Evaluating ELL Students for SPED Services A process approach to reduce the under and over...

Evaluating ELL Students for SPED Services

A process approach to reduce the under and over identification of ELL students being considered

for SPED services

PresenterFranklin W. Bender, MS, CCC-SLP

ELL/SPED ConsultantEmail: [email protected]

Why are We Here?• To understand the appropriate process for

evaluating and serving culturally and linguistically diverse populations

• Minimize the under & over identification of ELL Students for special education services

• Engage in a paradigm shift that “intervention or teaching represents ongoing assessment.”

• How does that process fit into a RTI Paradigm

Presenter & Audience Background

•Frank’s background and search for the ~ Language Background~ Search for the “Holy Grail”

• Audience demographics

•Prevalent cultures and languages

Projected Change In U.S. Population According to Projected Change In U.S. Population According to EthnicityEthnicity (in thousands)(in thousands)ETHNICITY 1997 2015

%Change

White, non-Hispanic 194,571 205,019 5.4

African-American, 2,298 39,512 22.3non-Hispanic

Hispanic 29,348 46,705 59.1

Asian & Pacific-Islander 9,443 16,437 74.1non-Hispanic

American Indian, Eskimo 1976 2,461 24.5& Aleut, non-Hispanic

Source: Pollard, K. (1999). 1999 U.S. Population Data Sheet, Washington, DC: Population Reference Bureau

WHITE AFR. AM. HISPANIC ASIAN & PI NATIVE AM.

Arizona 15% 40% 64% 64% 18%

California -4% 13% 65% 86% -10%

Nevada 17% 44% 81% 61% 4%

New York -9% 9% 43% 62% 9%

Washington 18% 19% 78% 83% 36%

Projected Change in U.S. Population by Projected Change in U.S. Population by Selected States and EthnicitySelected States and Ethnicity

The Service Continuum

• Does your district’s current evaluation and service methodology yield valid and reliable student data?

• For all students? The Latino Student? The Serbo-Croatian Student?

•To be valid and reliable, your evaluation and service methodology should be appropriate for the target student population (taking into account language and cultural background).

IDEA 2004 Expressly Requires

"The States [must submit a plan that provides assurances of] policies and procedures designed to prevent the inappropriate over identification or disproportionate representation by race and ethnicity of children as children with disabilities.”

20 U.S.C. § 1412(a)(24)

National, Regional, and Local Trends for ELL Students Being Considered for

SPED• Findings: Under & Over Identification ~ Accessibility

~A disproportional ratio within disability category

Why?

~ Limited data collection ~ Poor understanding of cultural & linguistic differences ~ Poor use of interpreters ~ Over emphasis of standardized tests ~ Difficulty in interpreting the data.

The Elephant in the Middle of the Room

• What are your fears?• What are your barriers?• What are our conditioned beliefs?

Believe it or not, our fears and conditioned beliefs are the greatest barrier from keeping us from appropriately addressing our diverse student needs.

The Law is Your Friend

• The Fourteenth Amendment (1868) – Constitution of the United States: “No state shall…deny to any person within its jurisdiction the equal protection of the laws.”

• Lau v. Nichols (1974): US Supreme Court’s Interpretation of the Civil Rights Act indicated that local school districts and states have the obligation to provide appropriate services to limited-English-proficient students.

What Does IDEA Say?• Assessment & evaluation material is not to

be discriminatory on a racial or cultural basis.

• Adjusted Language now includes) …evaluations are to be provided and administered in the language and form most likely to yield accurate information on what the child knows and can do academically, developmentally, and functionally, unless it is not feasible to so provide or administer).

• Ensure the evaluation measures the extent to which the child has a disability and needs special education, rather than measuring the child’s English language skills.

• A variety of tools & methods are used to determine a disability exists.

• No single measure or assessment is used as the sole criterion for determining a disability exists

Activity 1: The Evaluation Process can be “Complistic”

We know more than we think!• Take 10-12 minutes: Review the

Background Information Communication Disorders Report with groups of 2 or 3.

• Take a sheet of paper and draw a line down the middle lengthwise

• On one side, identify Red Flag characteristics pertaining to development or learning

• On the other side, list evaluation tools or techniques utilized to collect evaluation data.How much of this do you already do?

