Alba A. Ortiz, Professor Emeritus Department Of Special Education Multicultural Special Education...

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Alba A. Ort iz, Professor Emeritus

Department Of Special Education

Mult icultural Special Education Program

The University Of Texas At Austin

Distinguishing Linguistic and Cultural Differences from Disabilities

Among English Language Learners

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Focus of Today’s Presentation

Trends in special education representationFactors contributing to disproportionate

representation of ELLs in special educationReducing bias in referral and assessmentMaking appropriate special education eligibility

determinationsLinking general education, English as a second

language, and special education in designing programs and services for ELLs

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Issues Associated with the Education of ELLs

Low academic achievemento High rates of social promotion and/or retentiono High drop out rateso Low graduation rates

Disproportionate representation ino Low ability groups/trackso Remedial programso Programs for students with gifts and talentso Special education programs

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IDEA Requirements

States must implement policies and procedures designed to prevent the inappropriate over-identification or disproportionate representation of children and youth by race and ethnicity.

(Individuals with Disabilities Education Improvement Act of 2004)

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Disproportionate Representation

Disproportionate representation means that the number of students from a particular group is higher, or lower, in special education than one expects it to be, overall or in specific disability categories.

Proportionate representation means that the number of students in special education, or in a particular disability category, are at expected levels.

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Points to Ponder

What are your general impressions/observations about the following representation patterns?

What factors that contribute to disproportionate representation?o Are these similar or different across racial/ethnic groups?

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Most Frequent Placements by Group (2012 Data)

Group LD Sp/LangImp

OtherHealth

Imp

Emot/Beh Dis

Intell.Disabil

Autism

Asian American

26.7 26.7 7.9 7.6 18.0

African American

41.8 13.7 12.8 8.8 10.5

Hispanic/Latino

49.0 19.4 8.9 6.8 5.8

White 36.0 19.1 15.6 6.4 6.4

Numbers represent the percentage of the racial/ethnic group’s special education students placed in a particular category (Annual Report to Congress, 2014)

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Percentage Served in Special Education by Racial/Ethnic Group (2012)

All States Virginia

Overall 8.5 8.5

Asian/Pacific Islander

4.2 4.6

African American 11.3 11.6

Hispanic/Latino 8.2 9.8

White 8.2 7.4

2 or more races 6.5 7.6

Source: 36th Annual Report to Congress on the Implementation of IDEA, 2014

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Other Factors to Consider

In addition to race/ethnicity, it is important to examine special education representation patterns by factors such as:o Gendero Gradeo Ageo Socioeconomic statuso Language proficiency

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%age in Gen Ed

%age in SED

Under and Over-Representation Threshold(10% below or above general education representation)

Status %age pointsbelow/above threshold

K 62 58 55.8 - 68.2 P ---

1 62 56 55.8 - 68.2 P ---

2 60 55 54 - 66 P ---

3 54 49 48.6 - 59.4 P ---

4 47 48 42.3 - 51.7 P ---

Composition Index for ELLs in Urban School Districts in California Post-Unz (Artiles, et. al, 2002)

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Grade%age in Gen Ed

%age in SED

Under-Over-Representation

Threshold*

Status %age pointsbelow or

above threshold

5 32 43 28.8 - 35.2 Over 7.8

6 18 46 16.2 - 19.8 Over 26.2

7 17 45 15.3 - 18.7 Over 26.3

8 15 43 13.5 - 16.5 Over 26.5

9 21 42 18.9 - 23.1 Over 18.9

10 14 35 12.6 - 15.4 Over 19.6

11 8 28 7.2 - 8.8 Over 19.2

12 8 33 7.2 - 8.8 Over 24.2

Representation of ELLs in California Post-Unz

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Special Education Referrals and Placements for ELLs

ELLs whose parents deny placement in special language program are the most likely to be referred to special education.

Those in English as a second language programs are more likely to be referred than those in bilingual education programs.

ELLs who are identified as having disabilities spend more time in special education settings than do ELLs with disabilities in bilingual education programs.

(Artiles et al., 1995; FIS, 2005)

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Are we serving the right students?

Regardless of the special education representation pattern:o Some students are appropriately identified, but others:

Have problems that can be explained by factors other than the presence of a disability (e.g., interrupted education, lack of appropriate instruction, lack of timely early intervention)

Some have disabilities, but not the disability they have been assigned.

