Understanding English Learners with Significant Cognitive Disabilities Moderator: Laurene Christensen, Ph.D. (ALTELLA) Discussant: Vitaliy Shyyan, Ph.D. (Smarter Balanced) Presenters : Leslie Huff, Ph.D. (WA Office of the Superintendent of Public Instruction) James Mitchell (ALTELLA) Toni Wheeler (WA Office of the Superintendent of Public Instruction)
Understanding ELs with Significant Cognitive Disabilities: The Individual Characteristics Questionnaire James Mitchell Laurene Christensen, Ph.D.
Overview Background Data on English learners with significant cognitive disabilities Conclusion and next steps
Background on the Individual Characteristics Questionnaire (ICQ) Purpose of the ICQ : To learn more about the characteristics of English learners with significant cognitive disabilities Adapts questions from the First Contact Survey (Nash, Clark, & Karvonen, 2015) and Learner Characteristics Inventory (Kearns, Klienert, Klienert, & Towles‐Reeves, 2006) Link to online survey was disseminated through CCSSO SCASS listserv, ELPA21, WIDA, Dynamic Learning Maps Report published in September 2018
ICQ Responses Tota Total: 1,578 1,578*
Primary Home Language About 70 home languages represented in the student sample. Spanish was the most common home language for all primary disability categories (n=819; 53.8%). Most common other primary home languages include English (n=424, 27.8%), Arabic (n = 40; 2.6%).
Race and Ethnicity
Gender Female (N= 549) Male (N=1,025) 0% 10% 20% 30% 40% 50% 60% 70%
Gender Autism (N=424) Intellectual Disability (N=667) Multiple Disabilities (N=182) Speech/Language Impairment (N=31) Developmental Delay (N=94) Other (N=176) 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% Male (N= 1,025) Female (N= 549)
Grade K - 2nd (N= 337) 3rd - 5th (N= 531) 6th - 8th (N= 371) 9th - 12th (N= 339) 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Autism (N=424) Intellectual Disability (N=668) Multiple Disabilities (N=183) Speech/Language Impairment (N=31) Developmental Delay (N=95) Other (N=177)
Primary Classroom Settings
Classroom Settings by Primary Disability Categories Self-contained SPED (N= 707) Primarily self-contained SPED (N= 141) Resource room/gen ed (N= 74) Inclusive/collaborative gen ed (N= 87) Special school (N= 189) Other (N= 49) 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Autism (N=350) Intellectual Disabilties (N=532) Multiple Disabilities (N=144) Speech/Language (N=21) Developmental Delay (N=70) Other (N=130)
English Language Acquisition Specialist on IEP Team Yes (N= 746) No (N= 473) 0% 10% 20% 30% 40% 50% 60% 70% Autism (N=342) Intellectual Disability (N=641) Multiple Disabilities (N=174) Speech/Language Impairment (N=27) Developmental Delay (N=70) Other (N=129)
EL Services Other (N= 159) Developmental Delay (N=88) Speech/Language Impairment (N= 27) Multiple Disabilities (N= 174) Intellectual Disability (N= 641) Autism (N= 406) 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% <1 year - 2 years (N= 385) 3 - 6 years (N= 505) 7 - 10 years (N= 175) 11+ years (N= 79) Never received any EL services (N= 351)
Ways of Communicating AAC Device (N= 264) Communication board (N= 267) Eye gaze (N=211) Picture cards (N= 299) Sign (N= 148) Speech or speaking (N= 1134) Other (N=135) 0% 10% 20% 30% 40% 50% 60% 70% 80% Autism (N=408) Intellectual Disabilties (N=649) Multiple Disabilities (N=174) Speech/Language Impairment (N=27) Developmental Delay (N=89) Other (N=161)
Receptive and Expressive Communication Receptive Communication Receptive Communication Expres Expressive Communication ve Communication • • Most students can: A larger percentage of students with • Point to, look at, or touch things autism, an intellectual disability, a in the immediate vicinity when speech/language impairment, or asked other disability can regularly combine • Perform simple actions, three or more spoken words • movements or activities when A larger percentage of students with asked multiple disabilities are able to usually • A small percentage of students with use one spoken word at a time (n=30, multiple disabilities are able to follow 21.13%) • 2‐step directions presented verbally 51.41% of students with multiple or through sign disabilities (n=73) do not use spoken language
