Understanding English Learners with Significant Cognitive - - PowerPoint PPT Presentation

Understanding English Learners with Significant Cognitive Disabilities

Moderator: Laurene Christensen, Ph.D. (ALTELLA) Discussant: Vitaliy Shyyan, Ph.D. (Smarter Balanced) Presenters: Leslie Huff, Ph.D. (WA Office of the Superintendent of Public Instruction) James Mitchell (ALTELLA) Toni Wheeler (WA Office of the Superintendent of Public Instruction)

Understanding ELs with Significant Cognitive Disabilities: The Individual Characteristics Questionnaire

James Mitchell Laurene Christensen, Ph.D.

Overview

• Background
• Data on English learners with significant

cognitive disabilities

• Conclusion and next steps

Background on the Individual Characteristics Questionnaire (ICQ)

• Purpose of the ICQ: To learn more about the characteristics of

English learners with significant cognitive disabilities

• Adapts questions from the First Contact Survey (Nash, Clark,

& Karvonen, 2015) and Learner Characteristics Inventory (Kearns, Klienert, Klienert, & Towles‐Reeves, 2006)

• Link to online survey was disseminated through CCSSO SCASS

listserv, ELPA21, WIDA, Dynamic Learning Maps

• Report published in September 2018

ICQ Responses

Tota Total: 1,578 1,578*

Primary Home Language

• About 70 home languages represented in the student sample.
• Spanish was the most common home language for all primary

disability categories (n=819; 53.8%).

• Most common other primary home languages include English

(n=424, 27.8%), Arabic (n = 40; 2.6%).

Race and Ethnicity

Gender

0% 10% 20% 30% 40% 50% 60% 70% Male (N=1,025) Female (N= 549)

Gender

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% Other (N=176) Developmental Delay (N=94) Speech/Language Impairment (N=31) Multiple Disabilities (N=182) Intellectual Disability (N=667) Autism (N=424) Male (N= 1,025) Female (N= 549)

Grade

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

9th - 12th (N= 339) 6th - 8th (N= 371) 3rd - 5th (N= 531) K - 2nd (N= 337) Autism (N=424) Intellectual Disability (N=668) Multiple Disabilities (N=183) Speech/Language Impairment (N=31) Developmental Delay (N=95) Other (N=177)

Primary Classroom Settings

Classroom Settings by Primary Disability Categories

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Other (N= 49) Special school (N= 189) Inclusive/collaborative gen ed (N= 87) Resource room/gen ed (N= 74) Primarily self-contained SPED (N= 141) Self-contained SPED (N= 707) Autism (N=350) Intellectual Disabilties (N=532) Multiple Disabilities (N=144) Speech/Language (N=21) Developmental Delay (N=70) Other (N=130)

English Language Acquisition Specialist on IEP Team

0% 10% 20% 30% 40% 50% 60% 70% No (N= 473) Yes (N= 746) Autism (N=342) Intellectual Disability (N=641) Multiple Disabilities (N=174) Speech/Language Impairment (N=27) Developmental Delay (N=70) Other (N=129)

EL Services

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Autism (N= 406) Intellectual Disability (N= 641) Multiple Disabilities (N= 174) Speech/Language Impairment (N= 27) Developmental Delay (N=88) Other (N= 159) <1 year - 2 years (N= 385) 3 - 6 years (N= 505) 7 - 10 years (N= 175) 11+ years (N= 79) Never received any EL services (N= 351)

Ways of Communicating

0% 10% 20% 30% 40% 50% 60% 70% 80% Other (N=135) Speech or speaking (N= 1134) Sign (N= 148) Picture cards (N= 299) Eye gaze (N=211) Communication board (N= 267) AAC Device (N= 264) Autism (N=408) Intellectual Disabilties (N=649) Multiple Disabilities (N=174) Speech/Language Impairment (N=27) Developmental Delay (N=89) Other (N=161)

Receptive and Expressive Communication

Receptive Communication Receptive Communication Expres Expressive Communication ve Communication

• Most students can:
• Point to, look at, or touch things

in the immediate vicinity when asked

• Perform simple actions,

movements or activities when asked

• A small percentage of students with

multiple disabilities are able to follow 2‐step directions presented verbally

• r through sign
• A larger percentage of students with

autism, an intellectual disability, a speech/language impairment, or

• ther disability can regularly combine

three or more spoken words

• A larger percentage of students with

multiple disabilities are able to usually use one spoken word at a time (n=30, 21.13%)

