What practices are in place or not in place and how may they be contributing to disproportionality? by Cordisco, Ann Marie

2024-11-01 16:18:07 UTC

Use assessments that reduce language and cultural barriers

2024-11-01 16:18:35 UTC

Student, Parent, Teacher Interview, School Based Observations

2024-11-01 16:19:16 UTC

Access to primary language assessors

2024-11-01 16:19:17 UTC

Our district uses interpreters for families and will use them to obtain background information and answers to critical questions.

2024-11-01 16:20:03 UTC

Finding tools like the CLIM to use when primary language evaluator not available

2024-11-01 16:21:00 UTC

A challenge is that as our EL/ML population grows we have difficulty securing bilingual evaluators to complete cognitive and achievement assessments due to the large number of students vs the availability of the evaluators that we contract with

2024-11-01 16:21:03 UTC

We have a TESOL teacher that can help us with our questions about a student's proficiency

2024-11-01 16:21:28 UTC

Struggles to even get to the evaluation process for EL/ML students with native languages that are not frequently seen within the local community

2024-11-01 16:21:53 UTC

Finding assessments that have face validity given a student's cultural background

2024-11-01 16:22:39 UTC

Access to primary language evaluators. Access to ways to translate materials to parents. The balance shifts more to regulations than supports

2024-11-01 16:22:47 UTC

Attending PD and in-service around this issue