Jarice Butterfield, Ph. D. Santa Barbara County SELPA Director jariceb@ sbceo

Meeting the Needs of English Learners with Disabilities: Writing

Linguistically Appropriate IEP Goals for EL Students

Jarice Butterfield, Ph. D. Santa Barbara County

SELPA [email protected]

Website: sbcselpa.org

SSCOE March 17, 2012EL ACADEMIC SUCCESS

CONFERENCE

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Presentation Topics

CELDT: Language Assessment for ELs with IEPS

IEP Development for English Learners: Linguistically Appropriate IEPs Writing Linguistically Appropriate Goals

Implementation of EL Goals - Programs & Services

Monitoring Progress Questions and Answers

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Language Assessment English Learners in

Special Education

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CELDT Testing for Students with Disabilities

Students with with disabilities may have accommodations and/or modifications on CELDT as specified in their IEP:An accommodation is: Any variation in the assessment

environment or process that does not fundamentally alter

what the test measures or affect comparability of scores.

Accommodations may include variations in scheduling,

setting, aids, equipment, and presentation format

A modification is: A variation in assessment environment or

process that fundamentally alters what test measures or

affects comparability of scores

CELDT Testing Cont’d.

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Alternate Assessment:IEP Teams may designate an alternate assessmentTo CELDT“Students with disabilities may take an alternate assessment if

their IEP team determines that they are unable to take one or

more parts of the CELDT even with variations,

accommodations, and/or modifications.”

The CDE’s 2011-2012 CELDT Information Guide

CELDT Testing Cont’d.

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Alternate Assessment is:

An alternate way of measuring English language

proficiency of pupils with disabilities whose IEP Team has

determined they are unable to participate in CELDT even

with accommodations, variations, or modifications.

Note: CDE English Learner Division has advised that any

“alternate assessment” must assess in all four domains: listening,

speaking, reading & writing

Alternate Assessment

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Alternative Assessments to CELDT

At this time, the California Department of Education does not have an approved, recommended alternative assessment to CELDT for students whose IEP team determines that the student may not be able to take all or parts of CELDT in order to determine their level of English language proficiency.

If the IEP team determines that a student should take an alternate assessment to CELDT, they must ensure that the student is assessed in all four domains of English proficiency: listening, speaking, reading, and writing.

Alternate Assessment Cont’d.

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Possible Alternative Assessments to CELDTThe chart lists possible assessment tools that variousdistricts or SELPAs in California have utilized as an alternative toCELDT for students functioning at the CAPA level:

Alternate Assessment Cont’d.

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Test Name Skills Assessed

Organization or Publisher

Contact Information

Alternative Language Proficiency Instrument

(ALPI)

Listening

Speaking

Orange County

Dept.of Education

714-966-4120

Student Oral Language Observation Matrix (SOLOM)

Listening

Speaking

San Jose Unified

School District

http://www.cal.org/twi/EvalToolkit/appendix/solom.pdf

Basics 2

(Checklist for functional reading and writing)

Listening, Speaking

Reading, Writing

Lakeshore http://www.lakeshorelearning.com/home/home.jsp

Sandi Listening, Speaking, Reading, Writing

SEACO http://www.rcoe.k12.ca.us/materials/SANDI_Riverside.pdf

Resource List for Possible Alternate Assessments to CELDT

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Test Name Skills Assessed

Organization or Publisher

Contact Information

Basic Inventory of Natural Language (BINL)

Listening

Speaking in 30 different languages

CHECpoint Systems, Inc.

(800)635-1235

Norm referenced & Criterion referenced

Brigance IED II (B-7yrs)

Brigance CIBS II (Pre K –9)

Listening & Speaking

Reading & Writing

literacy

Curriculum & Associates

http://www.curriculumassociates.com

Resource List for Possible Alternate Assessments to CELDT Cont’d.

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Writing Linguistically Appropriate IEPs

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Linguistically Appropriate IEP Development for English Learners

The IDEA states that the IEP team must, "In the case of a child with limited English proficiency, consider the language needs of the child as those needs relate to the child's IEP."