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Difference or Disability?

Making appropriate referral and eligibility determinations is difficult because students with disabilities and students with limited English proficiency share many of the same characteristics.

(Ortiz & Maldonado-Colon, 1986; Ortiz, 1997)

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Shared Characteristics of ELLs and Students with Disabilities

Poor oral language skillsArticulation,

pronunciation errorsSyntactical and

grammatical errorsLow vocabularyPoor comprehensionCannot follow directionsReading below grade

levelPoor spelling

Short attention spanDistractibleForgets easilyFrequently off-taskDoes not complete tasksCannot work

independentlyAnxiousLacks motivationLow self-esteemShy, withdrawn

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Factors Influencing the Performance of ELLs

Home Language(s) [L1, L2, Mixed Code]

Nature of exposure to home language(s)

Type of bilingualism (simultaneous, sequential)

Geographic location Language of the community Proficiency in the native

language Proficiency in English Language Maintenance/Loss Cultural characteristics Economic levels

Prior Instruction Type, duration, quality of

special language program Native language literacy

levels English literacy levels Performance levels across

content areas Student motivation, interest,

etc. Teacher variables (e.g.,

language, culture, attitudes, training, experience)

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Multidisciplinary Teams…

Admit ELLs who do not qualify for special education so students can access “specialized instruction” that team members believe cannot be provided in general education.

Focus on special education eligibility criteria without consideration of linguistic, cultural, schooling, and other factors that may explain performance.

Focus on issues of language and culture, disregarding evidence indicating a disability.

(Wilkinson, Ortiz, Robertson, & Kushner, 2006)

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A Few Suggestions

Addressing Disproportionality

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Determine the Type of Learning Problem

Type I: Students have learning problems that result from deficiencies in the teaching-learning environment.

Type II: Students have learning problems that become more serious over time because instruction is not adapted to address identified needs or gaps (interplay of individual and environment).

Type III: Students have disabilities (individual).

(Adapted from Adelman, 1971 & 2001)

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Develop a Specific Framework for Serving ELLs

Prevention (Type I Problems) Positive School Contexts Effective instruction

Early Intervention (Type II Problems) Differentiated Instruction Supplemental intervention, in addition to core instruction Support of Problem-solving Teams

Modification of Special Education Procedures (Type III Problems) Referral Assessment Eligibility Determinations

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Handbook for Educators of Students who are English Language Learners

with Suspected Disabilities

(Virginia Department of Education, 2009)

http://www.doe.virginia.gov/instruction/esl/resources/handbook_educators.pdf



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Effective Schools

Prevention

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Positive School Climate

Create school environments that reflect a philosophy that all students can learn and that educators are responsible for assuring that they do.

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Effective Schools Formula

Strong leadership by principals Shared decision making Shared vision and goals High academic standards High expectations for all students Safe and orderly school environment Effective assessment programs that include universal screening and

continuous progress monitoring Effective core curriculum and instruction Effective responses to student difficulty, including well-implemented

campus-based problem-solving teams Collegiality among school personnel Collaborative school, home, and community relationships Professional learning communities

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Effective Schools for ELLs

Well-implemented special language programs based on a common philosophy

Shared knowledge base related to the education of ELLsEffective ESL curriculum and instruction provided in both

general education and ESL classroomsEffective assessment systems, including universal

screening and continuous progress monitoring of language proficiency and academic achievement

Linguistic and culturally responsive instructional practicesDecision-making teams that include members with

expertise in the education of ELLs

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Shared Knowledge Base

Basic concepts about first and second language acquisition

Assessment of conversational and academic language proficiency

Other influences on student learning (e.g., culture and socioeconomic status)

Effective instructional approaches

Linguistically and culturally responsive assessment and progress monitoring

Partnerships with ELL families and communities

Recognizing and overcoming deficit perspectives

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Effective Instruction

Prevention

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Effective Instruction for Students in ESL Programs

An effective core curriculum for ELLs

Alignment of instruction within and across grades and across programs

Universal design for learning

Culturally responsive teaching

Screening and continuous progress monitoring

Meaningful language use across the curriculum

ESL, with native language support

Language scaffolding in all classrooms

Emphasis on both skills and meaning

Thematic instruction Collaborative learning Meaningful, continuous

family involvement

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Prevention: Core Instruction

Continuously monitor student progress to inform further instruction If identifiable groups of students are experiencing

similar problems, analyze the appropriateness of the core and ESL curriculum/instruction and adapt or modify accordingly.

