P1252109401ivnZw

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Missouri Statewide SpEd-ELL Taskforce DRAFT June
2007 Reported to DESE 08/22/07
Regular Education Intervention (R.E.I.)
Protocol For ELLs
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• PRESENTED BY
• Theresa Armentrout
• Missouri Statewide Taskforce Leader
• Migrant Education English Language
  Learning
• Instructional Specialist
• Jenifer Albright-Borts
• Missouri
  Statewide Taskforce Member
• Migrant
  Education English Language Learning
• Instructional Specialist
• Co-Presenter
• Joy Coulis
• Missouri Statewide Taskforce Member/
• ECSE-ELL Work Group Facilitator

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History

• A Flowchart
• A Module (aka Dog and Pony Show)
• A proposal
• The Taskforce Commissioned by Dr. Kent King
• The Charge of the Taskforce
• This moment in time

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Comparison/Contrast between Monolingual/ELLDevelo
pment /or Information

• MONOLINGUAL
• Chronological
• Sequential
• Developmental
• Linear/complete
• Documented
• Familiar to us

• CLD/ELL
• Variable (often highly)
• Non-sequential/non-linear
• Dynamic
• Incomplete (gaps, discrepancies, unknown)
• Undocumented /or not expected to be
• Unfamiliar to us/different
• Not necessarily understood by us

THE BOTTOM LINE IS THAT IT IS MORE COMPLICATED!
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Developmental / Background Timelines
(Joy Coulis, 2007)
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The Myths Surrounding L2 Acquisition ORWhat
Some Folks Believe

• The younger the child, the easier it is and the
  more proficient they should be
• The more time children spend in their L2
  environment/context, the quicker they learn the
  language
• Children and their parents have acquired a second
  language once they can SPEAK it
• We have to wait to refer ELLs

(Genesee, et.al, 2004, McLaughlin, 1992)
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More Myths

• If one language is hard, then two languages will
  be harder
• If I only speak English, they will learn it
  faster
• Mixing or using two languages is bad and/or
  confusing
• Stronger L1 means quicker L2 acquisition
• All speech-language milestones for ELLs are
  delayed
• All ELLs are sequential learners

(Genesee, et.al, 2004 McLaughlin, 1992)
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The Ultimate OftenPrevailing MYTH

• Limited Capacity Hypothesis
• Theory that infants and children have the
  ability to acquire one language completely, but
  learning two or more languages exceeds childrens
  innate ability.
• (Genesee, et.al, 2004, p.43)

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Setting the Precedence The Law Professional
Ethical Standards

• Section 300.304(c) of the regulations addressing
  the Individuals with Disabilities Education Act
  (IDEA-2004)
• Other sources
• National Association of School Psychologists
  Ethics Code Task Force Highlighted Changes to the
  2002 Ethics Code Assessment standards, Standard
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• United States Department of Education Office for
  Civil Rights (OCR) enforcing Title VI of the
  Civil Rights Act of 1964.
• Equal Educational Opportunities Act (1974),
  (PL93-380) Continuation of ESL Services
• The American Speech-Language-Hearing Association
  American Speech-Language-Hearing Association.
  (2005)
• Code of Fair Testing Practices in Education.
  (2004). Washington, DC Joint Committee on
  Testing Practices

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Some Guidelines to Take to the Bank

• The work of the Taskforce involved the
  research and development of evidence-based
  protocol(s), as well as forms, and resources to
  assist educators in utilizing the protocol(s)
  effectively and appropriately.

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R.E.I. Protocol for ELLs DRAFT Developed by
the Missouri Statewide SpEd-ELL Taskforce June
2007Reported to DESE August 2007
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(Langdon, 2007)
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Remember
The Child!
(Langdon, 2007)
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If you have a question regarding special
education and English language learners please
contact The Department of Elementary and
Secondary Education Special Education
Division http//dese.mo.gov/divspeced/Compliance/i
ndex.html [phone] If you are interested in
attending a training or having a training in your
school on the information presented today, please
contact Theresa Armentrout Jenifer
Albright-Borts /or tmarie_at_truman.edu
albrightjl_at_umkc.edu