HANDOUTS - Educating English Learners With the Most Complex Needs

Unpacking English Language Development Needs

Educating English Learners with the Most Complex Needs

Planning Culturally & Linguistically Appropriate Instruction

Considerations When Using AAC With English Learners

What Exactly is English Language Development?

Teaching English Learners With Significant Cognitive Disabilties

What Exactly is English Language Development?

(WIDA, 2020)

Expressive Communication

Interpretive Communication

Writing

Representing*

Speaking

Reading

Viewing*

Listening

Communication Modes

(WIDA, 2022)

Writing

Reading

Speaking

Listening

Alternate Proficiency Level Descriptors

Use this as a guide to understand typical patterns of English language development and scaffold learning and resources across all levels of language proficiency for students with significant cognitive disabilities.

(WIDA, 2020)

Grade 1

Grades 2-3

Grades 4-5

Grades 6-8

Grades 9-12

Kindergarten

Use this as a guide to understand typical patterns of English language development and scaffold learning and resources across all levels of language proficiency for students in general.

ACCESS Proficiency Level Descriptors

Teaching English Learners with Significant Cognitive Disabilities

English learners with significant cognitive disabilities benefit from instruction that is systematic and explicit.

Instructional Strategies

English learners make more connections and learn more easily when instruction is culturally relevant.

Culturally Responsive

(Liu, Thurlow, Lazarus, & Dosedel, 2020; Rivera, Baker, Tucktuck, Rüdenauer, & Atwell, 2021)

The research tells us...

Primary language can be a valuable resource that students can use to learn.

First Langauge is Important

Technology can provide supports to meet linguistic and disability-related needs.

Technology

A variety of linguistic supports can be used to support English learners when instruction is presented in English.

Linguistic Supports

Planning Culturally and Linguistically Appropriate Instruction

(Leech, Shyyan, & Christensen, 2022; Shyyan & Christensen, 2018)

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Language & Disabiltiy Use Framework

Check out Applying the Framework: A Matrix for Educators to Address Students’ Language and Disability Needs to learn more.

(Leech, Shyyan, & Christensen, 2022

Downloable document

The Student Language Builder helps you plan instruction that addresses language acquisition for any English Learners in your class.

(Leech, Shyyan, & Christensen, 2022

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Use the Verbs Chart to help you write Language Objectives to develop English Skills

• Start where the student is at
• Plan for a variety of activites that will require the student to use both receptive and expressive langauge
• Structure the activities so that the student uses more language and more language

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"Yemeni Girl" by Rod Waddington is licensed under CC BY-SA 2.0.

Kayla, 6th grade

Kayla is from Yemen. Kayla and her family moved to the United States to live with her uncle when she was in preschool. Kayla's uncle is bilingual, her father knows a little English, and her mother only speaks Arabic. Most of the children in Kayla's family are bilingual. Kayla uses Arabic with adults at home and English with the kids. She primarily uses English at schools but struggles with reading when it requires making inferences as well as with writing.Kayla is a student with autism. She excels in structured environments with clear routines, where she can focus on her work. Social interactions are challenging for Kayla. She finds it difficult to make eye contact and engage in spontaneous conversations. She preferrs to communicate through written notes or her iPad, which helps her express herself more comfortably.

Photo by Rahadiansyah on Unsplash

Photo by IIONA VIRGIN on Unsplash

Photo by Ben Mullins on Unsplash

Practice Writing Some Language Goals

Isabella

3rd grade student

Kwan

8th grade student

Rafe

11th grade student

Student Profile

Student Profile

Student Profile

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Photo by Ben Mullins on Unsplash

Isabella, 3rd grade

Isabella was born in New York City. Her family only speaks Spanish, and she wasn't exposed to English until she started kindergarten. She attended a bilingual class in New York for kindergarten and first grades. She moved to Pennsylvania in second grade where she received ELD small group instruction. She knows some English but communicates primarily in Spanish.She didn't start to talk until a few months before she turned 5. She has a limited vocabulary and tends to only speak in single word utterances or 2-word phrases. Isabella was identified as having autism and is in a full-time special education placement with speech therapy services.

Directions

Padlet

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Directions

Photo by Rahadiansyah on Unsplash

Padlet

Kwan, 8th grade

Kwan moved to the United States with his family when he was 3. Both of his parents are bilingual, but they choose to speak Korean at home. Kwan understands Korean when he listens to it, but he primarily uses English. He does not know how to read or write any Korean.Kwan has always been a slow learner. He struggles with remembering information that he has learned and needs extensive practice to learn new skills. He struggles with reading and is reading on a 4th grade level. He benefits from explicit and direct instruction in small groups.

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Photo by IIONA VIRGIN on Unsplash

Directions

Padlet

Rafe, 11th grade

Rafe moved from France to the United States last school year. He knows very little English and primarily speaks using single words or short phrases. He understands very basic English consisting of everyday expressions (e.g., my name is..., how are you?, etc.) He knows how to read and write French. Rafe also speaks German, but he doesn't know how to read this language.Rafe reads on an early middle school level in French. He has an ADHD diagnosis and struggles with attention. He was provided with help for speech, reading, writing, and math difficulties when he lived in France by a specialist.

Considerations when Using Augmentative & Alternative Communication (AAC) with English Learners

(Mitchell, Taylor, & Christensen, 2021; Kearns, Liu, Page, Cooley-Hidecker, & Kleinert, 2021)

Read more here

Using AAC with English Learners

Pay attention to the student's expressive and receptive language domain needs.

Consider where the student will need to use the device.

Program the student's device to promote language development.

Include all languages the student uses on the device.

Engage both family and school professionals in best practices.

Consider how culture affects communication and device use.

https://tinyurl.com/QuestionsELsComplexNeeds

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https://tinyurl.com/LearnerswithComplexNeeds

Outside Layer: answer, copy, count, follow one-step directions, gesture, guess, hover, identify, mark, match, mimic, name, pair, place, point, recognize, repeat, respond, rewrite, select, sort, state, traceMiddle Layer: categorize, classify, compare and contrast, connect, demonstrate, follow two or three-step directions, highlight, identify while (describing, explaining, matching, etc.), label, list, recount, relate, retellInside Layer: adapt, connect, create, develop, evaluate, explain, follow multi-step directions, interpret, justify, negotiate, paraphrase, provide, recount, role-play, summarize

Using Verbs to Shpe Your Objectives and Outcomes

Social Studies

Science

Math

ELA

1. Read the description of the student.
2. Pick a content objective. You may select your own or choose from one of the exampels below.
3. Use the verbs chart to write at least 2 language objectives.
4. Post the language objectives in the padlet.

Directions

Content objectives

It is important to include all teachers, specialists, support staff, and the family in the decision process around AAC devices. Everyone who works with the student should be aware of how the student uses the device and the best practices related to it. This helps understand how language is being used both at home and at school. Questions to ponder:

• Are all members of the students team (teachers, staff, family)familiar with how the student uses the AAC device?
• What processes are being used to help help everyone encourage AAC use?

"Read Aloud 15 Minutes Kickoff" by BuffaloLibrary is licensed under CC BY-NC 2.0.

Other Instructional Strategies

Some other strategies English learners with significant cognitive disabilities benefit from include:

• Shared stories and multimedia shared stories

• Peer-delivered instruction
• Story mapping

Systematic and Explicit Instruction

The following procedures have been found to be beneficial for English learners with significant cognitive disabilities:

• Errorless learning
• Constant time delay
• Task analysis (forward chaining of skills)
• System of least prompts
• Model-lead-test

Bottom-Right quadrant:

• Low English language needs
• High disability-related needs

Bottom-left quadrant:

• Low English language needs
• Low disability-related needs

Top-right quadrant:

• High English language needs
• High disability-related needs

Top-left quadrant:

Language & Disability Use Framework

• High English language needs
• Low disability-related needs

P5Bridging

Word/Phrase

Discourse

P4Expanding

Word/Phrase

Discourse

P3Developing

Word/Phrase

Discourse

P2Emerging

Word/Phrase

Discourse

P1Entering

Word/Phrase

Discourse

Alternate Speaking Proficiency Level Descriptors

English learners with the most significant cognitive disabilties will use English to produce language in the Discourse and Word/Phrase Dimensions for each of the proficiency levels below when provided with individualized instruction, appropriate supports, accommodations, and communication tools.Hover over each section to learn more.

