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Guidance Manuals for Educators of English Learners with Disabilities: Ideas and Lessons from the Field. NCEO Report 410

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Title: Guidance Manuals for Educators of English Learners with Disabilities: Ideas and Lessons from the Field. NCEO Report 410
Language: English
Authors: Burr, Elizabeth, National Center on Educational Outcomes, Applied Engineering Management Corporation (AEM), Council of Chief State School Officers (CCSSO), National Association of State Directors of Special Education (NASDSE), WestEd
Source: National Center on Educational Outcomes. 2019.
Availability: National Center on Educational Outcomes. University of Minnesota, 207 Pattee Hall, 150 Pillsburg Drive Southeast, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: http://www.cehd.umn.edu/nceo
Peer Reviewed: N
Page Count: 34
Publication Date: 2019
Sponsoring Agency: Office of Special Education Programs (OSEP) (ED/OSERS), Research to Practice Division (RTP)
Contract Number: H326G160001
Document Type: Reports - Research
Tests/Questionnaires
Education Level: High Schools
Secondary Education
Descriptors: English Language Learners, Students with Disabilities, Graduation, State Standards, Graduation Requirements, Exit Examinations, High School Graduates, Disproportionate Representation, Special Education, Best Practices, Teacher Role, Administrator Role, Guides
Geographic Terms: Minnesota, Michigan, Virginia, California, Connecticut
Abstract: Researchers, policymakers and educators are increasingly focused on the accurate identification, assessment, and referral of English learners (ELs) with disabilities, stemming in part from both the under- and over-identification of ELs for special education services, as compared to non-ELs identified for these services. Appropriate decision making is important because ELs with disabilities who are not identified will miss out on services that they need. Conversely, ELs who are misidentified as having a disability receive special education services that they do not require, which may reduce time available for EL services and participation in the general classroom, potentially reducing access to rigorous academic content, and result in social stigma (Umansky, Thompson, & Díaz, 2017; Sullivan, 2011; Garcia & Tyler, 2010; Bianco, 2005; Higgins, Raskind, Goldberg & Herman, 2002). To ensure that students are receiving optimal instruction and appropriate interventions and assessments, state, district, and school leaders will need to develop or improve the systemic processes educators and administrators work through. Providing manuals with consistent and practical guidance (and professional learning on their use) is one means to do so. The purpose of this report is to describe ideas and lessons learned from leaders in four states (Connecticut, Michigan, Minnesota, and Virginia), a statewide association (Special Education Local Plan Area [SELPA] Administrators of California Association), and a school district (San Diego Unified School District [SDUSD]), all of which have developed manuals. It is hoped that these ideas and lessons will assist leaders who are creating or are in the process of revising procedures and policies of their own. The report presents findings from telephone interviews conducted with the authors of six manuals from December 2017 to January 2018, probing the impetus for getting started; the manual development process; dissemination and professional learning; and lessons learned during manual development.
Abstractor: ERIC
Entry Date: 2019
Accession Number: ED595227
Database: ERIC
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  Data: Guidance Manuals for Educators of English Learners with Disabilities: Ideas and Lessons from the Field. NCEO Report 410
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  Data: National Center on Educational Outcomes. University of Minnesota, 207 Pattee Hall, 150 Pillsburg Drive Southeast, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: http://www.cehd.umn.edu/nceo
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  Data: Researchers, policymakers and educators are increasingly focused on the accurate identification, assessment, and referral of English learners (ELs) with disabilities, stemming in part from both the under- and over-identification of ELs for special education services, as compared to non-ELs identified for these services. Appropriate decision making is important because ELs with disabilities who are not identified will miss out on services that they need. Conversely, ELs who are misidentified as having a disability receive special education services that they do not require, which may reduce time available for EL services and participation in the general classroom, potentially reducing access to rigorous academic content, and result in social stigma (Umansky, Thompson, & Díaz, 2017; Sullivan, 2011; Garcia & Tyler, 2010; Bianco, 2005; Higgins, Raskind, Goldberg & Herman, 2002). To ensure that students are receiving optimal instruction and appropriate interventions and assessments, state, district, and school leaders will need to develop or improve the systemic processes educators and administrators work through. Providing manuals with consistent and practical guidance (and professional learning on their use) is one means to do so. The purpose of this report is to describe ideas and lessons learned from leaders in four states (Connecticut, Michigan, Minnesota, and Virginia), a statewide association (Special Education Local Plan Area [SELPA] Administrators of California Association), and a school district (San Diego Unified School District [SDUSD]), all of which have developed manuals. It is hoped that these ideas and lessons will assist leaders who are creating or are in the process of revising procedures and policies of their own. The report presents findings from telephone interviews conducted with the authors of six manuals from December 2017 to January 2018, probing the impetus for getting started; the manual development process; dissemination and professional learning; and lessons learned during manual development.
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      – SubjectFull: English Language Learners
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