Supporting English Learners in the Classroom: Best Practices for Distinguishing Language Acquisition from Learning Disabilities

This resource offers educators evidence-based best practices to help them address the individual needs of English learners with academic challenges and those who have been referred for special education services. The authors include guidance and specific tools to help districts, schools, and classrooms use multi-tiered systems of support (MTSS) and other interventions.

Table of Contents:
Contents Acknowledgments ix 1. Introduction 1 2. Problems in Identifying English Learner Students at Risk for Learning Disabilities and In Need of Special Education  9 English Learner Student Statistics 9 EL and Dual Identified Student Diversity 10 Factors Influencing EL and Dual Identified Student Success 11 Misidentification and Misplacement of Struggling EL Students 12 Changing Achievement and Contexts for EL and Dual Identified Students K–12 15 We Need to Improve EL and Dual Identified Student Education 20 3. Culturally and Linguistically Responsive Multi-Tiered Support Systems for English Learners: High-Quality Teaching Practices Across the Tiers 23 A Multi-Tiered System of Supports (MTSS) 25 Understanding Today’s Learners 28 Multi-Tiered System of Supports for English Learners: Unique Considerations 29 Using MTSS to Support All Students 45 Putting It All Together: The PLUSS Framework 60 Supporting All Students 62 4. Culturally and Linguistically Responsive Multi-Tiered Support Systems for English Learners: Assessment Across the Tiers 65 Understanding Assessment as a Process: Assessment Versus Testing 65 Basic Principles of Assessment: What Practitioners Need to Know 66 Determining Assessment Type: What’s the Question Being Addressed?  70 Assessment Across the Tiers of MTSS 77 Assessment at Tier 1 78 Assessment at Tier 2 85 Assessment at Tier 3 90 Equitable Opportunities Means Equal Standards 92 5. Effective Instruction for English Learner Students with Academic Challenges in General and Special Education: Collaborative Program Elements 95 Typologies of English Learners: Differences Across the Population That Impact Instruction and Achievement 97 Special Education 102 Process for Appropriate Special Education Referrals 108 After the Referral 115 The Culture-Language Test Classifications and Culture-Language Interpretive Matrix 120 Creating Culturally and Linguistically Appropriate Individual Education Plans 122 Specially Designed Instruction (SDI)—Program Models 129 Universal Design for Learning 132 Policies for Reclassifying EL Students with Disabilities 133 Differentiating Language Acquisition From Learning Disabilities 135 6. School-, District-, and Statewide Improvement: Lessons from State Manuals on Dual Identified Students 137 Overview of State Dual Identified Student Manuals 138 System Improvement Theory in Action in the State Manuals 141 System Improvement Beyond the Manuals 147 New Issues in the Near Future 151 7. Using Legal Rights and Responsibilities to Promote Effective Programs and Practices for EL Students at Risk for or Having a Learning Dis/Ability 153 ESSA and the Current Education Policy Environment 154 Legal Rights of EL students and Related Educator Responsibilities 158 Legal Rights of Students and Related Educator Responsibilities 162 8. Conclusion 169 Needs Assessment: Key Questions 169 Complementary Roles and Actions 170 Final Thoughts 171 Appendix: Collaborative Problem-Solving Form (CPSF) 173 Notes 185 References 189 Index 213 About the Authors 229