StudentInformation

*Familial*Medical

*Educational

Capacity to Learn

Cognitive &Developmental

Functioning

Response toIntervention

* DifferentiatedInstruction* Dynamic

Assessment

Red Flag

Matrix

Cross-Platform Correlation

ELL/SPED Evaluation-Eligibility Paradigm

~ Bender, 2002

Everybody Likes a Checklist

• Review Evaluation Checklist and Descriptions

• (see pages included in packet)

See Pages Included in Packet

Platform 1: Student

Information

• ESL Pre-Referral• Info on Language and

Culture• Second Language

Acquisition (e.g., BICS/CALP)

• Developmental & Medical History

• Academic History (L1/L2)• Parent Observations

• Comparisons to siblings & Peers

• Teacher observations• ESL Testing (CELDT)• Communication (L1/L2)• Academic Information

(e.g., work samples, criterion-referenced data, standardized data, etc.)

1st Step: Pre-Referral

This is an essential 1st Step that identifies key information and puts a pause in the process, when needed

Data to be considered should include, but not limited to include:

• Home Language & Culture• L1/L2 Acquisition Characteristics• Academic History (L1 & L2)• Attendance Stability• Teacher Concerns• Response to Interventions• ESL Testing Data• Parent Report Pertaining to Medical History, Development, Language Development, & Learning.

Information on Cultural &Linguistic Characteristics

Critical Step – All data will need to be interpreted through this lens. You need resources for this!

• Dialectical speech patterns• Language patterns• Social discourse• Academic preparation & behavior• Family hierarchy and communication• Gender relations• Geopolitical & religious differences

(understanding of war & refugee issues)

Examples of Cultural Characteristics

Working with School Teams

Communication & Family practice

DisabilitiesIntrinsic v. Extrinsic

Latino/ Hispanic

•Respect: May not openly disagree with professionals•Trust: The parents “parent” and the school teaches

•Respect: Students may not use direct eye contact.•Adults usually do not ask children to foretell what they will do or repeat facts•More relaxed toward child development

• May struggle understanding “invisible” disabilities•Translation issues: Confusion between mental illness and MR.•Folk beliefs may play a role in perceptions

Asian •Agreement for positive outcome•Avoid issues associated with shame •Trust in the school

• Direct eye contact can be considered rude behavior•children are expected to be more independent

• “Invisible” disabilities may be perceived as not trying hard enough•Avoid drawing attention to family

Russian Trust: Beyond family, some families may struggle with trusting outsiders

• It’s rude to ask to go to the bathroom – You just excuse yourself•Close proxemics

•ADHD-like characteristics for boys may be considered culturally appropriate

Second Language Acquisition and Language Transfer

Characteristics• With multiple languages & cultures

represented in your district, how does one determine if a suspected disability is present?

• Without properly trained individuals and tools to evaluate in each language, is there another way to identify patterns?

Identify and Analyze developmental markers for acquiring a second language

Acquisition of Two Languages

Simultaneous & Sequential• Simultaneous

~ Develops 2 languages, in a balanced manner, at the onset of language or prior to age 3.

• Sequential~ Acquires second language (after the

age of 3) after basic acquisition of first language.

Pre-Production/Comprehension (no BICS)Sometimes called the silent period, where the individual concentrates completely on figuring out what the new language means, without worrying about production skills. Children typically may delay speech in L2 from one to six weeks or longer.

• listen, point, match, draw, move, choose, mime, act out

Early Production (early BICS)Speech begins to emerge naturally but the primary process continues to be the development of listening comprehension. Early speech will contain many errors. Typical examples of progression are:

• yes/no questions, lists of words, one word answers, two word strings, short phrases

Speech Emergence (intermediate BICS)Given sufficient input, speech production will continue to improve. Sentences will become longer, more complex, with a wider vocabulary range. Numbers of errors will slowly decrease.

• three words and short phrases, dialogue, longer phrases• extended discourse, complete sentences where appropriate, narration

Intermediate Fluency (advanced BICS/emerging CALP)With continued exposure to adequate language models and opportunities to interact with fluent speakers of the second language, second language learners will develop excellent comprehension and their speech will contain even fewer grammatical errors. Opportunities to use the second language for varied purposes will broaden the individual’s ability to use the language more fully.

• give opinions, analyze, defend, create, debate, evaluate, justify, examine Source: Krashen, S.D. (l982). Principles and Practice in second language acquisition. New York: Pergamon Press.

Beginning Fluency

Advanced Fluency

Stages of Sequential Language AcquisitionC

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Basic Interpersonal Communication Skills (BICS) ability to communicate basic needs and wants, and ability to carry on basic interpersonal conversations takes 1 - 3 years to develop and is insufficient to facilitate academic success

Cognitive Academic Language Proficiency (CALP) ability to communicate thoughts and ideas with clarity and efficiency ability to carry on advanced interpersonal conversations takes at least 5-7 years to develop, possibly longer and is required for academic success

Cummins’ Developmental Interdependence Hypothesis (“Iceberg Model”) BICS is the small visible, surface level of language, CALP is the larger, hidden, deeper structure of language each language has a unique and Separate Underlying Proficiency (SUP) proficiency in L1 is required to develop proficiency in L2, Common Underlying Proficiency (CUP) facilitates transfer of cognitive skills

BICS - L1 BICS - L2

COMMONUNDERLYINGPROFICIENCY

SUP - L2SUP - L1

(CUP)

Illustration adapted from Cummins (1984) Bilingual And Special Education: Issues In Assessment and Pedagogy.

How Can You Capture BICS & CALP Data?

Key Question: How long has the Student been in the US and an English Speaking School Setting?

•Using BICS & CALP data diagnostically and instructionally

+

+

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+

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+

+

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Stages of Sequential Language Acquisition

5 Stages: After entering English-Speaking School Setting

• I: Pre-Production (0-6 months)• II: Early Production (6 months – 1 year)• III: Speech Emergence Stage (1-3 years)• IV: Intermediate Fluency Stage (3-5

years)• V: Proficient Stage (5-7 years)

++++_____________

Example Tracking Sheet

Using the Tracking Sheet for Diagnostics & Instruction

Why Does CALP Take So Long to Develop?

• CALP language is not heard in everyday conversation and is comprised of low frequency words (primarily from Greek and Latin sources), complex syntax, and abstract expressions

• Is your CALP still developing?

Language Transfer• Have to have knowledge of linguistic

characteristics of both L1 & L2 and the impact that transfer has in order to identify typical vs. atypical patterns:Example: Confusion of subject and

object pronoun forms (Him hit me; I like she, let we go) Is this typical or atypical?

• Languages with similar features to English will be easier for student’s to assimilate

• Share resources to help identify transfer characteristics

Platform 1: Student

Information

• ESL Pre-Referral• Info on Language and

Culture• Second Language

Acquisition (e.g., BICS/CALP)

• Developmental & Medical History

• Academic History (L1/L2)• Parent Observations

• Comparisons to siblings & Peers

• Teacher observations• ESL Testing (CELDT)• Communication (L1/L2)• Academic Information

(e.g., work samples, criterion-referenced data, standardized data, etc.)

California English Language Development Test (CELDT) Reports

Website: http://celdt.cde.ca.gov/reports.asp

CA Department of Education

http://celdt.cde.ca.gov/reports.asp







Things that We Cannot Assume about Development and Language Acquisition

• All caretakers treat children as conversational partners

• All children are exposed to the same types of lexical items – Labeling occurs in all homes.

• All caretakers play with children

• All caretakers encourage the development of academic language by helping children to inform, compare and contrast, order, classify, analyze, infer, justify and persuade, solve problems, synthesize, evaluate

• All children have the same exposure to books

StudentInformation

*Familial*Medical

*Educational

Capacity to Learn


Functioning



Assessment

Red Flag

Matrix



~ Bender, 2002

Platform 2:

• Analysis of how student responds to different levels of educational support and intervention over time using a research-based methodology.– Differentiated Instruction– Sheltered Instruction– Guided Language Acquisition Design

• Dynamic Assessment

RTI

Demystifying RTI and Dynamic Assessment

• Who works with children on a regular basis (e.g., classroom, resource, intervention & treatment)?

• After working with the student, how do you know what the next lesson will look like?

• Do you administer a standardized test after each session?

• What is intervention and student support? Ongoing Assessment!!

• RTI and DA is intended to identify how a student learns, retains, & transfers information.

• The process can assist in identifying typical and atypical learning patterns

Intervention is Ongoing Assessment: The Teaching Phase

• Test – Teach – Retest: The lessons during the “teach” phase should include these main components:

– Intentionality: Statement of goal & purpose of interaction.

– Meaning: Why concept is important & how it relates to student’s personal experience

- Transcendence: Developing metecognitive skills by asking “Who, What, When, Where, Why and What If” questions during problem solving activity.

Transcendence - Questions to Challenge Thinking

• What do you believe and why?

• What should be done next and why?

• Why do you think that’s the answer? Explain.

• How can we find out about _______?

• Why do you think that about _______?

• What would you do about _______ and why?

• What are some other ways?

• What is the most . . . useful and why?interesting and why?effective and why?logical and why?creative and why?

• What are the possible causes of _______?

• What are the possible consequences or effects of _______?

• What conclusions could you draw of _______?

• How would you _______? • How could you _______? • How would you propose

a plan to _______? • How would you

formulate a solution to ______?

• How would you defend _______?

• How would you state the problem?

• How would you support your conclusion?

Planning and Competence: Children think about what they have learned & how they will use that skill the next time they complete a similar task.

Transfer: Summarize the lesson and help children think how they will use the skill in other activities

•Critical to be able to scaffold and task analyze teaching concept (e.g. break task into hierarchical discrete points)

Zone of Proximal Development

Curriculum-Based Dynamic Assessment

A Response to Intervention Model that can Help Identify Learning Patterns between Traditional and Non-Traditional Learners

Activity 3

• Characteristics of a Traditional Learner

vs

• Characteristics of a Non-Traditional Learner

• What characteristics would suggest that a non-traditional learner may have learning patterns consistent with a type of language-learning disability?

Principles of Dynamic Assessment

• A shift from static to fluid measures of ability.

• The assessor actively works to facilitate learning and induce active participation in the learner.

• Focus on process of learning rather than completing a specific product: Metacognitive & metalinguistic skills

• Produces info on modifiability & the means by which change is best accomplished.

Documenting Change During a Teaching Experience

• Review DA protocol and scoring criteria to located in packet

• How can this be used during a Tier 2 or 3 Experience?

Scoring Sheet

14

Student Needs Verbal & Touch Cue

Scoring Sheet

Challenges Associated with DA

• Fear & Disequilibrium

• Time

• Non-Standardized Method

• Qualitative in Nature (i.e., reliability and validity concerns)

The Benefits of Dynamic Assessment

• Can assist in the evaluation process of an ELL student being considered for SPED (language, reading, math, writing, social skills, etc. – It can be adapted to any target concept)

• Ability to identify a student’s “Zone of Proximal Development”

• Ability to identify potential IEP goals & objectives

• Ability to track student progress

• Ability to identify student accommodations & modifications

DA Process: Test – Teach - Retest

• Pre-test (i.e., Baseline)– Identify skill area deficits (this can be

obtained from many sources)

• Teach

• Post-Test (outcome scores only provide 1 dimension of information

• See Pages in Packet

StudentInformation

*Familial*Medical

*Educational

Capacity to Learn


Functioning



Assessment

Red Flag

Matrix



~ Bender, 2002

Platform 3:

• Use tools that are sensitive to culture and linguistic demands and/or adapt by using Testing the Limits

• Non-Verbal Tests: Just because oral language is removed, this doesn’t remove linguistic bias or issues of acculturation – Need to interpret carefully.

• Do not make eligibility decisions solely based upon full-scale scores that are significantly weighted on “static” background knowledge

• Review Ortiz matrix for cultural & linguistic loading for some common tools assessing capacity to learn

Capacity to Learn

PATTERN OF EXPECTED PERFORMANCE OF CULTURALLY AND LINGUISTICALLY DIVERSE CHILDREN

Cultural and Linguistic Classification of Tests Cultural and Linguistic Classification of Tests Addressing Validity in Diagnosis and InterpretationAddressing Validity in Diagnosis and Interpretation

LOW MODERATE HIGH

LO

W PERFORMANCELEAST AFFECTED

INCREASING EFFECT OFLANGUAGE DIFFERENCE

MO

DE

RA

TE

HIG

H INCREASING EFFECT OFCULTURAL DIFFERENCE

PERFORMANCEMOST AFFECTED

(COMBINED EFFECT OFCULTURE & LANGUAGE

DIFFERENCES)

DEGREE OF LINGUISTIC DEMAND

DE

GR

EE

OF

CU

LT

UR

AL

LO

AD

ING

Culture-Language Test Classifications (C-LTC): WISC-IVCulture-Language Test Classifications (C-LTC): WISC-IVD

EG

RE

E O

F C

UL

TU

RA

L L

OA

DIN

G

LOW MODERATE HIGH

LOW

MATRIX REASONING (Gf-RG)Cancellation (Gs-P,R9)

BLOCK DESIGN (Gv-SR, Vz)SYMBOL SEARCH (Gs-P,R9) DIGIT SPAN (Gsm-MS, MW)CODING (Gs-R9)

LETTER-NUMBER SEQUENCING (Gsm-MW)

MODERATE

ARITHMETIC (Gq-A3)Picture Concepts (Gc-K0, Gf-I)*

HIGH

Picture Completion (Gc-K0, Gv-CF)* INFORMATION (Gc-K0)SIMILARITIES (Gc-LD,VL)VOCABULARY (Gc-VL,LD)COMPREHENSION (Gc-K0, LS)Word Reasoning (Gc-VL, Gf-I)*


*These tests demonstrate mixed loadings on the two separate factors indicated.