Word/Phrase

P5Bridging

Discourse

Word/Phrase

P4Expanding

Discourse

Word/Phrase

P3Developing

Discourse

Word/Phrase

P2Emerging

Discourse

Word/Phrase

P1Entering

Discourse

Alternate Listening Proficiency Level Descriptors

English learners with the most significant cognitive disabilties will use English to interpret and respond to the Discourse and Word/Phrase Dimensions for each of the proficiency levels below when provided with individualized instruction, appropriate supports, accommodations, and communication tools.Hover over each section to learn more.

"Photo: 'Use graphic organizers before you write'" by Ken Whytock is licensed under CC BY-NC 2.0.

Linguistic Supports

English learners need additional supports to help them understand information. These linguistic supports should be used both when teaching students and when students are completing work. Less supports are necessary as students acquire more English. Some supports that have been found helpful for English learners with disabilities are:

• Read text aloud in English
• Use (or create) simplified English texts
• Explicitly teach English vocabulary
• Provide multiple means of representation
• Incorporate redundancy (e.g., visuals with text, captions with videos, etc.)
• Use graphic organizers

It is important to consider all environments (school, home, community) where a student will need to use AAC. Language needs may vary between these settings. It is important to think about what language(s) the student will need to use as well as a variety of topics.Questions to ponder:

• Who does the student need to communicate with?
• What language(s) do these people use?
• How will the student use AAC in these environments?

Photo by Leonardo Toshiro Okubo on Unsplash

Primary Langauge Support

English is the language of instruction at CCA. A student's primary language can be used in various ways to support the student. This is expecially important when the student is beginning to learn English.

• Teach the student / learning coach how to translate Edio and other online resources into the primary language.
• Use bilingual support professionals for related services when possible.
• Encourage bilingual learning coaches to use both English and the primary language with the learner.
• Accept primary language responses (beginning students only).

Social Studies

Science

Math

ELA

1. Read the description of the student.
2. Pick a content objective. You may select your own or choose from one of the exampels below.
3. Use the verbs chart to write at least 2 language objectives.
4. Post the language objectives in the padlet.

Directions

Content objectives

Outside Layer: answer, copy, count, follow one-step directions, gesture, guess, hover, identify, mark, match, mimic, name, pair, place, point, recognize, repeat, respond, rewrite, select, sort, state, traceMiddle Layer: categorize, classify, compare and contrast, connect, demonstrate, follow two or three-step directions, highlight, identify while (describing, explaining, matching, etc.), label, list, recount, relate, retellInside Layer: adapt, connect, create, develop, evaluate, explain, follow multi-step directions, interpret, justify, negotiate, paraphrase, provide, recount, role-play, summarize

Using Verbs to Shpe Your Objectives and Outcomes

Photo by National Cancer Institute on Unsplash

Culturally Responsive

Differences between the student's culture and the U.S. culture make learning more difficult for English learners. Cultural experience impact the background knowledge students have and can bring to the classroom. Culture also impacts expectations for appropriate behavior.

• Acknowledge cultural differences respectfully.
• Provide students and families with opportunities to share their cultural experiences.
• Help students connect their own cultural experiences to what they are learning.
• Use resources (stories, images, etc.) that reflect the cultures representated in your class.
• Solicit information directly from families about their culture.

Outside Layer: answer, copy, count, follow one-step directions, gesture, guess, hover, identify, mark, match, mimic, name, pair, place, point, recognize, repeat, respond, rewrite, select, sort, state, traceMiddle Layer: categorize, classify, compare and contrast, connect, demonstrate, follow two or three-step directions, highlight, identify while (describing, explaining, matching, etc.), label, list, recount, relate, retellInside Layer: adapt, connect, create, develop, evaluate, explain, follow multi-step directions, interpret, justify, negotiate, paraphrase, provide, recount, role-play, summarize

Using Verbs to Shpe Your Objectives and Outcomes

Whenever possible, an English learner who uses AAC should have English and all home languages programmed into the device. This helps the student when communicating with English speakers as well as people who speak the student's other languages (e.g., family, friends, etc.). The home langauge can help scaffold English language acquisition while also allowing the home language to continue to develop.Questions to ponder:

• What languages need to be programmed on the student's device?
• Has the student and family been taught how to use the AAC device in multiple settings?

