What is Different About an IEP for an English Language Learner?
Looking at Present Levels of Performance Through a
Socio-Cultural & Linguistic Lens
Activity Directions:
In small groups, you will receive a list of “excerpts” from the Present Levels of
Performance of IEPs for English Language Learners. Cut the list into strips to
separate them so that your group can sort them into one of three categories:
Disability, Culture or Language.
Discuss with the group and decide if each statement reflects information about the
students’…
-- disability and its impact on academic achievement
-- language acquisition needs or proficiency in English
-- cultural background and influence of acculturation.
If your group is not sure which category to choose, what additional questions and
clarifying information might help you make a decision?
Clarifying Questions:
Does the excerpt reflect a disability? (Ask yourself, is there something intrinsic to the
student that reflects a deficit in learning reading, writing, spelling, reasoning, recalling,
processing and/or organizing information or other difficulty acquiring skills needed to
demonstrate academic performance and achievement?)
Does the excerpt reflect a language proficiency need? (Ask yourself, what stage of
language acquisition does the student exhibit? How long has the student been
identified as and English Language Learner? What instructional accommodations,
such as ESL strategies and Home language supports were provided to the student?
Does the student demonstrate difficulties learning in his/her own home language?
Does the excerpt reflect a cultural difference? (Ask yourself, are some of the
behaviors described attributable to socio-cultural values, beliefs and patterns? How
long has the student been identified in the process of acculturation/assimilation?
What culturally responsive strategies have been incorporated to create an inclusive,
respectful, welcoming and safe environment? What are the family’s concerns,
priorities, wishes and plans for their child?
* A SUGGESTED Answer Key and Discussion Guide follows at the end.
Please remove it before distributing the activity strips.
1. Student demonstrates difficulty with basic math
computation skills in addition and subtraction, unless
pictures are presented along with the numerical problem.
2. Student’s learning style demonstrates a preference for
cooperative learning activities, small group work and peerassisted tasks. He does not complete assignments or
projects when asked to work independently.
3. Student seems confused with language and frequently
uses Spanish language words in the middle of phrases and
sentences in English.
4. Student generally responds to questions with answers
that seem off-topic and even when communicating with
peers who speak the same Home Language, the listener
still remains confused by Student’s responses.
5. Student is described as healthy physically but does not
demonstrate age appropriate skills in physical activities
such as playing sports or using sports equipment such as a
jump rope or bicycle. Student has not been exposed to
sports in her home country due to religious observances.
6. Homework assignments sent home in English rather
than in Home Language are completed and returned to
class less frequently than those in Home Language.
7. Student orally retells stories with words and phrases “out
of order” or sequence in English.
8. Student exhibits a limited vocabulary with a lack of
growth in the number of new words used in speaking and
writing, even in the Home Language.
9. Student demonstrates difficulties when transitioning from
one activity to the next, resulting in the delay of starting the
next activity. Student frequently looks around the room to
observe what other students were doing and then imitated
them.
10. Student’s demonstrates difficulty with reading
comprehension skills and writing skills in English, affecting
his ability to keep pace with his peers in activities which
require independent reading and writing when a bilingual
peer is not available to assist or prompt.
11. Student’s slow decoding skills and poor spelling affect
his ability to keep pace with his peers in activities that
require independent reading and writing, even with ESL
scaffolds provided. As a result, he is falling behind in
learning and does not always get credit for completed work
or assessed knowledge.
12. Student exhibits difficulty with time management,
starting classwork late and has difficulty completing
assignments on time. Student also exhibits time
management issues in the lunchroom and playground,
often the last one to finish eating or playing organized
sports.
13. Student has a behavior intervention plan and needs
behavioral expectations (rules, schedules, rewards)
presented in English and in Chinese.
14. When presented with a change in routine, or a novel
situation, Student frequently demonstrates confusion and
anxiety (e.g., asks repeated questions, stands up, tenses
and pinches himself). Student often makes negative
comments about himself or his work (e.g., "I am not
smart." “This is not good work.")