Note: Some of the ability and culture-language classifications listed in this packet are preliminary, based primarily on expert consensus procedures and judgment, and thus subject to change in accordance with future research findings. They are not intended for diagnostic purposes but rather to guide decisions regarding the relative influence of acculturation and English-language proficiency on test results.

DE

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WISC-III & LEITER-R BASED CROSS-BATTERY DATA FOR ELIZABETH (ENGLISH)

Culture-Language Interpretive Matrix (C-LIM): Culture-Language Interpretive Matrix (C-LIM): Case Study ExampleCase Study Example

LOW MODERATE HIGH

LOW

Leiter-R Design Analogies Gf-122Leiter-R Repeated Patterns Gf-114

x = 118

WISC-III BLOCK DESIGN Gs-105WISC-III SYMBOL SEARCH Glr-100WISC-III CODING Gs-105WISC-III DIGIT SPAN Gs-95

x = 101

MODERATE

WISC-III OBJECT ASSEMBLY Gv-115WISC-III Mazes Gv-95

x = 105

WISC-III ARITHMETIC Gq-95

x = 95

HIGH

Leiter-R Associated Pairs Glr-94Leiter-R Delayed Pairs Glr-89

x = 92

WISC-III SIMILARITIES Gc-80WISC-III VOCABULARY Gc-70WISC-III INFORMATION Gc-70WISC-III COMPREHENSION Gc-85

x = 76

WJ III DATA FOR MIGUEL (ENGLISH)


DE

GR

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OF

CU

LT

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AL

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AD

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LOW MODERATE HIGH

LOW

SPATIAL RELATIONS Gv-95

x = 95

VISUAL MATCHING Gs-70NUMBERS REVERSED Gsm-90

x = 80

CONCEPT FORMATION Gf-103ANALYSIS SYNTHESIS Gf-111

x = 107

MODERATE

Picture Recognition Gv-86PLANNING Gv-88

PAIR CANCELLATION Gs-68

x = 81

VISUAL-AUDITORY LEARNING Glr-93Delayed Recall – Visual Auditory Learning Glr-85

RETRIEVAL FLUENCY Glr-90RAPID PICTURE NAMING Glr-71

x = 85

MEMORY FOR WORDS Gsm-98INCOMPLETE WORDS Ga-87

SOUND BLENDING Ga-85AUDITORY ATTENTION Ga-89

DECISION SPEED Gs-73

x = 86

HIGH

VERBAL COMPREHENSION Gc-90GENERAL KNOWLEDGE Gc-86

x = 88

Culture-Language Interpretive Matrix (C-LIM): Culture-Language Interpretive Matrix (C-LIM): Case Study ExampleCase Study Example

Slightly Different: Includes individuals with high levels of English language proficiency (e.g., advanced BICS/emerging CALP) and high acculturation, but still not entirely comparable to mainstream U.S. English speakers. Examples include individuals who have resided in the U.S. for more than 7 years or who have parents with at least a high school education, and who demonstrate native-like proficiency in English language conversation and solid literacy skills.

Different: Includes individuals with moderate levels of English language proficiency (e.g., intermediate to advanced BICS) and moderate levels of acculturation. Examples include individuals who have resided in the U.S. for 3-7 years and who have learned English well enough to communicate, but whose parents are limited English speakers with only some formal schooling, and improving but below grade level literacy skills.

Markedly Different: Includes individuals with low to very low levels of English language proficiency (e.g., early BICS) and low or very low levels of acculturation. Examples include individuals who recently arrived in the U.S. or who may have been in the U.S. 3 years or less, with little or no prior formal education, who are just beginning to develop conversational abilities and whose literacy skills are also just emerging.

