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In this initial step, patterns of struggle are to be observed during open-ended studio work. Student behaviors such as avoidance, confusion, or disengagement are to be documented as part of a broader understanding of their learning process. Classwork, classroom interactions, and formative moments should be assessed and noted to begin forming a clear picture of need.

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This Module offers an overview of young children who are dual language learners. Further, it highlights the importance of maintaining children and families' home language at the same time they are learning a new or second language, discusses considerations for screening and assessing these children, and identifies strategies for supporting them in inclusive preschool classrooms (est. completion time: 1 hour).

Work through the sections of this Module in the order presented in the STAR graphic above.

Related to this Module

Copyright 2018 Vanderbilt University. All rights reserved.

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Dual Language Learners with Disabilities: Supporting Young Children in the Classroom

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This Module offers an overview of young children who are dual language learners. Further, it highlights the importance of maintaining children and families' home language at the same time they are learning a new or second language, discusses considerations for screening and assessing these children, and identifies strategies for supporting them in inclusive preschool classrooms (est.

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Learning profiles are to be developed through observation, self-reflection prompts, and student work samples. Strengths, sensory preferences, and expressive modes are to be documented and reviewed in collaboration with past records and teacher observations. These profiles are intended to move beyond test data to offer holistic insights into student learning.

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Services & Resources - Special Education (CA Dept of Education)

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Programs and services available to students with disabilities, publications, training and technical assistance opportunities, and recruitment resources and materials.

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Family collaboration is to be initiated to gather critical contextual information. Conversations should center on home language use, behavior at home, past supports, and family insights. A respectful, two-way communication structure must be established to better align home and school perspectives and needs.

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You are welcome to print copies for non-commercial use, or a limited number for educational purposes, as long as credit is given to Reading Rockets and the author(s). For commercial use, please contact the author or publisher listed.

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Effective communication is essential for building school-family partnerships. It constitutes the foundation for all other forms of family involvement in education.

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Instructional strategies should be adjusted in accordance with the student’s profile. Scaffolds may include the use of tactile materials, visual prompts, or sentence starters. Flexible assessment options and adjusted pacing should be integrated and their effectiveness documented over time.

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Language exposure, dominance, and proficiency are to be assessed in collaboration with ELD specialists. Student performance is to be evaluated in both languages and across contexts. Care must be taken to avoid misinterpreting language development as cognitive delay.

# data[].attributes.attachment_link.readable_text
This Module offers an overview of young children who are dual language learners. Further, it highlights the importance of maintaining children and families' home language at the same time they are learning a new or second language, discusses considerations for screening and assessing these children, and identifies strategies for supporting them in inclusive preschool classrooms (est. completion time: 1 hour).

Work through the sections of this Module in the order presented in the STAR graphic above.

Related to this Module

Copyright 2018 Vanderbilt University. All rights reserved.

# data[].attributes.attachment_link.title
Dual Language Learners with Disabilities: Supporting Young Children in the Classroom

# data[].attributes.attachment_link.description
This Module offers an overview of young children who are dual language learners. Further, it highlights the importance of maintaining children and families' home language at the same time they are learning a new or second language, discusses considerations for screening and assessing these children, and identifies strategies for supporting them in inclusive preschool classrooms (est.

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Student growth is to be tracked through formative assessments, classroom artifacts, and anecdotal notes. Progress indicators should reflect both academic and socio-emotional growth. Any patterns of stagnation or regression are to be reviewed in collaboration with support staff.

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Page 2: Progress Monitoring

For Your Information

Though similar in a number of ways, GOM and MM serve different purposes. Mastery measurement assesses the acquisition of specific skills within a unit of study, whereas GOM assesses the acquisition of skills across an entire school year. To learn more about the differences between GOM and MM, view the following IRIS Information Brief:
Progress Monitoring: Mastery Measurement vs. General Outcome Measurement
A type of formative assessment that can be used in elementary, middle, and high school settings, progress monitoring allows teachers to:

Frequently and continuously evaluate student learning

Monitor the effectiveness of their instruction

Make instructional changes to improve students' academic progress

There are two types of progress monitoring: mastery measurement (MM) and general outcome measurement (GOM), often referred to as curriculum-based measurement (CBM). When people use the term progress monitoring, they are usually referring to GOM, and in particular CBM.

