AND SPECIAL EDUCATION OFFER SUPPORTS Culturally and linguistically responsive teachers Culturally and linguistically relevant instruction Supportive learning environment Assistance with language acquisition Implementation of accommodations and modifications Intensive academic and/or behavioral interventions in identified areas ELLs with Disabilities, LRP

20. REMEMBER It is more difficult to remediate a disability if instruction is provided in the student’s weaker language. (Rohano, 2005; Artiles & Ortiz, 2002)

21. Therefore… Whenever possible, native language support should be provided by teachers, paraprofessionals and tutors. Having a disability does not mean that the ESL student forfeits the right to bilingual education or ESL services.

22. SCAFFOLDING

23. From Vygotsky ’ s Work… Learning precedes development Language is the main vehicle of thought Mediation is central to learning Social interaction is the basis of learning and development The Zone of Proximal Development (ZPD) is the primary activity space in which learning occurs

24. Scaffolding (Walqui ’ s Work) Scaffolding as a structure and process Continuity Contextual Support Intersubjectivity Contingency Handover/takeover Flow Scaffolded Interaction Expert-novice Collaboration Assisting lower-level learner Individual work (inner resources)

25. SCAFFOLDING FOR ELLS Modeling Bridging Contextualizing Schema Building Representing Text Developing Metacognition

26. PUTTING IT ALL TOGETHER

27. SOMETHING TO PONDER "If Children Don ’ t Learn The Way We Teach, We Have to Change The Way We Teach." -Ignacio 'Nacho' Estrada

28. In other words… “ Children are who they are. They know what they know. They bring what they bring. Our job is not to wish that students knew more or knew differently. Our job is to turn each student ’ s knowledge and diversity of knowledge into a curricular strength… rather than an instructional inconvenience.

29. Hold high expectations for all students Convey great respect for the knowledge and culture they bring to the classroom Offer lots of support in helping them achieve these expectations… ” -P. David Pearson- “ Reclaiming the Center ” We can do that only if we: