KANSAS ASSOCIATION OF SCHOOL PSYCHOLOGISTS
Empowering Children, Educators, and Families
KASP STRATEGIC PLAN
KASP SPRING CONFERENCE
Board Minutes by Susan Severin, Secretary
The President-Elect attends KASP Executive Board meetings, prepares for his/her duties as President, and assists other officers or officials as is necessary. The President-Elect or the President is expected to attend the annual NASP convention. The President- Elect also works with the Treasurer to develop a budget for the year that they serve as President. The budget would likely be developed during December and then presented at the board retreat in January.
The primary function of the Editor and Associate Editor is to publish a minimum of four newsletters (The Kansas School Psychologist) per year. They shall coordinate any other publications as determined by the Board. This is a two-year position with election to the Associate Publications position for the first year. The Associate Editor will be mentored during his/her first year and will share in publication duties. The Associate Editor will become the Editor/Publications Chairperson for the second year of his/her term.
There are four Regional Directors who serve as representatives to the KASP Executive Board from the Northeast, Southeast, Central and Western regions of the state. The primary responsibilities of the Regional Directors are to inform and survey their constituents on important issues and report the results of surveys to the Board. Regional Directors also support the Membership/Public Information official by developing membership in their region and identifying District Liaisons from each independent agency providing school psychological services i.e. school district, Cooperative, Interlocal.
The Secretary shall attend all scheduled Executive Board and General Membership Meetings and provide input at KASP activities and meetings. She/he shall record and prepare the minutes of the Board and Membership meetings. She/he is responsible to provide a typed copy of the minutes. The minutes of Board and Membership meetings should be electronically mailed to the President one month following the meeting and provide a digital copy to all board members prior to the next meeting.
The Communications Director's official duties are to maintain and develop membership in the Association and communicate announcements and noteworthy items about individuals and activities to the media.
She/he shall be responsible to coordinate activities relating to publicity of events, recognition of members, and communication of multi-state/regional information. Press releases should be sent to local news media for events such as convention information, Winner of the Psychologist of the Year, newly elected board members, etc. The Membership official shall inform external agencies and the general public about the aims and activities of KASP.
If interested in serving on the 2017 KASP Board, please contact Ashley Enz, KASP Past-President at email@example.com.
POSITION SPECIFIC RESPONSIBILITIES
Assist President with fall convention as needed.
GENERAL BOARD INFO
The KASP Executive Board meets 4 times per year.
KASP provides 2 state-wide professional development opportunities.
KASP also provides regional Professional Development activities.
KASP publishes a newsletter each quarter.
KASP monitors state legislature for actions relevant to school psychologists and advocates of the best interest of Kansas children, youth, schools, and school psychologists.
KASP provides relevant resources through the website KASP.org.
KASP operates an award program including the Kansas School Psychologist of the Year, Edna Harrison Award, Minority Scholarship, and Research Grants.
Culturally Competent Assessment of English Language Learners for Special Education Services
BY LIONEL A . BLATCHLEY & MATTHEW Y. LAU
Communiqué Handout: May 2010, Volume 38, Number 7 1 Communiqué is the newspaper of the National Association of School Psychologists│www.nasponline.org│(301) 657-0270
Students who are learning English as a second or third language often lag behind native English speakers in academic skills and may display differences in behavior or social skills compared to their native English speaking peers. These English language learners (ELLs) are therefore at risk for referral for special services including special education.
Research and experience encourage educators to use appropriate, nonbiased approaches to screen ELL students to determine their need for support within the general education program and to implement culturally competent instructional strategies prior to considering referral to special education (e.g., see Lau & Blatchley, 2009). But what about those ELL students who make little or no progress despite additional supports? When special education services are considered for ELL students, school personnel are urged to take a broad, ecological perspective, collecting data through a multidimensional, multi-task approach and interpreting results within the context of the students’ unique cultural, linguistic, and experiential backgrounds.
USE OF STANDARDIZED, NORM-REFERENCED TESTS
Using nationally standardized, norm-referenced test (NRT) scores to determine eligibility for special education requires considerable caution with ELL students. As ELL students present a continuum of English proficiency and acculturation, the appropriateness of NRTs for a given student depends on the similarity of that student’s experience to that of the test’s standardization population.
Tasks from standardized tests may be administered to find out what skills the learner does and does not have. However, if the learner’s background experience is significantly different from that of the group on which the test was normed, it is inappropriate to use the normative scores to draw conclusions regarding student needs and special education eligibility. The use of native language interpreters does not negate this principle, and in fact introduces other complicating factors. For instance, current standardized tests do not involve the use of interpreters as part of their standardization procedure. Moreover, some test items just cannot be translated from English to another language without seriously distorting their original meaning or without suggesting the correct or expected response. These extraneous factors could seriously compromise the validity and utility of the assessment.
WORKING WITH INTERPRETERS
Learning how to work with interpreters is a critical skill for school psychologists, special educators, and others involved in assessment and planning for ELL students. Given the limitations of norm-referenced measures for ELLs, informal data gathered from parents and other family members through an interpreter is essential. During formal assessment, interpreters in partnership with school personnel can ensure that task directions are understood by the student, and that responses are understood by the examiner. Further, the presence and participation of the interpreter communicates respect of the student’s culture and language, and acknowledges the impact of his/her limited English proficiency.
Using and training professional interpreters.Frequently, interpreters are not well trained in the specifics and rationale of assessment procedures. Therefore, school psychologists or other specialists need to provide training and supervise all activities when working with interpreters. School districts should rely on trained interpreters and not enlist a cultural peer or a relative as the interpreter. Many language minority families already experience a reversal of roles with their children, which is reinforced if they are used as interpreters. Additionally, using lay interpreters (particularly other family members, relatives, or friends) risks breaching confidentiality. Because special educators tend to use a unique vocabulary, it is recommended that districts or state departments of education provide training and potentially certification in this specialized area of interpreting.
Interpreters as cultural liaisons.When an interpreter is asked to provide information about cultural practices and expectations, he or she has taken on the role of a “cultural broker” or a “cultural liaison.” A cultural liaison is a person who has knowledge of the same racial, cultural, socioeconomic, or linguistic background as the family and is able to provide culturally specific information about the student. This information is extremely valuable in interpreting the data collected through the formal assessment process. However, school professionals should keep in mind that no one person can represent the entire culture and therefore multiple sources of data should be used.
Native and English language assessments are essential for evaluating the learner’s language development and understanding the relationship between a learner’s language and academic performance.
Rationale for communication assessment. Communication assessments are important because they may:
Culturally appropriate procedures for communication assessment. It is important to sample a variety of language functions, including vocabulary, grammar, semantics, and pragmatics. Although current assessment procedures sometimes allow for only broad conclusions regarding native language proficiency, this information may play a key role in determining educational disabilities and instructional needs. For some languages for which translated tests are available (such as Spanish), bilingual speech–language pathologists may administer instruments in both Spanish and English to determine bilingual status and development. For many other languages, the only option is to work with an appropriately trained native language interpreter using structured tasks to identify strengths and weaknesses about the learner’s language usage. Observing a student engaged in such activities as story comprehension, storytelling and retelling, memory for stories, and natural, informal conversation may be useful in gaining culturally fair and diagnostically useful information, even when interpreted from a strictly clinical rather than norm-referenced perspective. All data must be interpreted in light of a thorough language history.
For ELL students, the goal of intellectual assessment is not to derive a standard score to plug into a discrepancy formula or other eligibility criteria. Even when modifying administration procedures, carefully selecting assessment tools, and using interpreters, educators must consider the validity of test results. Are findings consistent with everything else known about the individual?
Using U.S. norms.Although the federal law (IDEA 2004) focuses on assessment in a student’s native language, problems with standardized cognitive measures are not solved by merely administering the tests in native language or by using interpreters. Both language and cultural knowledge influence test performance. Intelligence tests reflect the values and beliefs of the culture in which they were developed and thus suffer from cultural bias. Therefore, the individual’s degree of acculturation affects performance on these standardized measures. As noted above, the use of U.S. norms for evaluating the ELL student’s current functioning or predicting future performance may be inappropriate. In some circumstances, it may be possible only to rule out mental retardation and draw very tentative conclusions about the student’s range of functioning.
Using nonverbal procedures.Some tasks on cognitive ability measures are more culturally loaded compared to others. The use of nonverbal measures may yield less discriminatory results for ELL students; however, some nonverbal measures also suffer from cultural bias, as they otherwise reflect mainstream cultural standards and experiences. Further, nonverbal measures of cognitive ability provide an incomplete picture of a student’s school learning potential. Tests such as the Universal Nonverbal Intelligence Test (UNIT), the Leiter International Performance Scale, Revised (Leiter-R), and the nonverbal component of the Differential Ability Scales, 2nd edition (DAS-II) are preferred to such performance measures as the Wechsler Intelligence Scale for Children III Performance Scale, which have subtests with more cultural loading. Another measure, the Kaufman Assessment Battery for Children, Second Edition (KABC-II), while not strictly a nonverbal instrument, minimizes verbal instructions and responses. These test items contain minimal cultural content and the examiner may exclude subtests which measure verbal ability; the KABC-II does include a nonverbal scale (Kaufman & Kaufman, 2004).
Bilingual scales.An increasing number of test instruments attempt to incorporate both native language and English in the evaluation of cognitive ability. The Bilingual Verbal Ability Tests (BVAT; Muñoz-Sandoval, Cummins, Alvarado, & Ruef, 1998) is the only verbal intelligence test currently available in several other languages as well as English. While it consists of parts of the Woodcock-Johnson, Cognitive Battery–Revised (Woodcock & Johnson, 1989), it does not have separate norms for ELL students. Similar problems exist for the Broad Cognitive Ability-Bilingual Scale (BCA-Bil; Alvarado, 1999).These combinations of language-reduced tests and testing of verbal ability in the student’s native language represent advances in test design, but the norms do not take into account the impact of acculturation or dual language proficiency.
Informal procedures. Additional informal assessment procedures can yield useful data within a multidimensional, multitask approach to cognitive assessment. These include:
Academic assessment is a key component of the overall evaluation, as it directly reflects instructional needs.
Impact of second language acquisition.A major complication of academic assessment of ELL students is their varying stages of second language acquisition and academic experience. Understanding the specifics of their current and previous instructional programs is essential to accurate interpretation of ELL students’ academic performance. If a student has previously and recently received instruction in his or her native language, it will be important to assess those skills using appropriately trained bilingual staff to ensure that these competencies are not overlooked when all current instruction is in English. However, if a student has only received instruction in English, it is not useful to evaluate academic skills in the native language, unless he or she has been exposed to these skills at home or in community settings.
Using norm referenced achievement tests.The focus in academic assessment is generally on the skill areas of reading, writing, and mathematics, and to a lesser extent, the content areas (such as science and social studies). The more unique an individual’s educational experience and background, the more educators must individually tailor the assessment. Norm-referenced achievement tests are often not very useful in assessing ELLs because the norms do not adequately represent ELL populations. Further, test content does not adequately reflect ELL students’ instructional experience and test formats are often unfamiliar and confusing to the student.
Administering achievement tests in the native language may not improve the validity of the assessment if the curriculum is taught only in English. Norm-referenced tests can be used to determine what skills the student has or does not have, or is able to demonstrate in an English language environment, but it is not advisable to calculate or report standard scores.
Curriculum-based measurement (CBM).Curriculum-based measurement (CBM) provides a very systematic, research-based set of technically adequate procedures that can be used to make valid decisions about ELL students’ achievement. Most importantly, these fluency-based measures of oral reading, written expression, and mathematics calculation/ application are sensitive to growth and can therefore monitor student progress in response to instruction (Elizalde-Utnick, 2008). CBMs also provide direct measures of the academic skill of concern, allowing error analyses on samples of the student’s work to determine if linguistic or other factors may be affecting the student’s performance.