15. Student’s behavior when frustrated is distancing him
from his peer group and taking time from instruction.
Problems identified in the areas of self-regulation, impulse
control and aggression in the form of physical proximity and
interaction with peers, such as touching and grabbing.
16. Student comprehends basic verbal commands and
understands simple questions (who, what, where) in
English but can follow more complex commands and higher
order questions (why, how) in Home Language.
17. Student does not maintain eye contact with teachers or
other school personnel. Student does not volunteer
answers to classroom discussions.
18. Student has expressed an interest in learning animal
care and has one work experience volunteering in a
relative’s Pet store. He does not understand factors that
influence job retention, dismissal, and promotion and lacks
skills necessary to complete a job application or interview
or complete a time sheet for his paycheck.
19. Student inconsistently judges and inappropriately
responds to the social demands of the environment, such
as calling out answers, taking property of peers, not waiting
his turn and walking around the classroom during lessons.
20. Student is described by peers and other adults as
being rude; for example, if student bumps into someone in
the hallway, he does not say, “Excuse me, or I’m sorry”.
Student does not initiate greetings with his friends or
teachers but does respond to greetings.
21. Student has difficulty recalling information and facts
presented during previous lessons. He requires study aids
such as flash cards, outlines and graphic organizers in
order to prepare for classroom tests. Has difficulty
memorizing basic facts, such as rote counting by 5’s.
22. Student is generally pleasant and agreeable,
respectful and compliant. She often smiles at the teacher
and nods her head, however, it is difficult to determine if the
student is nodding in agreement with the teacher’s
questions or just nodding politely. At times she does not
appear to understand what is being said but still nods and
smiles.
23. The student has expressed a desired goal to live
outside of his parents’ home after high school, but the
family does not support this goal and believes he should
remain at home with their supervision and support.
24. Student requires additional time to process information
before giving a response. He needs repetition of target
information and simplified directions in the Home language.
25. Student has stronger receptive language skills in
Spanish, but prefers to use English to express himself.
Cognitive and academic testing in both languages, revealed
scores in the Extremely Low range in Verbal
comprehension in Spanish and English. Results indicate
Student struggles in the area of reasoning with images or
nonverbal information.
26. Student requires environmental modifications such as
labels for identifying materials, facilities or objects posted in
English and Arabic. Directions for tasks and activities
should be presented in Arabic.
27. Parents report concern about the level of frustration
Student exhibits when attempting to complete assignments
at home in English. They report that they are unable to
assist their child with homework sent home in English only
and have difficulty managing their child’s behavior (ripping
paper, breaking pencils) when it is time to do homework at
home.
28. Your own example:
REMOVE THIS SECTION BEFORE DISTRIBUTING
*Suggested Answer Key: Please note that many of the items could cross categories,
but the main point of the activity is to generate discussion about how we can develop
IEPs that are more culturally and linguistically appropriate for ELLs. Be sure to probe
for participants to ask questions in order delve deeper into students’ background
information, strengths and needs. Dialogue about each example is encouraged to
promote a sense of confidence and understanding about the unique needs of culturally
and linguistically diverse students with disabilities.
Does the excerpt reflect a disability? (Ask yourself, is there something intrinsic to the
student that reflects a deficit in learning reading, writing, spelling, reasoning, recalling,
processing and/or organizing information or other difficulty acquiring skills needed to
demonstrate academic performance and achievement?)
Does the excerpt reflect a language proficiency need? (Ask yourself, what stage of
language acquisition does the student exhibit? How long has the student been
identified as and English Language Learner? What instructional accommodations,
such as ESL strategies and Home language supports were provided to the student?
Does the student demonstrate difficulties learning in his/her own home language?