WIDA Alternate ACCESS Overall Composite Scores Autism (N=86) Intellectual Disability (N=166) Multiple Disabilities (N=32) Developmental Delay (N=26) Other (N=48) 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% A1 (N= 152) A2 (N= 73) A3 (N= 56) P1 (N= 49) P2/P3 (N= 30)
Assessment Accessibility Supports and Accommodations Color contrast (N= 85) Language support (e.g., translation) (N= 253) Masking (N= 115) Scribe (N= 294) Read aloud (N= 895) Sign interpretation (N= 58) Text to speech (N= 234) Does not receive (N= 66) 0% 20% 40% 60% 80% 100% Autism (N=342) Intellectual Disabilties (N=516) Multiple Disabilities (N=142) Speech/Language (N=20) Developmental Delay (N=70) Other (N=129)
Conclusion and Next Steps Development of this report is currently underway Limitations Resources available on the ALTELLA website (altella.wceruw.org) ICQ Report ICQ Tool
THANK YOU! Contact: James Mitchell Website: altella.wceruw.org mitchell27@wisc.edu
Learner Characteristics of Washington English Learners with Significant Cognitive Disabilities Leslie Huff ‐ ELP Assessment Coordinator Toni Wheeler ‐ Alternate Assessment Coordinator
Identification Estimate=1800‐ish English Learners with Significant Cognitive Disabilities Why “ISH”… 1) Alternate Academic Assessment Score + EL flag 2) Alternate Academic Assessment Score + English Language Proficiency Score (regular or alternate) 3) Alternate English Proficiency Score
Notes to think about • Why this is hard • 4 different files • 150 kids in academic alt that are identified as ELs, but no EL score. • Other data – we had about 130 from WIDA test that we can’t attach to an SSID • 80 students who “appear” to be misidentified • Data systems are not built to accurately identify students with a significant cognitive disability. • Other reasons this is hard: • Different modes of communication within and across groups
Speaking & Expressive Language
Overall Expressive Communication (LCI) 11% 22% 67% No clear, intentional communication Intentional but non‐symbolic Intentional, symbolic communication
Augmentative and Alternative Communication 22% 78% Yes No
Speaking Domain Score and LCI Expressive Communication: (Number of Students) WIDA ELPA21 300 250 200 150 100 50 0 A1 A2 A3 P1 P2 L1 ELPA L2 ELPA L3 ELPA L4 ELPA No clear intentional communication Intentional but non‐symbolic Intentional, symbolic communication
Speaking Domain Score and LCI Expressive Communication (Percent of students) 120% WIDA ELPA21 100% 80% 60% 40% 20% 0% A1 A2 A3 P1 P2 L1 ELPA L2 ELPA L3 ELPA L4 ELPA No clear intentional communication Intentional but non‐symbolic Intentional, symbolic communication
Listening and Receptive Language
Overall Receptive Communication (LCI) 9% 3% 40% 48% Alerts to Sensory Input Uncertain response to sensory input Independently follows 1‐2 step directions
Listening Domain and LCI Receptive Communication (Number of Students) 350 300 WIDA ELPA21 250 200 150 100 50 0 A1 A2 A3 P1 P2 L1 ELPA L2 ELPA L3 ELPA L4 ELPA Uncertain response to sensory stimuli Alerts to sensory input Requires additional cues to follow directions Independently follows 1‐2 step directions
Listening Domain and LCI Receptive Communication (Percent of Students) 120% ELPA WI 21 100% DA 80% 60% 40% 20% 0% A1 A2 A3 P1 P2 L1 ELPA L2 ELPA L3 ELPA L4 ELPA Uncertain response to sensory stimuli Alerts to sensory input Requires additional cues to follow directions Independently follows 1‐2 step directions
Reading and Literacy
ELP Reading Proficiency & Academic Alternate ELA Proficiency 300 WIDA ELPA21 250 200 150 100 50 0 A1 A2 A3 P1 P2 L1 ELPA L2 ELPA WAAIM ELA Achievement Level 1 WAAIM ELA Achievement Level 2 WAAIM ELA Achievement Level 3 WAAIM ELA Achievement Level 4
ELP Reading Domain Proficiency & ELA Proficiency 120% WIDA ELPA21 100% 80% 60% 40% 20% 0% A1 A2 A3 P1 P2 L1 ELPA L2 ELPA AA‐AAS ELA Level 1 AA‐AAS ELA Level 2 AA‐AAS ELA Level 3 AA‐AAS ELA Level 4
Literacy Instructional Hours and Literacy Proficiency 250 200 150 100 50 0 A1 A2 A3 P1 P2 0‐3 hours/week 4‐6 hours/week 7‐9 hours/week 10+ hours/week
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