New English Language Development
and Common Core State Standards
Institute
Addressing the Needs of Long Term
English Learners (LTELs) who are also
Students with Disabilities (SwD)
June 28, 2013
Introductions
Debbie Jaggers-Baccino
Denise Kilpatrick
Maggie Spehar
Campbell Unified School Districts’
Journey to Meeting the Needs of English
Language Learners with Disabilities
2
Goal
Prepare every English Learner for
college and career success!
3
Objectives
• Understand the importance of having a growth
mindset
• Use data support decisions for LTELs with Disabilities
• Provide Professional Development to
administrators and teachers to support LTELs with
Disabilities
• Require explicit English Language Development
(ELD) instruction for all students, including LTELs
with Disabilities
• Understand that coaching benefits teachers and
LTELs with Disabilities
4
Growth Mindset
The Special Education and
Areas to be considered
ELD Departments came
using a growth mindset
together and realized that
we could be doing more
• Core Curriculum
for our LTELs with
• Assessment
Disabilities.
• IEP goals
• Coaching
5
Our Core Team
•
•
•
•
•
Special Education Director
ELD Administrator
Program Specialist
Special Education Equity Coach
CELDT Coordinator
6
Data Drove Our Decisions
•
•
•
•
•
•
CELDT Data
State Data
Benchmark
Formative Data
Cognitive Data
Informal Data
7
CUSD Alternate Assessment
8
Professional Development
•
•
•
•
•
•
•
IEP Goal Writing and Monitoring
ELD Services
Administration Training
GLAD
Systematic ELD
ADEPT
CCSS
9
IEP Testing Accommodations
10
ELD Program & Service Models for
EL Students in Special Education in CUSD
ELD is a core subject for English Learners
• English Language Development (ELD) Settings
 English Language Mainstream (ELM)
 English Language Instruction (Pull Out)
 Structured English Instruction (SEI in SDC)
• Methodology
 Specially Designed Academic Instruction in English
(SDAIE)
•
Support
 SDAIE
 Systematic ELD
 Guided Language Acquisition Design (GLAD)
11
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
 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 language
12
How to Document Programs,
Services & Instruction on IEP
13
How to Document Programs,
Services & Instruction on IEP
14
How to Document Programs,
Services & Instruction on IEP
15
How to Document Programs,
Services & Instruction on IEP
16
ELD IEP Goals
17
ELD IEP Goals
18
RATE OF TRANSFER INTO CLASSROOM PRACTICE
Following Peer Coaching Professional Development
95%
Workshop,
modeling,
practice,
feedback, and
peer coaching
16-19%
14-16%
12-13%
10%
Workshop
Workshop
and modeling
Workshop,
modeling
and practice
Workshop,
modeling,
practice, and
feedback
Types of Professional Development
Source: "Effective Staff Development," by Robert N. Bush. In Far West Laboratory (Ed.), Making Our Schools More Effective Proceedings
of Three State Conferences. San Francisco: Author, 1984.
Coaching
•
•
•
•
•
Special Education Equity Coach
Learner Profiles
Monitoring Plans for LTEL SwD
Articulation
High Leverage Activities
20
Explicit ELD Instruction
21
ELD Sample Lesson Plans
22
ELD Sample Lesson Plans
23
Learner Profiles
24
Sample LTEL Plan
25
ELD Instruction
Structured English Instruction (SEI in SDC)
• Stacey Video
26
ELD Instruction
Structured English Instruction (SEI in SDC)
• Laura Video
27
ELD Instruction
Structured English Instruction
(ELM in SDC)
• Una Video
28
Our Journey Continues
Collaborative Coaching
Informal Coaching
Additional Learner Profiles
Preschool GLAD
SDC/ RSP General Education collaboration for all
content areas
• Professional Development for Core Team,
Administrators, & Teachers on Common Core State
Standards and the ELD Standards
• Parent Meetings for Special Education Students who
are also Students with Disabilities
•
•
•
•
•
29
Thank You!
Thank you for attending our session. If you
have any questions, please do not hesitate to
contact us.
Contact Information:
Debbie: Djaggers-baccino@campbellusd.org
Denise: dkilpatrick@campbellusd.org
Maggie: mspehar@campbellusd.org
30