34 C.F.R. § 300.324(a)(2)(ii).

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The United States Education Department has clarified that IEP teams must consider:

– Issues such as the extent to which a LEP child with a disability receives instruction in English or his native language, the extent to which a LEP child with a disability can participate in the general curriculum, or whether English language tutoring is a service that must be included in a child's IEP. .

– How the child's level of English Language proficiency affects the special education and related services that the child needs to receive FAPE.

– Special education and related services for those aspects of the educational program which address the development of English language skills and other aspects of the child's educational program.

– Whether the special education and related services that the child needs will be provided in a language other than English.

64 Fed. Reg. 12406, 12589.

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Also, as per EC 56345 the regulations state:

“For individuals whose native language is other than

English, linguistically appropriate goals, objectives,

programs, and services” shall be included in the

IEP contents”

Note: This does not require placement in a specific classroom!

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IEP Development for English Learners

IEP Content Checklist √

The results of CELDT or alternative assessment in order to document English language proficiency and develop linguistically appropriate goals

If the student requires accommodations or modifications on CELDT

(SESR 10-2-2; 10-2-4; 20-4-2)EC Section 60810 CFR Section 300.138(b)(1)(2); CFR 300.324


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IEP Development for English Learners Cont’d.

In addition to CELDT considerations, the IEP teammust determine: How English language development (ELD) needs will be met

and who will provide those services “programs, services, and instruction”

If the student needs primary language support and what language should be the language of instruction

Linguistically appropriate goals (ELD goals) to meet English language development needs

(SESR 10-2-6; 3-5-8); 34 CFR 300.324; EC 5634516

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 (see slide 69-70)

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 language17

English Language Development Services English Language Development Services for EL Students in Special Educationfor EL Students in Special Education

Primary Language Support:

The IEP team should address how primary languagesupport will be provided to help student access thecore curriculum. It may be provided in the following ways:

• By SPED or general education bilingual teacher• By a bilingual instructional assistant• By a volunteer or parent/relative• By a peer or cross-age coach• By providing materials in the primary language

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Linguistically Appropriate (ELD) Goalsand Objectives

Linguistically appropriate goals must align to the student’s present

levels performance in language proficiency (aligned to CELDT

results). The California State Board Adopted ELD Standards are

aligned to CELDT and are useful in developing linguisticallyappropriate goals. The California State Board Adopted ELD Standards are

categorized subject or domains (listening & speaking, reading, and writing)

The California State Board Adopted ELD Standards are categorized by strands and sub strands

The California State Board Adopted ELD Standards are not numbered, but are categorized by levels of proficiency assessed on CELDT

The California State Board Adopted ELD Standards are categorized by grade

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Sample Linguistically Appropriate Goal 1

Domain: Listening & Speaking Strand: Strategies & Applications Sub Strand: Comprehension Level: Beginning Grade: K-2

Goal: By (date), (student) will respond to simple directions and questions in English by using physical actions and other means of nonverbal communication (e.g., matching objects, pointing to an answer, drawing pictures) with 80% accuracy on 3 consecutive trials as demonstrative by written classroom data

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Sample Linguistically Appropriate Goal 1 Objectives

Objective 1: By (date), (student) will respond to simple directions and questions in English by using physical actions and other means of nonverbal communication (e.g., matching objects, pointing to an answer, drawing pictures) with 40% accuracy on 3 consecutive trials as demonstrative by written classroom data

Objective 3: By (date), (student) will respond to simple directions and questions in English by using physical actions and other means of nonverbal communication (e.g., matching objects, pointing to an answer, drawing pictures) with 60% accuracy on 3 consecutive trials as demonstrative by written classroom data21

Domain: Reading Strand:Word Analysis Sub Strand: Concepts about Print,

Phonemic Awareness, and Vocabulary and Concept Development

Level: Early Intermediate Grade: 3-5

Goal: By (date) , (student) , while reading aloud a short passage of 8-10 lines at grade level, will recognize and produce English Phonemes that do not correspond to phonemes he or she already hears and produces with 80% accuracy on 3 consecutive trials as demonstrated by data tracking records.


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Objective 1: By (date) , (student) , while reading aloud a shortpassage of 3-5 lines at grade level, will recognize and produce EnglishPhonemes that do not correspond to phonemes he or she already

hearsand produces with 40% accuracy on 3 consecutive trials asdemonstrated by data tracking records.