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Data-based

Decision-making

Prevention

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Language Proficiency

The goal is for students to achieve English proficiency.oDefine “proficiency”.oWhat are the characteristics of students you

would consider “proficient” in English?

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Academic Language

The types of language proficiency necessary for students to perform successfully in academic contexts

School and classroom discourse (oral and written)Discipline specific language; specialized vocabularyBreadth and depth of vocabulary knowledge, including

multiple meanings Complex sentence structuresCorresponding syntaxAbstract language use

(Scarcella, 2003; WIDA Consortium, 2011)

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Language Assessment

To achieve the goal, it is important to continuously monitor students’ developing English proficiency.

Assess conversational and academic language proficiency: Receptive Expressive

Establish baselines.Track language acquisition/development longitudinally

(within and across grades).

(Linan-Thompson & Ortiz, 2008)

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Continuum of Language Proficiency

1 2 3 4 5

1

2

3

4

5

Native language

English

1 = Limited 3 = Basic 5 = Advanced/Native

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Informal Language Assessment Instruments

Home Language Use Home Language Survey (legal requirement) Home Language Questionnaire

Conversational Skills Student Oral Language Observation Conversation samples

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Informal Language Assessments

Academic Language Proficiency Receptive

Story retelling Dictation

Expressive Story telling Cloze

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Dictat ion tasks are used to assess whether students understand the language of the c lassroom. They provide a v iew of their abi l i ty to fo l low spoken discourse of vary ing degrees of d i ff icul ty, in d i fferent subjects or content areas.

( B a c h e l l e r , 1 9 8 0 )

Dictation Tasks

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Instructions to Students

The purpose of this dictation exercise is to see how well you can write down messages that I read to you.

I will read a passage three times.

The first time I read it, just listen.

The second time I read it, write what I say.

The third time I read it, check your work.

You do not have to worry about spelling or punctuation.

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Dictation Rating: Written Product

Dictation Rating EnglishTime 1

EnglishTime 2

Did not capture any of the message.

1 1

Message is somewhat distorted.

2 2

Most of message is captured.

3 3

Product is exactly as dictated.

4 4

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Comprehension Rating EnglishTime 1

EnglishTime 2

Did not understand the message at all.

1 1

Understood some, but the meaning of the message is distorted.

2 2

Understood most of the message.

3 3

Understood all of the message.

4 4

Dictation Rating: Comprehension

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Will Rogers

Will Rogers grew up in the western part of the United States. He was a real cowboy, riding horses around his father's ranch daily. When he was very young, his parents worried about him because he was always doing something wrong.

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Dictation Rating EnglishTime 1

EnglishTime 2


1 1


2 2


3 3


4 4

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Comprehension Rating EnglishTime 1

EnglishTime 2


1 1


2 2


3 3

Understood all of the message.

4 4

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Los osos

Los osos viven en los bosques de las montañas. Los osos comen de todo pero lo que más les gusta es la miel. Desde diciembre a marzo, pasan la mayor parte del tiempo durmiendo.

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Dictation Rating SpanishLos osos

EnglishWill Rogers


1 1


2 2


3 3


4 4

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Comprehension Rating SpanishLos osos

EnglishWill Rogers


1 1


2 2


3 3

Understood all of the message. 4 4


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How did doing the dictation in Spanish make you feel?

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What could I have done to help you?

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ESL Strategies

Tap prior knowledgeAdvance organizers (e.g., key concepts)Pre-teach key concepts and vocabularyEnunciate clearlySlow the paceUse visuals and manipulativesSimplify the codeRepeat, reviewPreview in the native language

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Interpreting Language Data

Does the student have adequate levels of proficiency to understand and perform the task?

Has the student had access to instruction in the skill/content area being assessed?

Has the student’s proficiency improved over time?How does the student’s performance compare to

peers?

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Who’s a Peer?

Native speakers Of English? Of Spanish?

Other English as a second language learners with similar backgrounds Same age/grade Length of time in the US Length of time in this classroom Same English proficiency level at Time 1 Comparable ESL instruction Same native language proficiency at Time 1

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For students who continue to struggle despite differentiated instruction, provide supplemental small group instruction to address presenting problems.