• 51.41% of students with multiple

disabilities (n=73) do not use spoken language

WIDA Alternate ACCESS Overall Composite Scores

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Other (N=48) Developmental Delay (N=26) Multiple Disabilities (N=32) Intellectual Disability (N=166) Autism (N=86) A1 (N= 152) A2 (N= 73) A3 (N= 56) P1 (N= 49) P2/P3 (N= 30)

Assessment Accessibility Supports and Accommodations

0% 20% 40% 60% 80% 100% Does not receive (N= 66) Text to speech (N= 234) Sign interpretation (N= 58) Read aloud (N= 895) Scribe (N= 294) Masking (N= 115) Language support (e.g., translation) (N= 253) Color contrast (N= 85) Autism (N=342) Intellectual Disabilties (N=516) Multiple Disabilities (N=142) Speech/Language (N=20) Developmental Delay (N=70) Other (N=129)

Conclusion and Next Steps

• Development of this report is currently underway
• Limitations
• Resources available on the ALTELLA website

(altella.wceruw.org)

• ICQ Report
• ICQ Tool

THANK YOU!

Website: altella.wceruw.org Contact: James Mitchell mitchell27@wisc.edu

Learner Characteristics of Washington English Learners with Significant Cognitive Disabilities

Leslie Huff‐ ELP Assessment Coordinator Toni Wheeler‐ Alternate Assessment Coordinator

Identification

Estimate=1800‐ish English Learners with Significant Cognitive Disabilities Why “ISH”… 1) Alternate Academic Assessment Score + EL flag 2) Alternate Academic Assessment Score + English Language Proficiency Score (regular or alternate) 3) Alternate English Proficiency Score

Notes to think about

• Why this is hard
• 4 different files
• 150 kids in academic alt that are identified as ELs, but no EL score.
• Other data – we had about 130 from WIDA test that we can’t attach to an

SSID

• 80 students who “appear” to be misidentified
• Data systems are not built to accurately identify students with a significant

cognitive disability.

• Other reasons this is hard:
• Different modes of communication within and across groups

Speaking & Expressive Language

Overall Expressive Communication (LCI)

11% 22% 67%

No clear, intentional communication Intentional but non‐symbolic Intentional, symbolic communication

Augmentative and Alternative Communication

22% 78%

Yes No

Speaking Domain Score and LCI Expressive Communication: (Number of Students)

50 100 150 200 250 300 A1 A2 A3 P1 P2 L1 ELPA L2 ELPA L3 ELPA L4 ELPA No clear intentional communication Intentional but non‐symbolic Intentional, symbolic communication

WIDA ELPA21

Speaking Domain Score and LCI Expressive Communication (Percent of students)

0% 20% 40% 60% 80% 100% 120% A1 A2 A3 P1 P2 L1 ELPA L2 ELPA L3 ELPA L4 ELPA No clear intentional communication Intentional but non‐symbolic Intentional, symbolic communication

WIDA ELPA21

Listening and Receptive Language

9% 3% 48% 40%

Alerts to Sensory Input Uncertain response to sensory input Independently follows 1‐2 step directions

Overall Receptive Communication (LCI)

50 100 150 200 250 300 350 A1 A2 A3 P1 P2 L1 ELPA L2 ELPA L3 ELPA L4 ELPA Uncertain response to sensory stimuli Alerts to sensory input Requires additional cues to follow directions Independently follows 1‐2 step directions

WIDA ELPA21

Listening Domain and LCI Receptive Communication (Number of Students)

Listening Domain and LCI Receptive Communication (Percent of Students)

0% 20% 40% 60% 80% 100% 120% A1 A2 A3 P1 P2 L1 ELPA L2 ELPA L3 ELPA L4 ELPA Uncertain response to sensory stimuli Alerts to sensory input Requires additional cues to follow directions Independently follows 1‐2 step directions

WI DA ELPA 21

Reading and Literacy

50 100 150 200 250 300 A1 A2 A3 P1 P2 L1 ELPA L2 ELPA WAAIM ELA Achievement Level 1 WAAIM ELA Achievement Level 2 WAAIM ELA Achievement Level 3 WAAIM ELA Achievement Level 4

