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Copy of Is This Child Mislabled?

boy and langusge test slide

Kara Kaiser

on 29 July 2013

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Transcript of Copy of Is This Child Mislabled?

Test of Cognitive Abilities
Tests of Achievement
Auditory Processing
Short-term Memory
Comprehension Knowledge
Fluid Reasoning
Written Language
Sound Blending
Auditory Attention
Numbers Reversed
Memeory for Words
Verbal Comprehension
General Information
Concept Formation
Letter-Word Identification
Reading Fluency
Passage Comprehension
Reading Vocabulary
Writing Fluency
Academic Knowledge
Serge Romanich,
a third-grade student from . . .
Was Serge assessed adequately?
Initial testing was done in English and Serbian,
but Serbian was used only if Serge indicated that he did not understand what was being said.
Was special education appropriate for Serge?
(CRT) Culturally Responsive Assessment
He made rapid academic progress after receiving culturally responsive teaching (CRT).
He scored average on the Leiter (nonverbal) test.
He scored average in math.
He was out of school for a while.
Being an English language learner
probably made it harder for him to catch up, requiring 2-Tier assistance.
Serge Romanich, a third grade student and refugee from Serbia, spoke limited English. His education had been sporadic at best and the new elementary school he was attending had tested and classified him as learning disabled. Serge's mother speaks very little english which explains why serge speaks little english.
Individuals who do not speak English as their primary language and who have a limited ability to read, speak, write, or understand English can be limited English proficient, or "LEP." These individuals may be entitled language assistance with respect to a particular type of service, benefit, or encounter.
Is Serge Mislabeled?
Jaimie Kroutter, Jordan Cook,
Kameron Kremer, Rita Evans,
Eboni Dowell
What Is LEP?
About Serge
The student tries to identify words dictated broken into seperate sounds.
The student tries to recognize words dictated against increasingly loud background noise.
Repeating increasingly long series of dictated digits in reversed order.
The student tries to repeat dictated random series of words.
Naming pictures, giving antonyms or synonyms for spoken words, and completing oral analogies.
Answering "where" and "what" factual questions.
For each item, the student tries to figure out the rule that divides a set of symbols into two groups.
The student tries to solve logical puzzles involving color codes similar similar to mathematical and scientific symbolic rules.
Mrs. Evans learned about the cultural background of her students. How do you think this knowledge impacted her teaching?

Mrs. Evans is now able to be
Culturally responsive
Teach Basic Interpersonal Communication Skills
Focus on Transitional Bilingual Education
Incorporate Content Integration
Integrate Funds of knowledge
1. Incorporate students' language and culture
into the cirriculumn.
2.Demonstrate that you value their culture and language
3. Have high expectations and make accomondations.
Cultural Responsive
LD or ESL?
Lack of Family
Social Studies
When an ELL has a difficulty
learning,is the problem a
disability or the second
language acquistion process?
What is ESL?
ESL is an acronym that is used primarily in educational settings and stands for English as a Second Language. It refers to teaching English to a person whose native or primary language is one other than English. Education laws in the United States require schools to provide ESL instruction in the classroom to any and all enrolled students whose primary language is not English.

Works Cited
Opie, Bruce. Department of Education. Nov. 16, 2010.
Nov. 16, 2010. http://www.youtube.com/
Abdullah, Khalil. (2007, August 8). English Speakers Desired: America’s ESL Challenge. November 16, 2010.http://news.newamericamedia.org/news/view_article.html?article_id=d46c1f6279988278d60bc9c140658829
Haynes, Judie. (2009). Challenges for ELLs in Content Area Learning. November 16, 2010.http://www.everythingels.net/inservices/challenges_ells_content_area_l_65322.php
Irujo, Suzanne. (2004 April). When an ELL Has Difficulty Learning, Is the Problem a Disability or the Second-Language Acquisition Process?. November 16, 2010.http://www.coursecrafters.com/ELL-Outlook/2004/mar_apr/ELLOutlookITIArticle4.htm
4-1-404. English — Official and legal language. —

English is hereby established as the official and legal language of Tennessee. All communications and publications, including ballots, produced by governmental entities in Tennessee shall be in English, and instruction in the public schools and colleges of Tennessee shall be conducted in English unless the nature of the course would require otherwise.

[Acts 1984, ch. 821, § 1.]
Students classified as ELL are assessed annually in their progress toward proficiency in academic English. Standards reflect the four domains of academic English. Academic English can be defined as (1) language used to convey curriculum- based, academic content, and (2) the language of the social environment of a school.

To comply with the ESL program policy, school districts must identify ELLs by following these two steps.
STEP 1: School districts administer the Home Language Survey to all students in the district. The Home Language Survey consists of three questions that will be asked of every parent enrolling his/her child in the school district. These questions are:

1. What is the first language this child learned to speak?
2. What language does this child speak most often outside of school?
3. What language do people usually speak in this child’s home?

If the answer to any of the above questions is a language other than English, the child will be classified as Non-English Language Background (NELB) and assessed for English proficiency using an approved screening assessment for ESL.
STEP 2: Unless an NELB student has documentation from a previous district of meeting the definition of Fluent English Proficient (FEP), school districts assess all NELB students with the state approved English language proficiency test to determine whether they are limited English proficient (LEP). All NELB students who are determined to be LEP must be identified as ELL, and ESL services must be provided through an allowable service delivery model.

In content area classes, teachers must modify instruction and assessment to make content area curriculum accessible to ESL students. Students may not be retained due to language ability. (1964 Title VI of the Civil Rights Act; Lau v. Nichols, 1974).
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