GOM is an effective means of assessing and tracking student reading progress across the year. It is conducted on a regular basis-for example, once a week-by giving a student or a group of students a short test, sometimes referred to as a measure or probe. Typically, for each of these tests a single reading task (e.g., fluency) is selected because the scores on this test correlate with overall reading performance (i.e., overall indicator approach). Because GOM is administered frequently, each test should contain equivalent content. These are referred to as alternate versions.

As noted above, reading measures typically use the overall indicator approach, which is one type of CBM. The other type of CBM uses the curricular sampling approach.

Transcript: Lynn Fuchs

There are two forms of CBM. Both types of CBM fall under the broader category of General Outcome Measurement, because scores on both types of CBM represent the student's overall performance on the targeted domain, like 2nd-grade reading or 2nd-grade math.

The first type of CBM is the curriculum sampling approach. With curriculum sampling for CBM, the annual curriculum is systematically sampled on every alternate test form. So we have a math CBM called Monitoring Basic Skills Progress that falls in that category.

The second type of CBM is called an overall indicator approach. It's a single task-with many alternate forms-and the task has been selected to represent the targeted domain. The task is selected because scores correlate with overall performance in that domain. Examples of an overall indicator approach are the CBM Maze task or the CBM Passage Reading Fluency task.

Although they score these reading measures to evaluate student progress, teachers do not use them to assign grades. As students' reading skills improve, their scores on the reading measures will improve. For this reason, their scores will most likely be low at the beginning of the year and improve over time, an indication that they are learning.

There are many benefits to using general outcome measurement to monitor student progress. In addition to those already mentioned, teachers can use GOM data to:

Monitor student progress over time

Determine whether the current instruction is helping students to learn

Determine whether students are making adequate progress toward their learning goals

Identify students who are not making adequate progress and to provide additional or alternative instruction

Predict student performance on the year-end assessment

Effectively communicate academic performance to students, parents, and other school professionals

maintenance
The extent to which a student's learning or behavior is sustained over time.

Did You Know?

A benefit of using GOM with all students in a classroom is that it helps determine whether a teacher is providing high-quality instruction. When teachers provide high-quality instruction, the majority of their students will show growth in reading skills across the year. However, if many students are not demonstrating sufficient improvement in their reading skills, the teacher may need to improve the quality of her reading instruction. The following resources offer information on high-quality reading instruction.

Research Shows

Research on the effectiveness of CBM has been ongoing for nearly 40 years. Below are just a few of the findings across the years.

The performance of all students (high-, average-, and low-achieving students, as well as those with disabilities) improved when teachers modified their instruction based on CBM data.
(Stecker, Fuchs, & Fuchs, 2005)

Research has established a significant, strong overall correlation among CBM reading measures and other standardized tests of reading achievement.
(Reschly, Busch, Betts, Deno, & Long, 2009)

Research shows that CBM can be used to assess the growth of language and reading skills of Spanish-speaking ELs.
(De Ramírez & Shapiro, 2006)

GOM and Struggling Students

GOM data can also help teachers to improve the academic growth of at-risk students or students with disabilities. These data can assist teachers in identifying students who may need a change of instruction or additional educational support. Teachers can use GOM data to:

Compare the effectiveness of different instructional strategies

Identify students who are not making adequate progress in a general education setting and who may therefore require additional supports

Track progress toward individualized education program (IEP) goals for students receiving special education services

Identify skills with which students are having the most difficulty

Transcript: Lynn Fuchs

CBM can help teachers improve the learning outcomes of their at-risk students and students with learning disabilities. Teachers can use CBM data to improve the learning outcomes of their students, and they can use CBM in two ways for that purpose. First, they can compare rates of development under contrasting instructional interventions, and in that way they can identify which instructional components result in optimal growth rates. In addition, CBM data can help pinpoint the kinds of instructional programs and the academic skills specifically that students need more help in. And in that way teachers can direct their instructional effort more efficiently to only use program components that actually result in good growth for students, and to use their instructional time to tailor the specific skills that students are in need of working on. CBM can help teachers not only to assist them in developing strong instructional programs but also in communicating specifically and efficiently about students' academic development. So the information on CBM most typically is graphed across time, and those graphs can be shared with other teachers, can be shared with principals and with parents to help those individuals understand in a very concrete way the rates of development that students are experiencing. In addition, the CBM data can be aggregated across students to help teachers understand for themselves how well they're doing in affecting growth for their classrooms of students.

For Your Information

Progress monitoring is a key component in a response to intervention (RTI) or multi-tiered system of supports (MTSS) framework for both elementary and secondary students. The data that are collected and graphically modeled provide an objective way for teachers to determine whether students are responding to the instruction/intervention provided. For more information, view the following IRIS Module:

Progress monitoring is also a critical component of data-based individualization (DBI), a research-based process for using data to make instructional decisions for struggling learners or students with disabilities. DBI is often used by teachers who work with students who receive individualized, intensive intervention in an RTI model. A meta-analysis of research studies by Jung, McMaster, Kunkel, Shin, and Stecker indicates that the use of CBM within a DBI framework is beneficial to students across reading, mathematics, and spelling/writing.

meta-analysis
Method of reviewing research on a given practice or program in which a systematic and reproducible literature search is conducted, specific criteria are used for including research studies in the analysis, and the combined statistical results of these studies yield an effect size for the practice or program across the studies reviewed.

The GOM Process

Regardless of whether GOM is being used to track the academic progress of typically achieving students, struggling students, or those with disabilities, the overall process of collecting and interpreting GOM data to monitor progress and guide instruction is the same. This process is outlined briefly below.

Select a measure

Create a graph

Create a goal line

Administer, score, and graph

Make data-based instructional decisions

Communicate progress

The remainder of this module will describe and demonstrate each of these steps in detail.

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Though similar in a number of ways, GOM and MM serve different purposes. Mastery measurement assesses the acquisition of specific skills within a unit of study, whereas GOM assesses the acquisition of skills across an entire school year. To learn more about the differences between GOM and MM, view the following IRIS Information Brief: Progress Monitoring: Mastery Measurement vs.

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Once persistent needs are evident, the case is to be brought to the Student Support Team. Evidence including student work, documented interventions, and communication logs are to be presented. The SST will provide recommendations for further interventions or initiate the evaluation process.

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The SST Process

State law indicates that a student shall be referred for special educational instruction and services only after the resources of the general education program have been considered and, where appropriate, utilized.

Procedures have been developed in individual member school districts and charter schools (also known as local education agencies) for the receipt and processing of referrals for special education assessment. In all districts, the school site Student Study Team (SST) meets regarding children for whom there are concerns. The team addresses the implementation and level of success of the general education classroom program modifications and available general education resources and programs, including categorical programs. When the SST determines that all possible modifications have been exhausted or the modifications available are not appropriate, the SST or classroom teacher refers the child for an assessment for possible special education services. The parent is informed and encouraged to be a part of the SST process. Parents are notified if a referral for a special education assessment is made by the team.

The SST is a regularly scheduled, structured meeting of general educators, supported by special education and other staff as appropriate. Their purpose is to provide an effective support system in general education that will generate effective interventions for children who are experiencing challenges in learning or behavior difficulties at school. The SST process is designed to meet the needs of all children and results in a team action plan to ensure student success. The structure of the SST may be designed to fit the needs of individual school sites. Team membership varies according to the needs of the child, but should include the people that can best support the child and the classroom teacher. The majority of the team membership must be composed of general education teachers and should include the following team members: the child's classroom teacher, an administrator, the parent, the child, an upper grade teacher, and a lower grade teacher. The SST should also serve as a peer support system, so the more teacher participation the greater the benefits. Specialists should be included based on the potential needs of the child, the classroom teacher, and any others providing support to the child.

The SST p rocess begins with a request from a teacher, counselor, parent, agency representative, or student that a concern has been identified. Once the request is made, the school's first level intervention plan is implemented. It is important to note that a request does not automatically initiate a SST meeting. If the concerns can be resolved without a SST meeting, then the child is monitored for successful progress. If the concerns are not resolved, SST meeting preparation is started. For the team to have optimum information to work with, the child's teacher should provide essential information about the child to the team. During the meeting, an effective practice to utilize is a group memory format to assist the team in efficient documentation of ideas generated during the meeting. On the action plan that is developed, a follow-up date should be set to review the progress of the child form whom there are concerns. The action plan should be evaluated at this meeting and determination made if any further follow-up is necessary.

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State law indicates that a student shall be referred for special educational instruction and services only after the resources of the general education program have been considered and, where appropriate, utilized. Procedures have been developed in individual member school districts and charter schools (also known as local education agencies) for the receipt and processing of referrals for special education assessment.

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A full evaluation is to be conducted by a multidisciplinary team. The process should include cognitive testing, teacher observations, parent interviews, and language assessments. Data from multiple sources is to be triangulated to determine patterns of strength and need.

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Since 1963,LDA has provided support to people with learning disabilities, their parents, teachers and other professionals with cutting edge information on learning disabilities, practical solutions, and a comprehensive network of resources. These services make LDA the leading resource for information on learning disabilities.

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Learning Disabilities Association of America - Support. Educate. Advocate.

# data[].attributes.attachment_link.description
Since 1963 ,LDA has provided support to people with learning disabilities, their parents, teachers and other professionals with cutting edge information on learning disabilities, practical solutions, and a comprehensive network of resources. These services make LDA the leading resource for information on learning disabilities.

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Based on evaluation findings, the team will determine whether the student qualifies under IDEA criteria. Particular attention is to be paid to distinguishing between language acquisition difficulties and learning disabilities, using normed tools and culturally appropriate practices.

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(3.1) Who is eligible for special education under federal and state law?

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You will find the California special education eligibility criteria in regulations adopted by the State Board of Education. See Title 5 California Code of Regulations (C.C.R.) Sec. 3030. These regulations went into effect March 2, 1983. This was the first time California has had a uniform statewide policy for determining eligibility for special education.

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If eligibility is confirmed, an Individualized Education Program is to be created. Goals specific to the student’s academic and creative development are to be developed. Art-based accommodations may include alternative expressive modes or visual supports. The IEP is to be implemented with ongoing teacher collaboration.

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The student’s progress is to be reviewed at regular intervals. Data is to be collected and shared with families and support staff. Adjustments to goals and accommodations are to be made as necessary. The student’s voice and agency should remain central to all decisions moving forward.

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California Special Education Technical Assistance Network

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This is the California Special Education Technical Assistance Network Site for information and resources.

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American Federation of Teachers. (2007). Building parent-teacher relationships. Reading Rockets. https://www.readingrockets.org/article/building-parent-teacher-relationships

California Department of Education. (n.d.). Inclusive early education resources. https://www.cde.ca.gov/sp/cd/op/ieeresources.asp

California Department of Education. (n.d.). Special education. https://www.cde.ca.gov/sp/se/

California Department of Education. (n.d.). IEP process guide. https://www.cde.ca.gov/sp/se/sr/iepresources.asp

CAHELP. (n.d.). Student study team (SST) and referral process. Desert/Mountain SELPA. https://www.cahelp.org/parents_students/services/id_referral_process/sst

Disability Rights California. (n.d.). Who is eligible for special education under federal and state law? Special Education Rights and Responsibilities Manual. https://serr.disabilityrightsca.org/serr-manual/chapter-3-information-on-eligibility-criteria/3-1-who-is-eligible-for-special-education-under-federal-and-state-law/

Learning Disabilities Association of America. (n.d.). Core principles: Evaluation and identification of learning disabilities. https://ldaamerica.org/info/core-principles-evaluation-and-identification-of-learning-disabilities/

The IRIS Center. (n.d.). English learners with disabilities: Supporting young children in the classroom. Vanderbilt University. https://iris.peabody.vanderbilt.edu/module/dll/

The IRIS Center. (n.d.). Progress monitoring: Reading. Vanderbilt University. https://iris.peabody.vanderbilt.edu/module/pmr/

The IRIS Center. (n.d.). The IRIS Center. Vanderbilt University. https://iris.peabody.vanderbilt.edu/

CALTAN. (n.d.). California Transition Alliance. https://caltan.info/