ELP Reading Proficiency & Academic Alternate ELA Proficiency

WIDA ELPA21

0% 20% 40% 60% 80% 100% 120% A1 A2 A3 P1 P2 L1 ELPA L2 ELPA AA‐AAS ELA Level 1 AA‐AAS ELA Level 2 AA‐AAS ELA Level 3 AA‐AAS ELA Level 4

ELP Reading Domain Proficiency & ELA Proficiency

WIDA ELPA21

Literacy Instructional Hours and Literacy Proficiency

50 100 150 200 250 A1 A2 A3 P1 P2 0‐3 hours/week 4‐6 hours/week 7‐9 hours/week 10+ hours/week

Reading Skill Level (LCI) of A3‐P2 with 0‐3 hours of Literacy instruction

5 10 15 20 25 30

Has no observable awareness Aware of print/Braille, follws directionality, makes letter distinctions, or tells a story from the pictures that is not linked to the text Reads basic sight words, simple sentences, directions, bullets, and /or lists in print or Braille Reads fluently with basic (literal) understanding from paragraphs or short pasages with narrative/informational texts in print or Braille Reads fluently with critical understanding in print

• r Braille(e.g., to differentiate fact/opinions,

point of view, emotional response)

ELP Proficiency to Reading Skill Level (Alt ACCESS)

50 100 150 200 250 300

Has no observable awareness Aware of print/Braille, follws directionality, makes letter distinctions, or tells a story from the… Reads basic sight words, simple sentences, directions, bullets, and /or lists in print or Braille Reads fluently with basic (literal) understanding from paragraphs or short pasages with… Reads fluently with critical understanding in print

• r Braille(e.g., to differentiate fact/opinions,…

A1 A2 A3 P1 P2

Reading Skills within ELP Reading Proficiency Level

75 12 16 2 2 24 35 29 45 16 6 31 29 83 134 1 1 4 17 119 8

20 40 60 80 100 120 140 160

A1 A2 A3 P1 P2

Has no observable awareness Print Awareness Reads basic sight words Reads fluently with basic (literal) understanding Reads fluently with critical understanding

Reading Skills within ELP Reading Levels

75 12 16 2 2 7 1 24 35 29 45 16 23 6 31 29 83 134 105 1 1 1 4 17 119 84 19 1 8 9 2 20 40 60 80 100 120 140 160

A1 A2 A3 P1 P2 L1 ELPA L2 ELPA L3 ELPA

Has no observable awareness Print Awareness Reads basic sight words Reads fluently with basic (literal) understanding Reads fluently with critical understanding

WIDA ELPA21

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% A1 A2 A3 P1 P2 L1 ELPA L2 ELPA L3 ELPA

Reads fluently with critical understanding Reads fluently with basic (literal) understanding Reads basic sight words

WIDA Alternate ACCESS ELPA21

Reading Skill Level within ELP Reading Proficiency Level

20 40 60 80 100 120 Has no observable awareness Aware of print/Braille, follws directionality, makes letter… Reads basic sight words, simple sentences,… Reads fluently with basic (literal) understanding… Reads fluently with critical understanding in print or… L1 L2 L3 50 100 150 200 250 300 Has no observable awareness Aware of print/Braille, follws directionality, makes letter… Reads basic sight words, simple sentences,… Reads fluently with basic (literal) understanding… Reads fluently with critical understanding in print or… A1 A2 A3 P1 P2

Reading Skill Level Alt ACCESS & ELPA21

WIDA ELPA21

Writing Proficiency

50 100 150 200 250 A1 A2 A3 P1 P2 P3 L1 ELPA L2 ELPA

WAAIM ELA Achievement Level 1 WAAIM ELA Achievement Level 2 WAAIM ELA Achievement Level 3 WAAIM ELA Achievement Level 4

ELP Writing Domain and Academic Alternate ELA Proficiency

WIDA ELPA21

ELP Writing Domain and Academic Alternate ELA Proficiency

0% 20% 40% 60% 80% 100% 120% A1 A2 A3 P1 P2 P3 L1 ELPA L2 ELPA WAAIM ELA Achievement Level 1 WAAIM ELA Achievement Level 2 WAAIM ELA Achievement Level 3 WAAIM ELA Achievement Level 4

