May 10, 2023 • 25 mins
The National Center for Systemic Improvement (NCSI) is happy to present a podcast series based on our “Pursuing Equity at the Intersection of Language, Culture and Disability” Thought Leader Conversation Series. This series is focused on elevating equity in opportunity and achievement for students with disabilities or who may have disabilities and who are English learners. NCSI is committed to supporting SEAs and their partners in expanding their understanding of the intersection of language, culture, and disability in K-12 education.
Through a curated collection of highlights from the five live sessions, these podcast episodes are less than 30-minutes, designed to be engaging and interactive, and organized around NCSI’s four systems elements:
In this second episode, your hosts Jamey Burho and Swati Guin from the National Center for Systemic Improvement (NCSI) revisit the second session of the series, the Data Literacy session, which took place on July 27, 2022 and included the following thought leaders:
- Dr. Julie Esparza Brown
- Ms. Ximena Hurtado
- Ms. Jennifer Kane
- Ms. Mireika Kobayashi
- Ms. Kirsi Laine
- Mr. Timothy Tipton
Included below are a few resources suggested by our thought leaders and National Center for Systemic Improvement (NCSI) staff to extend your learning and apply the knowledge to your improvement efforts related to supporting English learners with disabilities. Rather than an exhaustive list, this is a small sample of resources we hope will be particularly useful to leadership teams at both the state and district levels. Below you will find links and brief descriptions to help you decide which resources may be most relevant to you and your context and you can access the complete resource list here.
Quick facts on English learners with disabilities
As a quick introduction to this population, the Foundational session shared data from OSEP Fast Facts: Students With Disabilities Who Are English Learners (ELs) Served Under IDEA Part B. This interactive brief, also available as a PDF, uses data from school years 2012/13 through 2020/21 to describe this growing subgroup of students and notes some of the differences we see among English learners with disabilities and the broader population of students with disabilities in terms of identification, placement, and outcomes.
What does the research say?
In 2017, the National Academies of Sciences, Engineering, and Medicine (NASEM) released Promoting the Educational Success of Children and Youth Learning English: Promising Futures. This report examined the research to make recommendations to better support English learners. Chapter 10 of the NASEM report is particularly relevant as it focuses on English learners with disabilities. The report brief Dual Language Learners and English Learners with Disabilities provides Chapter 10 highlights related to five specific disabilities, common myths, best practices in identification and evaluation, and considerations for individualized education programs (IEPs). Some of the myths address the erroneous idea that English learners with disabilities cannot or should not learn multiple languages. In reality, they can learn both English and their home languages and benefit from doing so. The Office of English Language Acquisition (OELA) created an infographic on multilingualism’s cognitive, educational, economic, and sociocultural benefits.
This podcast is produced by the National Center for Systemic Improvement (NCSI) at WestEd which is funded by a grant from the Office of Special Education Programs (OSEP) at the US Department of Education, #H326R190001. However, the contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government, Project Officer: Perry Williams (October 2019)
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
(00:01):
(upbeat music)
- The National Center forSystemic Improvement, or NCSI,
is pleased to host a new thoughtleader conversation series,
Pursuing Equity at theIntersection of Language,
Culture, and Disability.
In this work, NCSI commits to supporting
state education agencies,which we will refer to as SEAs,
(00:25):
and their allies inexpanding understanding
about the intersectionof language, culture,
and disability in K-12 education,
and identifying next stepsto enact system improvements
that focus on elevating equity
in both opportunity and achievement
for students who are Englishlearners with disabilities.
(00:48):
For more information about NCSI,
please visit our website, ncsi.wested.org.
These conversations are organized
around NCSI's four systems elements.
Data literacy, stakeholderand family engagement,
research informed practice,and systems coherence.
(01:13):
Welcome to episode two ofthe NNCI podcast series
on pursuing equity at theintersection of language,
culture, and disability,focused on data literacy.