General Guidelines for Expected Patterns of Test General Guidelines for Expected Patterns of Test Performance for Diverse Individuals Performance for Diverse Individuals

DE

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Low Moderate High

LOW

Slightly Different: 1-2 points

Different: 2-4 points

Markedly Different: 5-7 points







MOD










HIGH










Deviation IQ T-Score

Percentile Rank and Standard Score Conversion Table

Deviation IQ Deviation IQ T-Score T-Score

The Use of Standardized Tests• Many times not appropriate to use in standardized

manner (if language & culture are not fairly represented) - Need to review tool

• May use in a criterion manner (e.g., compared to second language acquisition expectations)

• Compare raw and standard scores over time

• Use confidence bands (e.g., ELL students can score on average 10-15 pts. lower).

• Use subtests to probe for additional information

• Use as baseline data for “response to intervention” model

“Probably no test can be created that will entirely eliminate the influence of learning and cultural experiences. The test content and materials, the language in which the questions are phrased, the test directions, the categories for classifying the responses, the scoring criteria, and the validity criteria are all culture bound."

Jerome M. Sattler, 1992

Nondiscriminatory Assessment and Standardized Testing

Evaluation Review & Eligibility

• See Evaluation Checklist in packet

• Use Cross-Platform Correlation Paradigm to corroborate data. If there are inconsistencies in the data, the team should review data to determine reason

• Use Data Analysis Rubric: Identify a preponderance of atypical developmental and/or learning patterns that can not be attributed to second language acquisition or culture.

Data Analysis Rubric: Red Flag Matrix

• A tool that allows the examiner(s) to synthesize evaluation data in comparison to 2nd language acquisition.

• A qualitative tool that will reflect atypical developmental & learning patterns that are inconsistent with 2nd language skill development.

• Helps to identify discrepancy patterns related to handicapping conditions.

Yes

Yes

Yes

Working with an Interpreter(Cultural Broker)

• Additional Information in packet

• Interpretation vs. Translation• Having a quality interpretation

experience can have a tremendous impact on service:–Communication with parents–Accuracy of diagnostic results–Quality of service

Role of Team Members

• Use “BID” Process (Briefing, Interaction, Debriefing)

• Briefing: Purpose, format, critical pieces of info, critical questions, type of interpretation

• Interaction: Appropriate seating, define roles, address parent directly, interpreter transmits all that is said, language used is understood by all, no side conversations, attention paid to verbal/nonverbal interaction

• Debriefing: Identify pros/cons and follow-up

Time & Energy and Interpreters

• Logistical challenges for lower incident languages and cultures

• Time of meetings will at least double and be very exhausting – Try not to do back-to-back meetings

• School teams should be briefed on roles and responsibilities pertaining to using interpreters each year to reduce misunderstandings

ELL Service Continuum and the RTI Three Tiered Model

General Instruction

Supplementary Instruction

Special Instruction

All Students

Some Students

A Few Students

DATA

DATA

Capacity to Learn

RTI & DA

Student Info

Red Flag Matrix

P 1

P 2

P 3

Intervention & Service• 1st Language support

– How to do this if you’re not bilingual

• Using resources (i.e., personnel and materials) that are available

• Functioning as a consultant to help facilitate L1 acquisition

• Bilingual Students in Immersion Programs – What is best for the student, not the teacher

• Recruitment of bilingual professionals– Teachers– Specialists– Paraprofessionals

Children with Language Disorder can Acquire Two Languages

"More than any other finding, this study demonstrates profound linguistic strengths in children with SLI. Instead of demonstrating that bilingualism impedes language acquisition under conditions of impairment, the children in this study showed that they had the ability to learn two languages despite their impairment."(Paradis, Crago, Genesee and Rice, 2003:125)

Teaching Strategies

• Remember that vocabulary instruction is crucial for English-language development.

• Use clear, consistent language when introducing new concepts.

• Provide numerous opportunities for the student to speak and use English in academic and social settings with teachers and peers.

• Be sensitive to lessons that are culturally loaded. Cultural inclusion will assist with engagement and connectivity to prior knowledge.

• Use visual aids and graphic organizers during instruction

• Systematically build background knowledge starting with what students bring to school

• Provide a balanced approach to language development – emphasis on grammar and syntax, conversation, and academic or de-contextualized language.

Review Sheltered Strategies on DVD – Time Permitting

Transfer and Learning

• One of the most powerful processes in learning:

– The effect that past learning has on the process of new learning

– The degree to which the new learning will be useful to the learner in the future

– Review, Review, Review

“My expertise has always been my ignorance, my admission and acceptance of not knowing. My work comes from questions, not from answers… By giving yourself permission not to know, you can overcome the fear that your ignorance will be discovered. The inquisitiveness essential to learning thrives on transcending this fear.”

~ Richard Saul Wurman, 1989

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