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Hard to argue with data especially over time.

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Hard to argue with data especially over time.

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Good article on data  data and helping families.

https://www.edweek.org/ew/articles/2012/08/29/02ell_ep.h32.html

https://www.earlywood.org/site/default.aspx?PageType=3&ModuleInstanceID=1408&ViewID=DEDCCD34-7C24-4AF2-812A-33C0075398BC&RenderLoc=0&FlexDataID=3207&PageID=837&Tag=&Comments=true

https://www.understood.org/en/school-learning/for-educators/partnering-with-families/english-language-learners-in-special-education-partnering-with-families

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Have parents write a letter and maybe give a template. 

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Have parents write a letter and maybe give a template. 

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SPAN NJ Empowering families as advocates and partners in improving education,
health, and mental health outcomes for infants, toddlers, children, and youth.
https://spanadvocacy.org/

How to help parents request an evaluation (non NJ specific) A model letter is included at the bottom of the website https://www.parentcenterhub.org/evaluation-2/

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Strategies and supports and no progress that is a data point. They did not show improvement and no academic progress is a major piece of evidence.

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Strategies and supports and no progress that is a data point. They did not show improvement and no academic progress is a major piece of evidence.

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https://www.colorincolorado.org/article/english-language-learners-special-needs-effective-instructional-strategies

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To assess a multilingual for disabilities

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To assess a multilingual for disabilities

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Teachers need to..
Select one area of difficulty
Devise numerous strategies to address the difficulty
Observe student’s level of responsiveness over time
Solange Lopes-Murphy

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Guided questions from Solange.

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Having these factors will show gaps in the learning.
It is important to contextualize the learner.

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ELL Continuum

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Ask the family for input. If it is a disability it is resent in the Native Language and in English
Parent input is always a go to "Does the child have issues communicating in "your language"/ native language.

Look at Siblings for controlling factors

External Factors (see chart) are important to understand. Important to understand factors.

Is it a disability or is it an emotional disability. Sometimes the low academic behaviors are intentional and not disability.

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Introductions

Questions and guidance related to ESL services is it an ESL issue or a language issue.

Helpful Resources to Look at

Strategies and suggestions and to advocate better for students
Bilingual resources  from the DOE-- https://www.nj.gov/education/bilingual/policy/

ELL Special Needs resources from the DOE--- https://www.state.nj.us/education/bilingual/resources/ELLSpecialNeed.htm

Resources Page from Color in Colorado-- https://www.colorincolorado.org/special-education-ell/resources

NJTESOL-Hotlist to post a message and join
https://njtesol-njbe.org/hotlist/

Want to read an old message on the hotlist? Look here
https://mindbender.dundee.net/read/login/?go=http://mindbender.dundee.net/read/?forum%3Dnjtesolbe-hot

NJ Child Find for identification and early intervention https://www.state.nj.us/education/specialed/childfind/