IEP vs WLEP Providing an Appropriate Program for English Language Learners with Disabilities “WHAT CAME FIRST, THE CHICKEN OR THE EGG?” Miami-Dade County Public Schools ¿Qué? What? Kisa?
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
IEP vs WLEP Providing an Appropriate Program for
English Language Learners with Disabilities
“WHAT CAME FIRST, THE CHICKEN OR THE EGG?”
Miami-Dade County Public Schools
¿Qué? What? Kisa?
LAW & REQUIREMENTS
PL 94-142 INDIVIDUALS WITH DISABILITIES EDUCATION ACT
(IDEA) STATE BOARD OF EDUCATION versus LEAGUE OF
UNITED LATIN AMERICAN CITIZENS (LULAC), et. AL., CONSENT DECREE
META
Miami-Dade County Public Schools
ESOL POPULATION!
ESOL/SPED Population
Who is Assessed?
All incoming new students in Grades K through 12 who answer “Yes” to one or more of the questions on the Home Language Survey.
Who is Assessed?
Comprehensive English Language Learners Assessment Online (CELLA ONLINE) A statewide online assessment that is used by the
Department of Education to assess the English language skills of English Language Learners (ELLs). A four-skill language proficiency assessment in: Speaking, Listening, Reading and Writing.
Administered to students Grades 1 – 12 upon initial entry to M-DCPS. Kindergarten students are administered the Miami-Dade Oral Language Proficiency Scale (M-DOLPS).
ESOL TESTING - Standard Curriculum
Comprehensive English Language Learners Assessment (CELLA)
A statewide assessment that is used by the Department of Education to measure the growth of English Language Learners (ELLs) in mastering the skills in English they will need to succeed in school. A four-skill language proficiency assessment in: Speaking, Listening, Reading and Writing.
ESOL TESTING - Modified Curriculum
Choosing the Appropriate ESOL Test from
the Continuum
The teacher selects the assessment to be used based on the socio-communicative and academic language skills described on the Continuum of ESOL Placement Tests for Exceptional Students Chart located at the beginning of each assessment.
ESOL vs SPED
Services for English Language Learners (ELL) in General Education are documented in the Web Based Limited English Proficiency Plan (WLEP).
Services for ELL Students with Disabilities (SWD) are documented in the Individualized Education Plan (IEP).
ESOL & IEP
The development/mastery of literacy skills in English is the key to positively impacting student achievement and promoting life long learning.
The goal is to produce students who can communicate orally and in writing in English with proficiency commensurate with their experiential and educational level age, and interest while still addressing their individual educational needs.
The IEP of the ELL SWD (ESOL Levels 1-4)
Assessments Programs for English Language Learners
(ELL) Student with Disabilities (SWD) Present Levels and Goals Classroom Accommodations State & District Testing Educational Services Related Services Assurances Placement
SPED-EMS Public Consulting Group (PCG) Special Education Electronic Management System
(SPED-EMS) is a: Web-based solution for the development of Individualized
Educational Plans (IEPs) and other related documents accessible from anywhere with an Internet connection.
The server uses Secure Socket Layer (SSL) technology to encrypt all information as it flows across the internet.
Provides schools with a powerful management tool, extensive report capabilities, and instant access to student information.
IEP / EP / Section 504 / FAPE /PSSP/ RtI
SPED-EMS/MAIN MENU
Student Search Screen
INDIVIDUAL STUDENT INFORMATION
Assessments
Annual Language Dominance Proficiency Assessment
Log Scores for Assessment
Level 3
Log Scores for Assessment
CELLA (READING) CELLA (WRITING)
Log Scores for Assessment
CELLA (LISTENING/SPEAKING) CELLA (TOTAL COMPOSITE)
IEP PROCESS
2
1
ESOL LEVEL 5/Post-Program Review
Present levels of Academic, Developmental and Functional Performance (PLEP)
Includes: Current Assessments Parent Input DOMAINS – (5–14yrs. and 16–22yrs.) Strength and Ability Statement Affect of the Disability Statement Priority Educational Needs (PENS) Annual Measurable Goals & Benchmarks
PLEP
STANDARD vs MODIFIED CURRICULUM
PLEP
Strength and abilities statement is completed for the four (4) Domain areas: Curriculum and Learning Environment Social Emotional Behavior Independent Functioning Communication
Affect of the disability and Priority Educational Needs (PENS) are addressed on an as needed basis.