Objective 1: By (date) , (student) , while reading aloud a shortpassage of 6-8 lines at grade level, will recognize and produce EnglishPhonemes that do not correspond to phonemes he or she already

hearsand produces with 60% accuracy on 3 consecutive trials asdemonstrated by data tracking records.


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Domain: Writing Strand: Strategies & Applications Sub Strand: Organization & Focus Level: Intermediate Grade: 6-8

By (date), (student) will develop a clear purpose in a short essay (two to three paragraphs) by appropriately using the rhetorical devices of quotations and facts with 80% accuracy on 3 consecutive trials as demonstrated by a written response to a prompt.


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Objective 1: By (date), (student) will develop a clearPurpose in a short essay (one paragraphs) by appropriatelyUsing the rhetorical devices of quotations and facts with40% accuracy on 3 consecutive trials as demonstrated by awritten response to a prompt.

Objective 2: By (date), (student) will develop a clearpurpose in a short essay (two to three paragraphs) byappropriately using the rhetorical devices of quotations andfacts with6 0% accuracy on 3 consecutive trials asdemonstrated by a written response to a prompt.


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Domain: Reading Strand: Fluency & Systemic

Vocabulary Development Sub Strand: Vocabulary & Concept

Development Level: Early Advanced Grade: 9-12

Goal: By (date), (student) will use a standard dictionary todetermine the meaning of a list of 20 unknown words (e.g.,idioms and words with multiple meanings) with 80% accuracyon 2 consecutive trials as demonstrated by classroom writtenrecords


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Objective 1: By (date), (student) will use a standard dictionary todetermine the meaning of a list of 10 unknown words (e.g.,idioms and words with multiple meanings) with 40% accuracyon 2 consecutive trials as demonstrated by classroom writtenrecords

Objective 1: By (date), (student) will use a standard dictionary todetermine the meaning of a list of 15 unknown words (e.g.,idioms and words with multiple meanings) with 60% accuracyon 2 consecutive trials as demonstrated by classroom writtenrecords


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Programs & Services: Implementation of IEP

ELA/Language Development Goals

ELD Program & Service Models for EL Students in Special Education

Services and methodology required for English learners in California:

English Language Development (ELD) SettingsEnglish Language Mainstream (ELM)Structured English Immersion (SEI)

Alternative Programs■Instruction is provided in primary language (L1)

MethodologySpecially Designed Academic Instruction in English

Support■Specially Designed Academic Instruction in English

■Alternative Program (this is an IEP team decision)

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Programs & Services for EL Students in Special Education

ProgramsStructured English Immersion Program(SEI)For students with “less than Reasonable Fluency” or scoring at beginning or early intermediate on CELDT

Program ComponentsEnglish Language Development (ELD)Academic Core Subjects

Program Delivery•Classroom instruction is primarily in English•Intensive ELD support is provided daily•SDAIE is provided via class•Primary language (L1) support is provided

English LanguageMainstream (ELM)

For students with “Reasonable Fluency”Scoring Intermediate or above on CELDT

For students with an IEP the IEP team determines the appropriate instructional setting for the student to receive ELD as well as the staff responsible (EL or SPED).

•Classroom instruction is primarily in English •Daily ELD instruction is usually provided in the context of the regular classroomSDAIE is provided via class•Primary language (L1) support is provided

Alternative Programs(Bilingual Programs)

The IEP team also determines the extent to which primary language support/instruction is needed.

•Classroom instruction is in primary language (L1)•Academic instruction in English (SDAIE) via class30

Programs & Services for EL Students in Special Education

Each English learner must receive a program ofInstruction in English language development (ELD) inorder to develop proficiency in English as rapidly andeffectively as possible.

ELD instruction is defined as the direct, systematic, explicit developmentof vocabulary, grammar, comprehension and expression in both oral andwritten domains of English using curricula and instructional methodsappropriate for second language learners. ELD is a required component of every English learner’s core curriculum,regardless of level. ELD must be individualized based on need. It is bestpractice to group students with other students at the same or similarfluency level for ELD.

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English Language Development for ELs with Disabilities

ELD instruction should be based on theCalifornia ELD Standards.