Early Intervention for Struggling Learners(Type II Students)

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Effective Interventions for Struggling Readers

Supplement, do not replace, core instructionAre based on results of screening and progress monitoring dataAre differentiated based on student characteristics and needs

Language Proficiency Academic achievement

Incorporate strategies to build oral language skills in the native language and/or in English

Provide systematic, explicit literacy instruction and progress monitoring Utilizing ESL strategies

Reflect a balanced approach—a focus on both skills and meaning

(Cavazos & Ortiz, 2014)

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Problem-solving Teams

If specialized interventions are not successful, request the assistance of a campus-based problem-solving team (PST). Teams may Suggest assessments to document presenting

problems Design additional interventions Recommend referral to special education

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Indicators that Support Referral

Multiple data sources corroborate student difficulties General education assessment results (screening,

benchmarks, progress monitoring, accountability assessments)

Teachers within and/or across grades Parents

The impact of significant life has been considered Medical history Accidents, trauma Family issues (e.g., death of parent, divorce)

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Cultural characteristics are inconsistent with those of peers with similar backgrounds.o Traditional—Acculturated--Assimilated

Native language skills are atypical in comparison to peers with similar backgrounds.

ESL skills are atypical of peers with similar backgrounds.

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School enrollment and attendance has been consistento No evidence of interrupted education associated with

absenteeism, mobility, etc.

Student has been enrolled long enough in current placement to document progress as a result of instruction/intervention.

General education interventions have not resolved presenting difficulties.

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Determining The Presence

Of A Disability

Linking Prevention and Early Intervention

to Special Education Referral

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Referral Committees

Meet to review information gathered during prevention and early intervention phases and considers factors, other than the presence of a disability, that may explain academic and/or behavioral difficulty(ies).

Identify unresolved problems and questions that still need to be answered.

Request a full and individual evaluation, if appropriate.

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Guiding Principles for Assessment of ELLs

Determine how to address:oQuestions and concerns of referral committeeoEligibility criteria

Incorporate instruments and procedures to:oDescribe current English as a second language proficiencyoAssess native language skills, as appropriateoAssess academic performance oAssess behavioral and/or other concerns

Use results of informal assessments to corroborate results of standardized assessments.

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Scoring Assessments

Too often, ELLs are tested as though they are “two monolinguals in one body”. Doing so, has the potential to underestimate performance

and may increase the likelihood that a student will be identified as having disabilities.

ELLs should be given credit for what they know, regardless of the language in which they know it.

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Interpret Results

Correlate results with referral concerns.

State basis for recommendation about eligibility using data from multiple sources.

Identify modifications of instruction methods, and materials needed to address identified needs in linguistically and culturally responsive ways.

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Indicators of Disability

In addition to the factors that supported referral:FIE corroborates teacher and referral concerns.Results of informal assessments corroborate those of formal

measures.The student’s performance/behavior is significantly different

from peers.The student exhibits behaviors associated with the suspected

disability.Behaviors are present 24 hours a day.There are no other competing hypotheses to explain

achievement/behavioral difficulties.

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INDIVIDUALIZED EDUCATIONAL PLANS

ESL goals for special education, general education, and related services

Persons responsible for ESL instruction and/or language development support

Specialized materials, programs, technology

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Special Education Instruction: Use instructional strategies known to be effective for ELLs, consistent with disability-related needs.

Academically rich programs Native language instruction (or

support English as a second language

instruction Meaningful language use across the

curriculum Culturally relevant curriculum Higher-order skills Direct, explicit skill instruction Modifications, accommodations,

adaptations Social skills training Transition Services (e.g., post-

secondary, community) Technology-related services

Build on prior knowledge Thematic instruction Collaborative learning Scaffolding Individual guidance and

support Continuous monitoring of

student progress Meaningful, continuous family

involvement Collaboration among general

education (including bilingual education, ESL, and general education)

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Take Stock

Develop a written process for ELLs to guide early intervention, referral, assessment, and eligibility determinations.

Assess current practices and programs. Strengths Areas where improvement is needed

Provide training to assure consistency of practices, decisions, and programs.

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Questions? Comments?

[email protected]

Alba A. Ortiz, Professor Emeritus Department Of Special Education Multicultural Special Education...

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