If you're a new listener to this podcast,
make sure you check out episodeone of the podcast series,
where we lay the foundation
for our conversation onthese system elements.
(01:36):
And if you're a returninglistener, welcome back.
My name is Jamie Burrow
and I'm a senior researcher at WestEd,
as well as one of the thoughtleaders for the series.
My work focuses onstudents who are identified
as English learners with disabilities.
- And my name is Swati Guin.
I'm a research associate
(01:57):
at the American Institutes for Research
and a member of the NCSIPlanning team for the series.
In today's episode,we're sharing highlights
from the second session ofthe thought leader series
which took place on July 27th, 2022.
Our conversation centered onhow we can use data literacy
to create equitable learning environments
for English learners tothrive, learn, and grow.
(02:20):
We share some of thechallenges educators face
in evaluating students
for special educationsupport and services.
We also provide a variety of strategies,
including the application of a culturally
and linguistically responsive mindset,
within a multi-tiered system of supports,
or MTSS framework.
(02:40):
These strategies drive equitable,data based decision making
that can address these challenges.
We are delighted to have you join us
as we reimagine comprehensive data systems
to better supportstudents with disabilities
designated as English learners.
- So to start, whatexactly is data literacy
and how is it used inour education systems?
(03:03):
According to the NCSI Essential Elements
of Comprehensive Data Literacy Resource,
data literacy begins withthe questions you have,
or in other words, your purposefor collecting the data.
These questions help definethe data sources and processes
that will allow for meaningfulanalysis, interpretation,
(03:25):
and data use to make informed decisions.
As you and your colleaguesconsider which questions
could inform improvement efforts,
it's helpful to examine the specific ways
in which you are assessingstudent knowledge and learning.
As we discussed in thefoundational session,
assessing the strengths and needs
(03:46):
of students designated as Englishlearners with disabilities
is a highly complex process,
because they haveintersecting learning needs.
Speech pathologist, TimothyTipton, shares with us
how he and his team in SanDiego Unified School District
craft questions to explorestudent data and systems needs.
(04:08):
- The best assessmentsthat happen for students
when we really want to get to know them,
it's not just, here's some data,
then we come up with our questions.
Obviously, the questions come first.
We need to say, well,what are we even asking?
And then when we ask these questions,
sometimes it's not just about,
well, what's going on with the student?
(04:30):
We are not asking justwhat students require,
additional support or when is it,
but our questions are always about,
well, when is it the system that needs
that additional support as well?
- This session focuses onhow educators, specialists,
and families can work together to use data
(04:50):
to answer the questions about our systems
that Mr. Tipton mentions.
When we prioritize these questions,
we can collectively expandour use of data sources
to create an environmentthat supports instruction
for English learners,reduces gaps in achievement,
and accurately determinestheir eligibility
for special education services.
(05:12):
- This is important because
as we learned in the foundational session,
English learners have beendisproportionately identified
as needing special education supports
and services for decades.
This problem is multi-dimensional.
Sometimes we witness Englishlearners are disproportionately
over-identified ascompared to their peers,
whereas other times theyare under-identified.
(05:35):
The nuances for why this occurs
depends on a number of factors,
including inequitableassessment and data practices.
Mireika Kobayashi,
manager of the Departmentof Student Services
at Cincinnati Public Schools,
explains how biases can affectdata collection processes,
analysis, and interpretation.
(05:56):
- So oftentimes,
traditional diagnostic practicesare based upon assumptions.
They're based upon biases.
And often the data that are collected,
simply confirm these existingbiases and assumptions,
to identify and simply toserve as a justification
for that inappropriate identification.
(06:17):
The challenges continue to exist
that involve the use of datato make placement decisions
in special education.
- Mr. Tipton shares some advice
on addressing these challengesto ensure students designated
as English learners arenot incorrectly identified
to receive special education services.
(06:39):
First, he says it isimportant to recognize
individual students' linguistic assets.