Does the excerpt reflect a cultural difference? (Ask yourself, are some of the
behaviors described attributable to socio-cultural values, beliefs and patterns? How
long has the student been identified in the process of acculturation/assimilation? What
culturally responsive strategies have been incorporated to create an inclusive,
respectful, welcoming and safe environment? What are the family’s concerns,
priorities, wishes and plans for their child?
Possible Answers to explore and debate:
1. Disability (basic math addition and subtraction skills do not require much
language support)
2. Culture (some cultures promote more collaborative, interdependent group values
rather than individualistic, independent customs, but Language needs cannot be
completely ruled out, as student may require additional support with L2 during
independent work)
3. Language (student may be exhibiting code switching, which is typical for ELLs)
4. Disability (struggles with communication in the home language could indicate
deeper language learning problems)
5. Culture (exposure to certain types of experiences may vary due to cultural
values and beliefs, limiting the development of certain skills)
6. Language (student is more successful completing homework in the home
language, where he may have more support in that language)
7. Language (student could be reflecting influence- a typical pattern of ELLs when
the rules of language they know in the home language influence how they
produce the second language)
8. Disability (lack of language growth in the dominant language is not typical)
9. Language (student may not understand directions due to lack of proficiency in
L2, or Culture (student may not understand behavioral expectations of
classroom routines but Disability needs cannot be ruled out in this example)
10.
Language (student exhibits beginner proficiency in reading and writing
skills in English and needs the support of a bilingual peer)
11.
Disability (when provided with appropriate scaffolds in L2, student
demonstrates difficulty reading and writing, however, Language needs can not
be overlooked as students may require addition training in phonemic awareness)
12.
Culture (some cultures have a more flexible perception of time
management and are not as rigidly bound to a clock as other cultures, but
Disability needs should be considered as well, as student may have difficulty
with organization and self-regulation)
13.
Language (student may not have enough proficiency in English to
understand behavioral expectations)
14.
Disability (student may have difficulty with coping skills and self-regulation
but Cultural differences may also influence behavior in an academic context
when student believes he must perform and get things “right” to succeed)
15.
Culture (student may still be learning behavioral and social expectations as
he may be from a culture where more aggressive interactions are acceptable, but
Disability needs in terms of social skills training and self-regulation or Language
needs in basic social communication skills should be considered) Dive deeper!
16.
Language (student demonstrates a higher level of receptive
comprehension in the dominant language)
17.
Culture (some cultures consider direct eye contact with an adult to be
rude, rebellious or unacceptable)
18.
Disability (student needs to develop college or career readiness skills to
support transition to life after schooling)
19.
Culture (student may be unaware of the social and behavioral expectations
but Disability needs must be considered in the area of self-regulation)
20.
Culture (student may be unaware of the social and behavioral expectations
but Language needs (basic social communication skills or Disability needs in
the area of self-regulation must be considered) Dive deeper!
21.
Disability (student requires additional learning strategies and memory
supports but Language needs in support of limited academic language must be
considered)
22.
Culture (some cultures emphasize being respectful and agreeable so as to
avoid conflict but Language needs in terms of basic communication skills and
academic language proficiency must be considered)
23.
Culture (some cultures view family roles and responsibilities as being more
interdependent rather than individualistic when considering the needs of a family
or community member with a disability)
24.
Language (students in beginning stages of language acquisition require
more processing time and language supports such as repetition and scaffolding
in the new language)
25.
Disability (student appears to struggle with both verbal and nonverbal
language and reasoning, even in the home language, however, Language
needs, such as the possibility of Language Loss or Language Attrition- the loss of
L1 due to lack of exposure while acquiring L2- must be explored)
26.
Language (students in the beginning stages of language acquisition
require language supports to access the environment)
27.
Language (students in the beginning stages of language acquisition
require language supports such as scaffolding of homework- translated
directions, glossary, word bank, multiple choice options, etc- but Disability
needs in the area of coping skills and self-regulation strategies must be
considered)