English learners need to acquire English to participate in social and instructional settings. AAC devices can be used to communicate new, complex sentence structures and vocabulary.The student's currently English proficiency level impacts the words, phrases, and sentence structures that should be programmed into the AAC device. AAC can be used to help the student acquire English language skills.Questions to ponder:

• What language should be included in the student's device at this moment?
• What new language should be added to help the student move to the next language proficiency level?

Outside Layer: answer, copy, count, follow one-step directions, gesture, guess, hover, identify, mark, match, mimic, name, pair, place, point, recognize, repeat, respond, rewrite, select, sort, state, traceMiddle Layer: categorize, classify, compare and contrast, connect, demonstrate, follow two or three-step directions, highlight, identify while (describing, explaining, matching, etc.), label, list, recount, relate, retellInside Layer: adapt, connect, create, develop, evaluate, explain, follow multi-step directions, interpret, justify, negotiate, paraphrase, provide, recount, role-play, summarize

Using Verbs to Shpe Your Objectives and Outcomes

Word/Phrase

P5Bridging

Discourse

Word/Phrase

P4Expanding

Discourse

Word/Phrase

P3Developing

Discourse

Word/Phrase

P2Emerging

Discourse

Word/Phrase

P1Entering

Discourse

Alternate Reading Proficiency Level Descriptors

English learners with the most significant cognitive disabilties will use English to interpret and respond to the Discourse and Word/Phrase Dimensions for each of the proficiency levels below when provided with individualized instruction, appropriate supports, accommodations, and communication tools.Hover over each section to learn more.

Cultural beliefs and attitudes towards AAC may impact how the student uses an AAC device in the home and community. Work with the family to ensure the selected AAC device fits in with their preferred communication style so they are more likely to use it.Symbols and colors also have different meanings in different cultures, so it is important to make sure that both the school and the family understand the intended representation.Questions to ponder:

• What is the family's attitude towards various AAC devices? How will this impact device use?
• Are symbols and colors clearly understood by all?
• How are family perspectives being considered?

Outside Layer: answer, copy, count, follow one-step directions, gesture, guess, hover, identify, mark, match, mimic, name, pair, place, point, recognize, repeat, respond, rewrite, select, sort, state, traceMiddle Layer: categorize, classify, compare and contrast, connect, demonstrate, follow two or three-step directions, highlight, identify while (describing, explaining, matching, etc.), label, list, recount, relate, retellInside Layer: adapt, connect, create, develop, evaluate, explain, follow multi-step directions, interpret, justify, negotiate, paraphrase, provide, recount, role-play, summarize

Using Verbs to Shpe Your Objectives and Outcomes

P5Bridging

Word/Phrase

Discourse

P4Expanding

Word/Phrase

P3Developing

Discourse

Word/Phrase

P2Emerging

Discourse

Word/Phrase

P1Entering

Discourse

Word/Phrase

Alternate Writing Proficiency Level Descriptors

English learners with the most significant cognitive disabilties will use English to produce language in the Discourse and Word/Phrase Dimensions for each of the proficiency levels below when provided with individualized instruction, appropriate supports, accommodations, and communication tools.Hover over each section to learn more.

Discourse

Social Studies

Science

Math

ELA

1. Read the description of the student.
2. Pick a content objective. You may select your own or choose from one of the exampels below.
3. Use the verbs chart to write at least 2 language objectives.
4. Post the language objectives in the padlet.

Directions

Content objectives

Photo by Desola Lanre-Ologun on Unsplash

Technology

Technology can be used in a variety of ways to make instruction more accessible both linguistically and as related to needs stemming from a disability. It can also assist in exposing students to more complex language and grade aligned content while not being overwhelming to the student.Several studies have incorporated tecnology as an important component within interventions. Teachers, parents, and students in these studies reported the students were more interested and engaged in the content.

Students need to develop both expressive and receptive language skills. These skills oftentimes look different for students who use AAC. Think about specific disability-related needs and how this impacts the various AAC options being considered. Make sure the student is able to express both expressive and receptive language skills with the chosen AAC device. Questions to ponder:

• What is the best kind of device considering the disability-related needs of the student?
• How will the student communicate during instruction and assessment?