- So if I look at that variability,variability of exposure,
variability of motivation forlearning different languages
and opportunities tolearn those languages,
the minority language versusthe majority languages
are having such a big influenceon who these students are,
(06:59):
the value we put ontheir primary language.
So, and of course
the different communicationstyles they have
and of course the aptitude as well
that different studentshave in learning language.
- With those variablesin mind, Mr. Tipton says,
we need to look at thestudent's growth over time,
rather than just a snapshot of data.
(07:21):
And for his team, adiagnosis isn't accurate
unless it includes an interpreter
and incorporates multiple, authentic,
and relevant data sources and tools.
He shares some of thesestrategies with us.
- It's again, doing thatmeaningful, authentic assessment
of their primary language,getting to know who they are,
and also the use of interpreters,not to interpret tests,
(07:44):
not just to to give tests,but actually use them
as the professionals theyare in culture and language
and briefing with themand debriefing with them
and using interpreters in a holistic way
to really be liaisons with thefamilies and children for us.
- Jennifer Kane, who workson secondary transition
with the Nevada Department of Education,
(08:05):
addresses how effective
a comprehensive MTSS framework can be
to address disproportionality.
- Too many and not enoughspecial education referrals
occur when the MTSS framework
is not implemented as intended.
For example, when tier one instruction
and differentiation are not in place
or do not continue to be in place,
(08:26):
when tier two targeted smallgroup interventions are added.
More effectively utilizingMTSS with English learners
will ensure appropriate referraland evaluation processes
for students suspected of havingan educational disability,
reducing disproportionality.
- MTSS can also serve as the framework
to implement culturally andlinguistically responsive
(08:49):
and sustaining practicesacross the system.
These practices draw fromeach student's unique cultural
and linguistic profile.
Portland State University professor,
Dr. Julia Esparza Brown,
shares how culturally andlinguistically responsive
MTSS framework is crucial for students
who are designated as Englishlearners with disabilities.
(09:12):
- All throughout the tiers of support,
that appropriateness then,
speaks to cultural sustaining practices
and ensuring that we areincluding all cultural groups,
that students see themselves
and we're highlightingtheir cultural assets
and that we're responding totheir linguistic profiles.
(09:33):
Even if we're instructing in English,
we have to really understandthe student's level
of the instructional language proficiency,
but also their knowledgeof their native language,
which we can sometimes bridge,use to bridge instruction.
And it's always based on individual needs
and progress monitoring,
(09:55):
- A culturally and linguisticallyresponsive MTSS framework,
that recognizes studentsunique strengths and assets
is critical to data literacy.
Deputy Director of Culture and Language
in New Mexico's Public EducationDepartment, Kirsi Laine,
shares more on what culturally
and linguistically responsivedata literacy means.
(10:18):
- So in the culturallyresponsive data literacy,
the focus is on centeringculture, language, and equity,
while also emphasizing data skills
and then the dispositioninterpreting and using that data.
- While recognizing the student
as an individual with a cultural identity,
Ms. Laine also emphasizes how culturally
(10:38):
and linguisticallyresponsive data literacy
ensures student and family voices
are at the heart of data collection.
To do this, it is vitalto use a broad range
of qualitative and quantitative data.
Observation, for example,is an important piece
of qualitative data to shed light
on students' range oflearning experiences.
(11:01):
Ms. Laine shares with us howthese observations might look.
- That would includedifferent areas in the school,
so not just the classroom,but cafeteria, the playground,
how are students reallyworking with others?
What does it look like
when they have interactionsin the hallway?
So those are all part of observation data
(11:21):
that can be collected.
- Ms. Laine also poses questions
for ensuring all quantitativedata are interpreted
through the lens of culturaland linguistic responsiveness.
- So when we think aboutthe core curriculum
and then the high qualityand structural materials,
are they culturally andlinguistically responsive?
And are they delivered through culturally
(11:42):
and linguistically responsiveinstruction assessments?
So how are assessments
and assessment practicesculturally responsive?
When are assessments actually administered
in the school year?
