Language+Diff.+vs.+Disability

= Language Difference versus Disability = [|TESOL Final RTI Presentation -ML.pdf] The following are resources developed in the discussion of whether an ELL has a language difference versus a disability. [|Distinguishing Language Difference from a Disability Final.pdf] (Powerpoint Presentation at Title I Spring 2010 conference) [|Distinguishing Language Difference from a Disability MASS Reading.ppt] Many of the characteristics of an English language learner both linguistically and culturally make them appear learning disabled. This chart summarizes key cultural and linguistic behaviors that may be a result of the normal language and acculturation process for an ELL. [|Similarities Among Cultural Linguistic Behavios with Suspected Learning Disabilities.pdf]
 * Other Resources **

[|Determining Appropriate Referrals of English Language Learners to Special Education: A Self-Assessment Guide for Principles. NABE] [|Preventing Disproportionate Representation: Culturally and Linguistically Responsive Prereferral Interventions] [|Effective Literacy And English Language Instruction in the Elemenary Grades]
 * Reports and Articles to Read **

[|ELL Assessment for Linguistic Difference vs. Learning Disabilities] [|Addressing Promises and Challenges of Response to Intervention Models for ELLs] [|Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for Instruction and Academic Interventions]
 * Websites for Further Information **

Since many assessments are not appropriate for ELLs, a response to intervention approach is the best option in determing whether an ELLs is struggling due to a language difference or a disability. IDEA allows for the use of a process to determine if the child responds to a research based intervention as part of the evaluation. This is instead of documenting a severe discrepancy between achievement and intellectual ability. [|Response to Intervention and ELLs Resources]
 * Response to Intervention and ELLs **

The following are our three tiered model for reading which includes core instruction for English language learners. [|Kindergarten Three Tiered Model of Reading Instruction.pdf] [|First Grade Three Tiered Model of Reading Instruction.pdf] [|Second Grade Three Tiered Model for Reading Instruction.pdf] [|Third Grade Three Tiered Model of Reading Instruction.pdf] [|Fourth Grade Three Tiered Model of Reading Instruction32.pdf] [|Fifth Grade Three Tiered Model of Reading Instruction.pdf]
 * Malden Public Schools Response to Intervention Model **

** ELL Parent Interview **
[|Parent Interview of ELL Parent for Background Information.doc] [|Parent Interview of ELL Parent for Background -French.doc] [|Chinese- Parent Interview of ELL Parent for Background Information.doc] [|Parent Interview ELL Parent Background Information - Portuguese.doc]

A key component of response to intervention is screening and diagnostic assessments followed by progress monitoring. Progress monitoring data should show progress after small group interventions have been put into place. [|List of Progress Monitoring Tools]
 * Progress Monitoring and Data **