High Needs ELL Students in Quincys Elementary Schools Beth Hallett - - PowerPoint PPT Presentation

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High Needs ELL Students in Quincys Elementary Schools Beth Hallett - - PowerPoint PPT Presentation

Oct 19, 2023 286 likes •537 views

High Needs ELL Students in Quincys Elementary Schools Beth Hallett Erin Perkins Judy Todd What does High Needs mean? High-needs students: Students at risk of educational failure or otherwise in need of special assistance and

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High Needs ELL Students in Quincy’s Elementary Schools

Beth Hallett Erin Perkins Judy Todd

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What does “High Needs” mean?

High-needs students: Students at risk of

educational failure or otherwise in need of special assistance and support, such as students who are living in poverty, who attend high-minority schools… who are far below grade level, who have left school before receiving a regular high school diploma, who are at risk of not graduating with a diploma on time, who are homeless, who are in foster care, who have been incarcerated, who have disabilities, or who are English learners.

(U.S. Department of Education website, Definitions section, para 10)

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Who are High Needs students in Quincy Public Schools?

Who is included:

Students from low income homes (at Title 1 schools) Students whose literacy is below grade level (receiving

Literacy Interventions)

Students who need Special Education services (i.e.

students on IEPs, 504s, social or emotional disabilities, behavioral disabilities)

Students who are English Language Learners

(receiving ELL services)

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The Challenge ELLs Face with School

Native English Speakers English Language Learners CONVERSATIONAL PROFICIENCY ACADEMIC PROFICIENCY

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Time (years) Time (years) Level of Proficiency Level of Proficiency

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Changes in our ELL Population

Today’s ELLs:

are coming from rural areas of their native country. often have interrupted formal education (in home country

  • r in the U.S.)

Many of Quincy’s ELLs:

come with limited or no reading and writing skills in their

first language.

were born in the U.S. but continue to need ELL support. have been through physical, social and/or emotional

trauma.

have learning disabilities and/or special needs

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Seven Important Factors

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Considering Special Education

6 Principles of Special Education Law:

 Parent and Student Participation  Appropriate Evaluation  Individual Education Program  Free and Appropriate Public Education  Least Restrictive Environment  Procedural Safeguards

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Appropriate Evaluation

The evaluation must assess a specific disability.

Required assessments for all team evaluations include the classroom assessment and educational history.

The classroom assessment evaluates student’s attention, participation, communication skills, memory and social relations with peers, adults, etc.

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High Needs ELL Team K-5

Purpose

To create an opportunity for teachers and student support staff

serving ELLs with High Needs in Grades K-5 at high incidence schools to articulate with each other goals for early intervention and initial identification, assessment and eventual implementation of multiple services for children in this special population. Members

Educators from Title 1 schools who are:

  • ELL Teachers
  • SPED Teachers
  • Literacy Specialists
  • Student Support: Guidance, School Psychologists
  • Administrators: ELL, SPED, Literacy/Title 1

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High Needs ELL Vertical Team K-5 GOALS, Year 1 (2014-15)

Goals for 2014-2015:

The Team will share with each other the short-term and long-

term needs of each program area in working with ELL students in grades K-5 with possible learning disabilities.

The Team will research and discuss available programs, state

and federal regulations for program area, current identification procedures, including descriptions of current protocols used to identify ELL students in grades K-5 with possible learning disabilities.

The Team will create a draft document for information

collection and identification of ELLs needing SPED services in grades K-5.

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Our Questions

How do we currently identify learning disabilities in ELL students?

How does Literacy Support integrate with Special Education and ELL?

How can Title 1 Services support ELL and Special Education?

What is the progress monitoring process for all students, including High Needs ELL?

How can Response to Intervention (RTI) be incorporated as a model for intervention with High Needs ELL students?

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Year 1: Text for Our Professional Learning

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Sharing Our Expertise: ELL Teachers

WIDA: English Language Proficiency Levels Level 6: Reaching Level 5: Bridging Level 4: Expanding Level 3: Developing Level 2: Emerging Level 1: Entering ACCESS for ELLs Assessment

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Sharing Our Expertise: Literacy Specialists

DIBELS DRA

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Sharing Our Expertise: Special Education and Psychologists

Educational Assessments: CTOPP GORT-4 Woodcock-Johnson III Psych Assessments: UNIT WISC

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Where We Are in the Process

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2014-15

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High Needs ELL Vertical Team K-5 GOALS, Year 2 (2015-16)

Goals for 2015-2016:

The Team will successfully pilot the new QPS ELL Student

Information Forms (ELLSIFs) at the 5 represented elementary schools with assessment, reflection, and possible roll-out during to all elementary schools in 2016-17.

The Team will provide a joint Professional Development

workshop for system-wide ELL, Literacy and Special Education teachers at the elementary level to introduce the ELLSIFs.

The Team will begin investigation of Response to Intervention

(RTI) interventions that are most suitable to implement with struggling ELLs and create a detailed list of such interventions to be shared at all 5 elementary schools.

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Year 2: Text for Our Professional Learning

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ELL Student Information Forms (ELLSIF 1 and 2)

 ELLSIF 1: To be administered during the intake

process for all new ELLs at Central Registration (December 2015)

 ELLSIF 2: To be piloted at 5 elementary schools

(Wollaston, Montclair, Lincoln-Hancock, Parker, Marshall) in Spring 2016

 Ongoing feedback/reflection from team members

  • n the usefulness of the tools

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Joint Professional Development, 2015-16

Orton-Gillingham Classroom Educator Training (August 2015) Landmark Writing Method

  • Training – Spring 2015
  • Consulting – Fall 2015

Handwriting Without Tears (Kindergarten, Grade1, ELL) MAP Assessment Training Joint Literacy/ELL/SPED Resource Team Meeting

  • December 8, 2015

LEXIA Training (online assessment targeting reading skills)

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Stronger Collaboration

 ELL, SPED, Literacy, Guidance and general education

teachers now participate in:

All ILT meetings

SST meetings concerning ELLs (whenever possible)

Team meetings for IEPs

Analyzing ACCESS, DIBELs, DRA and other assessment scores for students in question

Developing IEP Goals and Benchmarks using knowledge of frameworks, ELD and Literacy

Classroom observations to share best practices

Collecting student/family data (ELLSIF 1 and 2) for informed decision making

Uniform procedures and language

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Where We Are in the Process

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2014-15 2015-16

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Looking Forward: 2016-17

Possible Goals:

 Continue work on protocol outlining RTI process for ELLs  Research RTI Interventions appropriate for ELLs

Team Organization:

 Include General Education teacher representatives (Grade 2/3)  Create second ELL High Needs Team to include other

elementary schools Communication:

 Principals, SLT Members  Guidance, mainstream teachers  Middle and high school

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Questions?

THANK YOU!

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