And then for that timing,how are these dates chosen,
in terms of cultural practices
that students may havein their communities?
(12:02):
- Ms. Laine is not alonein promoting culturally
and linguisticallyresponsive data practices
at the state level.
As Ms. Kane's team has learned.
- Using linguistically responsive
and culturally sustainingdatabase decision making
will improve our existingsystems by ensuring equity.
Period.
(12:22):
- As mentioned, culturallyand linguistically
responsive assessments arekey tools for data collection.
Dr. Esparza Brownrecommends looking at tests
that push for new norm sample construction
and measurability across languages.
Examples of such tests include,
the Bilingual English SpanishAssessment, the Penny,
(12:44):
and the Ortiz PictureVocabulary Acquisition Test.
Dr. Esparza Brown also recommends
that English learners becompared to their true peers,
to ensure effective data interpretation.
She shares more.
- The idea here is to make thebest comparisons that we can
and that is to comparinga student's progress
(13:06):
to those in a similar situation.
True peers, as we wrote,
represent students that have the same,
time in country perhaps,or country of birth,
or they're US born, sothey're same generation,
the same first languageand second language,
and close to similarlanguage proficiencies,
(13:29):
similar instructional program.
- Looking at true peers can also help us
disaggregate data to find group trends,
as Dr. Esparza Brown describes.
- The other thing that happenswhen we disaggregate the data
and we start looking at truepeer groups as much as we can.
We can also look to seeif the group as a whole
(13:52):
is progressing at a lowerlevel than their English peers
or as compared to grade level targets,
because then that givesus some instructional data
that perhaps core instruction
is not meeting theneeds of those students.
So disaggregating the data,
thinking about this true peer concept,
(14:14):
can give us information about a,
if our English learnergroup as a whole is,
if the instruction is effectiveand efficient for them.
And then two, who might be the outliers
that might need more intensive support.
- Data disaggregation within groups
can also help us avoid making assumptions,
(14:35):
as Ms. Kobayashi explains.
- However, it's importantto recognize the diversity
and the assets that our students bring.
All students, even within the students
who come from Guatemala,they bring diversity,
in terms of indigenouslanguage such as Mam, K'iche',
and that we have to learn from
and respect our students and our families.
(14:57):
And that can't happen unless,
I think someone said it so beautifully,
we get to know our students and be,
have them be part of the ongoingcollaboration and processes
and data literacy conversationsthat we are having.
- To help SEAs and LEAsimplement these strategies,
(15:18):
Ms. Kobayashi says it's helpful
to look for explicit examples
of work happening across the country.
- So it's important also that districts
work to recognize each other
and SEAs recognize other districts
that are actually doing good work.
So forums like thiswhere we're highlighting
(15:38):
what states are doing
and we're sharing thoseresources, we need more of that.
- Beyond the use of qualitative
and quantitative data and tools,
Ms. Laine explains how this work requires
taking a look inwards torecognize our own biases
as we interpret the data.
- So if we think about this reflection,
(15:59):
it starts with a transformationof leaders and educators'
attitudes, beliefs, and approaches.
So the key here is to reflecton one's own stereotypes,
on one's own biases.
- Ms. Kobayashi agrees with Ms. Laine
that culturally and linguisticallyresponsive data literacy
begins with looking in the mirror
and having difficultconversations with ourselves.
(16:22):
- We have to ask ourselves,
what have we personally done to contribute
to these ineffective systems,and what can we personally do
within ourselves to change that?
That's a very hard thing for us to do.
That comes with verydifficult conversations
that we have to do about ourselves.
It's beyond putting words on paper,
(16:42):
it's beyond policies without action.
It means that we have to take action,
we have to change behaviors,
and it means we have to develop ourselves,
so that we can develop others.
- And when having thesedifficult conversations,
Ms. Kobayahsi reminds usthat we need to work together
to create real change in our systems.