The ELD standards are divided into four domains:

(1) Listening (2) Speaking(3) Reading (4) Writing

The English language proficiency levels through which

ELStudents progress are: beginning, early intermediate,

intermediate, early advanced and advanced.

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Programs & ServicesImplementation of EL / ELA Goals

SEI services may be provided for English learners with an IEP in a variety of ways to include: (1) Targeted EL instructional groups held within the context of a classroom taught by a special educator

(2) Instruction in a general education classroom during a portion of the day when English language development (ELD) instruction is provided by a general education teacher or staff

(3) In a collaborative model where special educators team with the general education staff to provide EL services

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Progress Monitoring of ELA/ELD Goals for Students with Disabilities

Progress towards IEP goals should be assessed at the frequency designated in the IEP but not less than often than the frequency progress is reported for all students (report cards)

Use formative assessments to assess English learners with disabilities’ progress towards meeting ELA / language development goals

Formative assessments should assess student progress towards meeting the ELD standards as reflected in IEP Goals (and objectives if applicable)

Best practice – engage in progress monitoring ever 6-8 weeks

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Use of Formative Assessments to Monitor Progress Towards ELA/ELD Goals

Formative Assessment : Use of curriculum embeddedor teacher developed assessments that aligned to assessedlanguage development needs used to monitor studentprogress throughout the school year to identify:

1) individual students who need additional time and support forlearning English

2) the teaching strategies most effective in assisting students with disabilities acquire English 3) program concerns – areas in which students generally are

having difficulty achieving the intended EL standard 4) progress towards linguistically appropriate English language

arts/ language development goals

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Sample Traditional Formal Language Assessment Tools

Language Assessment Tools: Five most common language proficiency tests

administered across all states are: 1) Language Assessment Scales (LAS),2) IDEA Language Proficiency Tests (IPT)3) Woodcock-Muñoz Language Survey4) Language Assessment Battery5) Basic Inventory of Natural Language (BINL)

All tests above, with the exception of the Woodcock Muñoz Language Survey address listening, speaking, reading and writing according to research; however these assessment tools are similar to the CELDT and may not be appropriate for students with moderate to severe disabilities (CAPA level). 36

Other Language Assessment Tools Better Aligned to IEP Goals

ADEPT (Developmental Assessment of English Development)Identify a student's instructional level for Systematic ELD instructionUnderstand a student's language abilities for differentiated instructionMonitor student progress in English proficiencyInform planning for Systematic ELD and Frontloading Language across the content areas

ALPI (Appropriate for CAPA Level Students)May be used to monitor speaking and listening English skills of students with moderate to severe disabilitiesMay be used to help make reclassification decisions for EL students with an IEP 37

Skill Areas (Primary Language) Points (0-5 pts)

I. Receptive Language

1. 4

2. 4

3. 5

4. 4

5. 4

6. 5

Total Points (0-30) 26/30

II. Expressive Language

1. 2

2. 1

3. 3

4. 2


Sample ALPI Assessment Data

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Skill Areas (English) Points (0-5 pts)

I. Receptive Language

1. 4

2. 4

3. 4

4. 5

5. 5

6. 5


II. Expressive Language

1. 2

2. 3

3. 2

4. 2


Sample ALPI Assessment Data

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1) May the parent opt a student with disabilities out of taking CELDT?

Answer: No; A parent may not opt a student out of taking CELDT.

Q & A


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Q & A

2) If a student is EL and in special education, are they required by law to have an ELD class?

Answer: No, a student does not have to be placed in an “ELD class”; however, the student must receive appropriate EL instruction and services. How those services will be provided should be addressed in the IEP. They may be provided in a special or regular education setting as long as they are appropriate to the student’s level of EL needs, are provided by qualified staff, and will help the student progress towards their linguistically appropriate goals and objectives.

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Q & A

3) Is reclassification to RFEP the responsibility of the IEP team for EL students in special education?