WIDA ELPA21

0% 20% 40% 60% 80% 100% 120% A1 A2 A3 P1 P2 L1 ELPA L2 ELPA AA‐AAS ELA Level 1 AA‐AAS ELA Level 2 AA‐AAS ELA Level 3 AA‐AAS ELA Level 4

ELP Reading Domain Proficiency & ELA Proficiency

WIDA ELPA21

50 100 150 200 250 A1 A2 A3 P1 P2 P3 L1 ELPA L2 ELPA

ELP Writing Domain and Academic Alternate ELA Proficiency

WAAIM ELA Achievement Level 1 WAAIM ELA Achievement Level 2 WAAIM ELA Achievement Level 3 WAAIM ELA Achievement Level 4

Writing Skill Level of A3‐P2 with 0‐3 hours/week of Literacy Instruction

2 4 6 8 10 12 14 16

Has no observable awareness of print or Braille Scribbles or randomly writes/selects letters or symbols Writes by copying words or letters Writes by using word banks or picture symbols Writes words using letters to accurately reflect some sounds Writes words or simple phrases without copying and using spelling (with or without word prediction) Writes sentences or complete ideas without copying using spelling (with or without word prediction) Writes paragraph length text without copying and using spelling (with or without word prediction)

Writing Skill Level with ELP Writing Domain Proficiency

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

A1 A2 A3 P1 P2 P3 L1 ELPA L2 ELPA L3 ELPA

Writes paragraph length text without copying and using spelling (with or without word prediction) Writes sentences or complete ideas without copying using spelling (with or without word prediction) Writes words or simple phrases without copying and using spelling (with or without word prediction) Writes words using letters to accurately reflect some sounds Writes by using word banks or picture symbols Writes by copying words or letters Scribbles or randomly writes/selects letters or symbols Has no observable awareness of print or Braille

WIDA ELPA21

Comparison Group

Least Restrictive Environment: NonEL vs EL

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

Self‐Contained/Special School < 40%‐ No Core Academics < 40%‐ Some Academics 40 ‐79% Regular Education >80% Regular Education

NON‐ELs Els

Expressive Communication: Non‐EL vs. EL

0% 10% 20% 30% 40% 50% 60% 70%

No clear intentional communication Intentional but non‐symbolic Intentional, symbolic communication Non‐EL EL

Non‐EL and EL Attendance

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Attends at least 90% of school days Attends approximately 75% of school days; absences primarily due to health issues Attends approximately 50% or less of school days; absences primarily due to health issues Attends highly irregularly or receives homebound instruction due to issues other than health Receives homebound instructions due to health issues

Non‐Els Els

ELA Academic Proficiency: NonEL vs. EL

20% 30% 35% 15% 17% 31% 36% 16% 0% 5% 10% 15% 20% 25% 30% 35% 40% Level 1 Level 2 Level 3 Level 4

ELA Acadmic Proficiency: NonEl vs EL

EL NonEL

Math Academic Proficiency: NonEL vs EL

18% 27% 33% 22% 14% 29% 35% 22% 0% 5% 10% 15% 20% 25% 30% 35% 40% Level 1 Level 2 Level 3 Level 4 EL NonEL

Other Areas of Interest

Self‐Contained or Special School Less than 40% reg. ed‐ NO ACADEMICS 40‐79% in reg. ed Less than 40%‐ 80% or more reg. ed

Least Restrictive Environment

Least Restrictive Environment

50 100 150 200 250 A1 A2 A3 P1 P2 ELPA1 ELPA2

Self‐Contained/Special School < 40%‐ No Core Academics < 40%‐ Some Academics 40 ‐79% Regular Education >80% Regular Education

ELPA21 WIDA

Next steps

• Refine data collection
• Include service delivery model on LCI
• Improve identification
• Processes
• Guidance
• Data Collection

12/12/2019 | 60 | SECTION

Overarching Wonderments…

• Teacher perception of a student’s skill level and their actual skill levels

may not align

• Least Dangerous Assumption‐ Are teacher’s perceptions blocking access to

instructional opportunities in both academics and language development?

• How does teacher perception impact the test experience for the student?
• What does English proficiency look like for this group?

Discussion