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Meeting The Needs of Dually Identified English Learners and SPED Students

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Presentation Objectives

Who are our dually identified students? Exploring challenges and opportunities for effective programming
Building a structure for successful collaboration. How EL and Sped teachers can collaborate to meet student needs
Implementing tools to help students. Teaching strategies and programs will be shared with you.

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My family background

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Meeting the Needs of Our Students

English Learners

Language support
Personalized instruction
Connectedness to the school
Relationships with their classmates
Parent engagement
Extra time and other resources
Individualized support
High Expectations
SEL and Equity

SPED

Needs establish from evaluation (needs are specific to individuals)
Accommodations
Academic, SEL, Behavior, Language, self advocacy
Equity and SEL
related services
Parent engagement
Relationships with peers, teachers and staff
Connectedness to school and class
Sense of belonging
High expectations

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Half the room discuss the unique needs of EL students. The other half discuss the unique needs of SPED students

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Meeting the Needs of Our Students

English Learners

Language support
Personalized instruction
Connectedness to the school
Relationships with their classmates
Parent engagement
Extra time and resources
Individualized support
High Expectations
SEL and Equity

SPED

Needs establish from evaluation (needs are specific to individuals)
Accommodations
Academic, SEL, Behavior, Language, self advocacy
Equity and SEL
related services
Parent engagement
Relationships with peers, teachers and staff
Connectedness to school and class
Sense of belonging
High expectations

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Where do you see the connections?

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EL teachers and Sped Case managers need to meet regularly.

Set dates to meet at the beginning of the year
Suggestion is to meet quarterly

Have a tool to use for your meeting.

Dual Eligible Service Plan

Agree and be clear on the best support for the students.

This is needed for communication with parents
Helps staff understand student services

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Collaborate

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Share Support of Common Needs and Fill in the Gaps

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All students benefit and certainly EL and Sped students from:

Building Background
Sheltered language
Scaffolded instruction
Personalized instruction and individualized support
Real World Connections

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The Talk Read Talk Write Framework

Talk Read Talk Write - Talk Read Talk Write Ensures that scaffolds are built into the lesson and a focus on the domains of language development.

Steps:

Social Talk

Ex. Share an experience you have working with Dual identified students.

Read for Understanding
Academic Discussion

After this presentation, what is one useful information you can implement immediately?

Summarize in Writing

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https://www.languagemagazine.com/2019/07/22/talk-read-talk-write-2/

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Have a goal for students and make sure you have a common understanding of what growth is?

What data are you looking at?
What is considered adequate growth?

DO NOT OVER RELY ON SUMMATIVE DATA!!!

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Minnesota & Imagine Learning: Language & Literacy

May 4, 2022

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Meeting the Needs of Our Students

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Early Data in Prior Lake – Savage School District

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��Literacy Growth by Usage Bands��

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��Vocabulary Growth by Usage Bands��

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��Benchmark Gains by Usage Bands (from beg. of year to mid-year)��

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��Data by Grade Level in MN��

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Daniel Townsend

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Embedded Scaffolds�language supports

Spanish
Portuguese
Haitian Creole
Vietnamese
Mandarin
Japanese
Arabic
Somali
French
Korean
Cantonese

Hmong
Tagalog
Marshallese
Russian

204, 243, 255

114, 204, 255

42, 153, 255

6, 116, 245

2, 72, 208

1, 51, 164

0, 224, 255

255, 251, 214

255, 245, 152

255, 238, 78

253, 191, 33

242, 87, 0

184, 61, 0

255, 245, 0

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Questions

souk@priorlake-savage.k12.mn.us

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