Another useful application of CBMs is making normative comparisons of performance between a target student and appropriate peers based on locally collected district or school norms. More specific norms for particular groups of cultural and linguistic peers may also be derived and thus establish a standard for expected performance and progress in the curriculum. (See Hosp, Hosp, & Howell, 2007, for more about CBM.)
Other procedures.Criterion referenced measures of achievement can also be used to collect more specific information about students’ skill development, including information about what skills a student can demonstrate and at approximately what level. The Brigance Diagnostic Inventories (available in Spanish) are good examples and are useful in validating data gathered from more formal procedures to ensure consistency (Brigance & Messer, 1984). Systematic classroom observation and teacher interviews are also considered essential in the academic assessment of ELL students.
SOCIAL–EMOTIONAL BEHAVIORAL ASSESSMENT
When ELL students are referred for emotional or behavior problems, the team must first consider their stage of acculturation. Students who are undergoing the stresses of acculturation and accommodation to a new culture may present symptoms that can mimic disabilities or mental health disorders, but can be addressed with appropriate ESL and counseling services. Others who have experienced severe trauma may be in need of immediate identification and services.
Multidimensional Data Sources. Four approaches to EBD assessments include:
Response to Intervention (RTI)
Behaviorally oriented procedures have the advantage of being most useful for intervention planning and less subject to bias. The use of normed rating scales as required to document a discrepancy from peers is problematic due to the fact that using interpreters to ensure parents understand the items changes the standardization. Rather, the school psychologist or other behavioral/mental health specialist must rely on multidimensional sources of data such as reviewing educational and screening history and completing parent and teacher interviews, student interviews, and several class room or school setting observations. Discrepancies in reports of a student’s behavior across settings may reflect a situation where the student experiences acculturation stress at school, but not at home.
Interviews. High-quality parent interviews are essential for reducing bias in the EBD assessment process. Their purpose is not to convince the parents of the school’s perception and level of discomfort with the student, but rather to gain information about the parents’ understanding of their child’s behavior and needs. Cultural beliefs and family stresses may affect the parents’ ability to get involved in finding solutions to the problem. However, it is important to understand the context from which the student derives his or her identity, value system, and behavioral standards. Interview questions may include:
Observations. Systematic observations are another important component of multidimensional assessment. In the context of direct observation, it may be possible to compare a student’s classroom behaviors to those of peers with similar cultural and linguistic backgrounds. When collected systematically and over several occasions, such peer comparison data may be more valid than rating scale data in describing the degree of difference in a student’s presenting behaviors.
ADAPTIVE FUNCTIONING ASSESSMENT
Adaptive functioning assessments are completed when the student is suspected of having a severe cognitive or developmental disability. Adaptive skills allow individuals to function and thrive within their physical and social environments. Examples of adaptive skills include daily living skills, work skills, and interpersonal relationships. Examining adaptive functioning to rule out intellectual disability is an important part of the evaluation of ELL students. According to federal definitions, if students have average adaptive functioning in their homes and communities, they would not meet the criteria for the educational diagnosis of cognitive delay at school.
Adaptive behaviors are contextual and vary from culture to culture. School psychologists and other assessment personnel must be conscientious about the relevance of the expectations they use as the comparison standard. Even when norm-referenced adaptive measures have been translated, this does not ensure that the items are culturally relevant or appropriate. For instance, young Asian male children may not button their clothing or tie their shoes because they expect their mothers to do it for them. This is just one example to illustrate that adaptive behaviors are culturally and experientially based. While the results of norm-referenced, standardized adaptive measures might be appropriate for program planning to help the students meet mainstream American expectations, by themselves these data would not be appropriately used to determine if students have an intellectual disability.
Culturally sensitive interviews with the parents, systematic observations of the student in natural settings that focus on comparisons with cultural peers, and consideration of the family’s belief system all provide a framework for interpretation. The goal is to identify culturally appropriate and acceptable behaviors and then determine the extent to which the student meets these expectations.