English Language Acquisition skills in Reading English Language Acquisition skills in Language Arts English Language Acquisition skills in Writing English Language Acquisition skills in Content Areas
PLEP
PLEP
Measurable Annual Goals and/or Benchmarks
Classroom Accommodations
Assurances
PLACEMENT
LET’S PRACTICE
CASE STUDY
IEP Preparation Process
Review: Current and/or Previous IEP, including status update Individualized Educational Portfolio District/Statewide assessment (FCAT/FAIR/NRT/SAT) Other Assessments (BRIGANCE/CELLA) Evaluation/Reevaluation Report Cards/Progress Reports Behavior Intervention Plan (BIP)
Data READING
VOC/WP - 6 of 8 RA/MI - 3 of 16 LA/CC - 5 of 12 IT/RR - 5 of 9
ESOL Level - 3
MATH
CAT1/NC - 7 of 21 CAT 2/M - 2 of 10 CAT3/GS - 4 of 13
Strengths and Abilities
Make sure it is individualized
Interpret provided data State what the student is
currently able to do in: Reading, Math and Written Communication
Affects of the Disability
Make sure it is individualized
Interpret provided data State what the student is
currently unable to do in: Reading, Math and Written Communication
Curriculum and Learning Environment
Curriculum and Learning Environment
Strength Statement
Student is able to read multisyllabic words and identify the missing word in a simple sentence in English. He demonstrated strength in his basic phonetic skills. Quality and fluency of his written expression are of average quality in English.
Student is able to perceive sequential patterns or relationships in figures or numbers. He is able to add and subtract single digit numbers.
Affect of Disability
Based on FCAT(3/11), student was only able to answer 3 out 16 questions pertaining to reading application/ main idea. Student has a limited vocabulary in English, but receptively is able to understand simple commands in English. He has a poor ability to formulate and define words.
Based on FCAT (3/11), student is experiencing difficulties in the area of measurement and geometry/spatial sense. He is struggling to perform basic mathematical calculations. Difficulty solving mathematical problems that involve practical situations and that demand good problem-solving
Student has an odd pencil grip. Difficulty completing paper and pencil tasks, such as spelling.
Priority Educational Needs
Curriculum and Learning Environment English Language Acquisition Skills in
Reading Math Skills
Annual Measurable Goals English language Acquisition Skills in Reading
Given a grade level passage, the student will identify the main idea in writing by answering “wh” questions in English with 80% accuracy.
After listening to a grade level passage, the student will orally recount 3 key details in English in 4 out 5 opportunities.
Using the ESOL strategy of highlighting 3 key details in a grade level passage, the student will write 1 to 2 sentences to explain how they support the main idea with 80% accuracy.
(PEN + GOAL) + SUPPORT = LRE
In identifying the: Present Levels of Academic, Developmental and Functional Performance
Priority Educational Needs Annual Measurable Goals & Benchmarks
In determining the Levels of Support: Accommodations Educational Services
Supplementary Aids & Services
Related Services
Directly impacts the Least Restrictive Environment (LRE) placement
SPED-EMS Educational Services Amount of Service (minutes) Frequency (daily/weekly/monthly) Location
General Education Classroom ESE Class
Supplementary Aids & Services Amount of Service (minutes) Frequency (daily/weekly/monthly) Location
General Education Classroom ESE Class
Related Services Amount of Service (minutes) Frequency (daily/weekly/monthly) Location
General Education Classroom ESE Class
Curriculum and Learning Environment English Language
Acquisition Skills in Reading
Math Skills
QUESTIONS ?
WILL GORDILLO – [email protected] DISTRICT DIRECTOR OF SPECIAL EDUCATION ROSALIA GALLO – [email protected] INSTRUCTIONAL SUPERVISOR OF PROGRAMS FOR STUDENTS WITH LEARNING DISABILITIES / INCLUSION, BILINGUAL/ ESOL SPECIAL EDUCATION & IDEA PRIVATE SCHOOL OBLIGATIONS ISABEL LOPEZ-TRUDELLE – [email protected] BILINGUAL ASSESSOR, BILINGUAL/ESOL SPECIAL EDUCATION PROGRAM CARMEN MOLINARIS – [email protected] DISTRICT STAFFING SPECIALIST & SPED-EMS LIAISON, DIVISION OF SPECIAL EDUCATION
Miami-Dade County Public Schools
Related Documents
