English Learners in an MTSS Framework: Guidance for School Psychologists and School Counselors
Session Dates
Thursday September 27, 2018 2:00 PM - 3:30 PM
Thursday October 04, 2018 2:00 PM - 3:30 PM
Thursday October 11, 2018 2:00 PM - 3:30 PM
Closed
Students who are culturally and linguistically diverse present unique challenges when referred for special education evaluation. This is due to the limited information that highlights the differences between a learning disability and a language barrier. In particular, language development in a primary language while learning a second language has specific implications for instruction and assessment. Often, the academic delays specific to the process of second language acquisition and acculturation can be misinterpreted as learning disabilities. In Pennsylvania, English learners are disproportionately identified for special education services.
These trainings will present research-based recommendations for effective practices for school psychologists and school counselors, as it relates to academic and behavioral supports for English learners.
Part I:- Federal and State Policies, Procedures, and Resources Regarding the Education of English Learners
The training will address current academic and behavioral supports for English learners within the MTSS framework. Effective implementation practices for school psychologists and counselors will be highlighted.
Part II: - What School Psychologists/School Counselors Need to Know about Progress Monitoring and Language Instruction Educational Program Effectiveness
This training will address program and student data that school psychologists and counselors should consider prior to referral of an English learner for special education evaluation. Federal and state mandated criteria for evaluating Language Instruction Educational Program (LIEP) effectiveness will be shared.
Part III - Culturally Responsive Practices and Its Impact on the Linguistic, Academic, Social and Emotional Development of English Learners
Evidence-based practices related to developing and strengthening culturally responsive school environments for diverse students and their families will be discussed. A focus on the acculturation process of English learners and their families will be highlighted as an integral part of establishing a culturally responsive environment within the MTSS framework.
Objectives
Part I: Federal and State Policies, Procedures, and Resources Regarding the Education of English Learners
Participants will:
- Identify current federal and state legal framework regarding the education of English learners
- List resources that target the legal implications of an effective Language Instruction Educational Program (LIEP)
Part II: What School Psychologists/School Counselors Need to Know about Progress Monitoring and Language Instruction Educational Program Effectiveness
Participants will:
- Describe federal and state mandated criteria for evaluating Language Instruction Educational Program (LIEP) effectiveness
- Examine relevant program and student data that school psychologists and counselors should consider prior to referral of an English learner for special education evaluation
Part III:Culturally Responsive Practices and Its Impact on the Linguistic, Academic, Social and Emotional Development of English Learners
Participants will:
- Analyze evidence-based practices related to developing and strengthening culturally responsive school environments for diverse students and their families
- Define the acculturation process of English learners and their families as an integral part of establishing a culturally responsive environment within the MTSS framework
Target Audience
School Psychologists, School Counselors, ESL Administrators, School Administrators