Prior to initiating a nondiscriminatory assessment of an ELL student, school personnel should implement careful screening and appropriate classroom instructional and behavioral interventions. Further, before planning a formal assessment, educators must gather information through interviews with parents, teachers, and the student; through classroom observations; and through the collection of educational, developmental, and medical histories. Examining progress monitoring data to determine the student’s response to research-based quality interventions will be most informative.
Once an assessment for special education eligibility is underway, each procedure should have multiple components and be conducted with modifications and cautions appropriate to the individual student. All of the information collected should be integrated and interpreted by the assessment team to ensure the most nonbiased conclusions possible. Practices that address students’ performance in the context of their culture and language backgrounds and their response to appropriate instruction will help ensure fair, effective, and efficient assessment and intervention procedures for ELL students.
Alvarado, C. G. (1999).A Broad Cognitive Ability Bilingual Scale for the WJ-R Tests of Cognitive Ability and the Bateria Woodcock-Munoz Pruebas de Habilidad Cognitiva—Revisada(Research Report Number 2), Itasca, IL: Riverside.
Brigance, A. H., & Messer, P. (1984).Brigance Diagnostic Assessment of Basic Skills: Spanish edition.North Billerica, MA: Curriculum Associates.
Elizalde-Utnick, G. (2008, November).Using the response to intervention framework with English language learners.Communique, 37(3), 18–21. National Association of School Psychologists. Available: http://www.nasponline.org/publications/cq/mocq373rti_ell.aspx
Hosp, M. K., Hosp, J. L., & Howell, K. W. (2007).The ABCs of CBM: A practical guide to curriculum- based measurement.New York: Guilford Press.
Kaufman, A. S., & Kaufman, N. L. (2004)Kaufman Assessment Battery for Children, Second Edition(KABC-II). Upper Saddle River, NJ: Pearson Education
Lau, M. Y., & Blatchley, L. A. (2009). A comprehensive, multidimensional approach to assessment of culturally and linguistically diverse students. In J. M. Jones (Ed.),The psychology of multiculturalism in the schools: A primer for practice, training, and research.(pp. 139–171). Bethesda, MD: National Association of School Psychologists.
Muñoz-Sandoval, A. F., Cummins, J., Alvarado, C. G., & Ruef, M. L. (1998).Bilingual verbal abilities tests.Rolling Meadows, IL: Riverside.
Woodcock, R. W., & Johnson, M. B. (1989). Woodcock- Johnson Psycho-Educational Battery–Revised. Tests of Cognitive Ability.Allen, TX: DLM.
Communiqué Handout:May 2010, Volume 38, Number 7 7 Communiqué is the newspaper of the National Association of School Psychologists│www.nasponline.org│(301) 657-0270C u l t u r a l l y C o m p e t e n t A s s e s s m e n t o f E n g l i s h L a n g u a g e L e a r n e r s f o r S p e c i a l E d u c a t i o n S e r v i c e s Communiqué Handout:May 2010, Volume 38, N
”Strength in Differences: Considering the Diverse Needs of Students”
The Kansas Association of School Psychologists is excited to welcome Dr. Samuel Ortiz and Dr. Dawn Miller as featured speakers for the 2016 Annual Conference.
“Effective Consultation: Facilitating Instructional Decision-Making”
School psychologists have such a unique and vital role in the development of instructional programming to meet student needs. Effective consultation begins with the adage “seek first to understand” and will utilize activities to strengthen participants understanding of general education frames of reference that will contribute to stronger partnerships for instructional programming. The frames of reference will include a dive into awareness and response to different belief systems, standards, evidence-based instructional practices, and navigating planning for full membership, participation, and learning in core instruction.