Answer: No. Each LEA must establish policies and procedures to designate which staff or the team members are responsible for reclassification of EL students. The English Learner Division at the CDE advises that reclassification is not the jurisdiction of the IEP team. However, if the LEA has designated the IEP team as the EL reclassification team for students with IEPs, it may an acceptable practice for the IEP team, in collaboration with staff members who have expertise in the reclassification of English learner, to reclassify students to RFEP. It is best practice for English learner and special education staff members to work together collaboratively to make reclassification decisions for students with disabilities. 5 CCR § 1130342

4) May the IEP team designate a CELDT test variation thatis not listed in the Title 5 Guidelines Section 11516 or11516.5?

Answer: Yes; however, the district must submit a request forreview of the proposed variations in administering the test

5) If a student participates in CELDT with test variations,accommodations, or modifications will they “pass”?

Answer: Yes; however, if the student takes alternateassessments for sections of the CELDT, they will get a score of“not valid” for the sections of the test in which they took alternateAssessments

Title 5 Regulations Section 11510

Q & A

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Q & A

6) Are districts required to assess an English learner with moderate to severe disabilities in their primary language in order to qualify them for

special education?

Answer: The regulations state you must assess in the native language unless it is clearly not feasible to do so. Based on the severity and type of disability or lack of assessment materials in the native language, it may not be feasible to assess in the native language. Assessors should refer to the legal regulations and determine the type of assessments that are most appropriate.

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Q & A

7) What is the recommended or required amount of time an English learner must be in RTI before making a referral for special education?

Answer: It is best practice for English learners to receive high quality, research-based interventions over a period of time long enough to determine the following: Is the student struggling academically due to a disability or language difference? Can the student’s academic needs be met through RTI versus special education?

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Q & A

8) May the parent waive the requirement for a student to be assessed for special education in their primary Language?

Answer: There is no specific provision for a parent to waive assessment in the primary language. A parent may decline assessment in part or in whole; however, the assessors determine the language for the assessments to be administered in.

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Q & A

9) May a school EL reclassification team use “alternative criteria” to reclassify a student who is EL to RFEP?

Answer: No, there is no provision that allows an LEA to use “alternative reclassification criteria”. LEAs must follow the four criteria established by the State Board of Education (SBE). However, within the four established

reclassification criteria the SBE have recommended flexibility in the way the way teams apply the guidelines that may be relevant to students with disabilities. These are currently being reviewed by CDE in order to determine if

they can legally be applied to students with disabilities. It is also recommended that LEA staff consult or collaborate with special educators in making reclassification decisions.

5 CCR § 11303;The CDE’s 2011-2012 CELDT Information Guide 47

Q & A

10) May a school classify a student that has severe disabilities and is non-verbal as FEP upon entry?

Answer: No, there is no provision that allows an LEA to use “alternative criteria” to classify a student as EL even upon entry if it is deemed that the student is an English learner based on the home language survey. The IEP team may determine if the student needs an alternative assessment to CELDT and what that alternative will be (this must be an IEP team decision).

5 CCR § 1130348

Q & A

11) May a school designate a student who uses American Sign Language (ASL) as FEP even though they are EL based on the home language survey?

Answer: Based on communication with the English Language Learner Division at CDE in April, 2010, it was agreed that for the purposes of CELDT testing and identifying students as English learners who use ASL and have an IEP or 504 Plan the following would apply:

1) Non‑English speaking parent, student uses ASL ‑ CELDT testing required; student may be considered an English learner

2) English speaking parent, student uses ASL ‑ No CELDT testing required

3) Parent uses ASL, student is hearing ‑ No CELDT testing required; student may or may not be under IEP/504

4) Parent uses ASL, student uses ASL ‑ No CELDT testing required

5 CCR § 11303

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Q & A

12) For the fourth reclassification criteria “comparison of performance in basic skills”, may the reclassification team use data from the CAPA assessments since the student does not take CST?

Answer: The California Board of Education (CBE) has not currently revised the CELDT Reclassification Guidelines to include the assessments that IEP teams may designate as alternative measures to CST. At this time the CAPA has not been determined to be an appropriate objective measure that can be used to inform Criteria 4. At this time the IEP team may use other objective academic assessment measures to inform criteria #4 as outlined in the IEP.

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Information in this presentation, including but not limited to PowerPoint handouts and the presenters' comments, is summary only and not legal

advice. We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances.

The End

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Jarice Butterfield, Ph. D. Santa Barbara County SELPA Director jariceb@ sbceo

Documents

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