"Evidence-based Evaluation of English Language Learners: Determining simple difference from valid disorder”
This workshop will present current research on language, cognitive, and academic development and their application to evaluation within a comprehensive, research-based framework for generating valid data to support conclusions and decisions regarding the presence or absence of various types of disorders with English learners. Participants will be given instruction covering the implementation of evaluation procedures in a step-by-step manner for adequately measuring various abilities, guidelines for evaluating the validity of test scores, rules governing the selection and use of scores generated via testing in English vs. the native language, and specific guidance via case study examples that illustrate application of X-BASS and use of the C-LIM with emphasis on identification of specific learning disability, intellectual disability, and speech-language impairment. Topics include: issues in first and second language acquisition; the legacy of testing with bilinguals, understanding bias in testing; issues regarding test score validity; and use of the Culture-Language Interpretive Matrix. The knowledge and skills gained will be useful to practitioners at all levels and provides a solid base for engaging in evaluation of English learners that constitutes defensible and current best practices.
Paper registration forms can be found here: KASP registration form.doc
A detailed convention schedule can be found here: Convention Schedule.docx
Kansas Association of School Psychologists (KASP) is approved by the National Association of School Psychologists to offer continuing education for school psychologists. KASP maintains responsibility for the program.
KASP is a NASP approved provider of CPDs. KASP is approved provider #1030
No person will be denied access to or full participation in any KASP program, event or activity on the basis of sex, race, color, national origin, disability, or age.
These resources for English Language Learners (ELLs) from Colorín Colorado are age-specific and are organized by grade. Some resources may be adaptable for younger or older students. Each section contains a variety of resources, including articles, videos, webcasts, tip sheets, and recommended websites.
These are some applications for computers, tablets, laptops, smartphones, etc. that can be used in the classroom or other instructional settings to support and facilitate English language learning for speakers of other languages. This will be an evolving document and we will add additional programs and applications. The current edition is focused on K12.
Apps to support diverse learners K-12. Apps can help diverse learners by gamifying their tasks, coaching them on social cues, prioritizing their time, strengthening their math skills, and sharpening their language abilities.
Designed for all teachers of ELLs (English language learners), including mainstream classroom teachers with little or no experience teaching ELLs, the ELL Leveled Reader packs are a comprehensive resource for scaffolding reading instruction for ELLs at all proficiency levels.
Each pack supports ELLs' need for vocabulary, grammar, and writing instruction in order to build English language listening, speaking, reading, and writing skills.
Teachers can follow the lesson plan step-by-step and day-by-day, or they can select individual vocabulary, grammar, writing, or assessment materials to support a variety of teaching scenarios.
CCDES is a small company directed by Dr. Catherine Collier. CCDES is available to assist schools, advocates and parents to partner with each other to help EVERY student. CCDES has been in business since 1987 and has worked with school districts around the United States and Canada.
Produced by The Southern Poverty Law Center, Teaching Tolerance’s classroom resources page offers free lesson plans for exploring topics like race and ethnicity, gender equality, and sexual orientation with students. For specific teaching practices, start with Teaching Tolerance's Critical Practices for Anti-Bias Teaching, a self-paced, four-part, professional development learning program.
Teaching for Change is a nonprofit, with a mission of providing "teachers and parents with the tools to create schools where students learn to read, write, and change the world." The site features thoughtful and engaging lesson plans, tips for addressing race and diversity in the class, and links to great teacher resources.
Teach students to respect differences among people in their community and around the world by using the resources below for elementary, intermediate, or high school students. You'll find printables that promote tolerance and understanding, and lessons about immigrant families. Art, reading, and writing activities will help familiarize students with the history and traditions of different religions and ethnic groups.
Response to Intervention in Reading for English Language Learners, by Sharon Vaughn, Ph.D. This article briefly highlights the knowledge base on reading and RTI for ELLs, and provides preliminary support for the use of practices related to RTI with this population.
The Psychology of Multiculturalism in the Schools: A Primer for Practice, Training and Research
Review the cultural characteristics of minority groups, better understand privilege in America, and incorporate cultural variables into your counseling methods. Plus, you choose what to focus on first: brush up on conceptual frameworks or hone your craft with practical applications.
Click on book for link to NASP resources.
Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners, Revised and Expanded 2nd Edition, Edited by Robert W. Cole
A landmark guide on how to teach students from economically, ethnically, culturally, and linguistically diverse groups.
Engaging Students with Poverty, Eric Jensen
In this galvanizing follow-up to the best-selling Teaching with Poverty in Mind, renowned educator and learning expert Eric Jensen digs deeper into engagement as the key factor in the academic success of economically disadvantaged students.
Separating Difference From Disability, Dr. Catherine Collier
The Seven Steps to Separating Difference from Disability, provides readers with research based information on identifying and dealing with seven cognitive learning styles typically found among culturally and linguistically diverse learners. Readers will be introduced to seven specific cognitive strategies responding to style differences.
Dr. Catherine Collier (Free)
Document is excerpted from Dr. Collier's books RTI for Diverse Learners and Separating Difference & Disabilities where they are listed by target presenting issue & intensity of need. All are listed with the purpose of the strategy to assist with strategy fitness, i.e. selecting specific interventions to address specific presenting concerns with at-risk culturally & linguistically diverse learners. All of these strategies can be used with diverse learners on Individual Education Plans (IEP) as well as with diverse learners in the general education program
Assessing Culturally and Linguistically Diverse Students, A Practical Guide, Robert L. Rhodes; Salvador Hector Ochoa, Samuel O. Ortiz
This is the first book to present a practical, problem-solving approach and hands-on tools and techniques for assessing English language learners and culturally diverse students in K-12 settings. It meets a crucial need among practitioners and special educators working in today's schools. Provided are research-based, step-by-step procedures for conducting effective interviews with students, parents, and teachers; making the best use of interpreters; addressing special issues in the prereferral process; and conducting accurate, unbiased assessments of academic achievement, intellectual functioning, language proficiency, and acculturation. Among the book's special features are reproducible worksheets, questionnaires, and checklists--including several in both English and Spanish--in a ready-to-use, large-size format.
Making Content Comprehensible for Elementary English Learners, The SIOP Model, Jan Eehevarria, MaryEllen Vogt, Deborah J. Short
The SIOP model is a comprehensive, coherent, research-validated, success-proven model for improving teaching effectiveness and ensuring academic gains for students. It can be implemented in all content areas at all grade levels and English proficiency levels. Making Content Comprehensible for English Learners provides specific application of the SIOP to the Common Core and other state standards and includes a Reflect and Apply eText feature in which readers explain their rating of teachers’ lessons, and Teaching with Technology vignettes that describe how to infuse technology into many different SIOP lessons.
Classroom Instruction That Works with English Language Learners, Jane D. Hill, Cynthia L. Bjork
Language has always been the medium of instruction, but what happens when it becomes a barrier to learning? In this book, Jane Hill and Kirsten Miller take the reenergized strategies from the second edition of Classroom Instruction That Works and apply them to students in the process of acquiring English.
Heather Schroer, Ed.S.
Olathe School District
How many years have you worked as a school psychologist?
How many years in an ELL-Title Building?
What specialists are available at your school to help support ELL-Title students?
What do you find most rewarding working with an ELL-Title students?
What is your role at your ELL-Title Building?
What has been the most challenging about working with ELL-Title students?
What kinds of learning and behavior concerns are prevalent at your school?
What resources do you find to be most useful for (1) screening, (2) assessing and (3) intervening with students from an ELL-Title program?
What do you think needs to change about how we serve and support ELL-Title students?
What do you want us to know about this student population?
Last school year, we began the year short staffed at one of my elementary buildings, not having enough personnel to support students in the Kindergarten classroom, whom had unexpectedly moved in with significant health and emotional needs.
To temporarily help cover this shortage, I worked in the classroom for 3 weeks to assist until a paraprofessional could be hired. I had daily, numerous interactions with one bright little girl whom was struggling with self-regulation.
A para was soon hired, and I went back to my "regular" job as a school psychologist. A few weeks later, I saw this little girl in the office and stopped to talk to her. She asked me who I was and I reminded her that I had been in her classroom at the beginning of the year.
She cocked her head, to the side, looked very carefully at me, and asked, "Did you get your hair cut? When I replied that yes, indeed I had, she stated, "Well, could you grow your hair back so I can remember who you are?!"
~Kathleen Gaskey, Ed.S.
Shawnee Mission School District
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