- I think it's important
(17:03):
that we hold each other accountable,
to make sure that everyoneis part of the solution
and that we're not justblaming certain people
about a problem that is systemic
and that involves processesof dismantling old systems,
ineffective systems, andre-imagining new ones.
(17:24):
- This process is an important step
in creating a system thatrecognizes each child
and family's background, knowledge,
and experiences as assetsrather than deficits,
as Dr. Esparza Brown explains.
- We've been living in, I think,
a deficit view systemwhere we blame students,
(17:46):
and not only students,
but we also blame thefamilies for what we perceive
as deficits rather thanjust maybe differences
and that our system perpetuatesthis common practice
of blaming students themselves or families
and caregivers who are oftentimesbusy working, you know,
(18:07):
to put a roof over the headand keep food on the table
and in workplace situations,
where they're not giventime off to attend meetings
or to attend school events,
which is really a privilege.
So we place the blame where it doesn't,
where it's really unfairly placed,
(18:30):
because it's often oursystem that perpetuates
these practices that are inequitable.
- Instead of placingthe blame on families,
we encourage you tomeaningfully engage them
in all decision making processes,
especially those related to data.
As Mr. Tipton reminds us,everything starts with the family.
(18:52):
- You know, the first teachersof language for our students.
And so how, how am Igonna just gonna come in
and nice to meet your kid,
I'm gonna tell you who theyare as a language user,
without using all thosedifferent data sources.
- Ximena Hurtado's, a teacher
in Florida's Lee County School District,
shares her perspective on how states
can ensure districts aremeaningfully engaging families
(19:14):
as equal collaborators and decision makers
in the use of data.
First and foremost she says,
that means making sure families get
the support they needto understand the data.
- Data needs to be made accessible
and understandable for all stakeholders,
in ways that allow themto participate, interact,
(19:35):
and be part of the process
of identifying all possibleservices and supports.
Families and students of all groups,
minorities, refugees, and immigrants,
may need extra assistance
in order to understand what the data says.
This may necessitate the need to hire
multiple bilingual staff members,
(19:57):
trained not to only interpret it,
but also to understand various cultures
and educational expectationsof other countries.
Transparency, empathy, approachability,
and good communicationare all vital components
to ensure that all families feel value
(20:18):
and comfortable in thiscollaboration process.
- In addition to creating an approachable,
friendly environment for parents,
Ms. Hurtado shares a few other ways
that states can legislateor mandate practices
that ensure families areengaging in educational processes
and database decision making.
(20:40):
- They can require districtsto include equitable
family involvement intheir mission statement.
They can reallocate financial resources
to promote families engagementin all cultures and groups.
They can reward schools that demonstrate
a large family involvement in education.
They can legislate to ensurethat schools communications
(21:03):
are accessible and understandable for all.
They can offer extra fundingto allow school staff members
to conduct home visits tofamilies that may not seem engaged
in the educationalprocess of their children.
- Ms. Kane shares how the state of Nevada
has done some of the workdescribed by Ms. Hurtado
(21:24):
and our other thought leaders.
After recognizing the lack ofcollaboration across offices
when it came to serving students
designated as Englishlearners with disabilities,
the state began creatinga guidance document
aimed at improving their outcomes.
When creating the guidance,
Ms. Kane describes how important it was
for them to have diversevoices at the table.
(21:47):
- Addressing how studentsdesignated as English learners
are disproportionately referred and placed
into special education waslong overdue in our state.
To that end, that is noteasy data to look at.
We recognize we have tohave everybody included
in this guidance.
This is not just guidancefor the state level
or just district level administrators
(22:08):
and we needed the people,like our friends on the panel,
that are working inclassrooms with students,
whether they're teachers,
or whether they're speech pathologists,
and the folks who are supporting them
at their district levels.
We needed all of thosevoices at the table,
if we wanted to, andstudents and families,
as we mentioned all day today,
we really needed everybody's voices there
if we were gonna create guidance
(22:30):
that could change some systems
and that could undo someof what has been done.
- When educators, specialists, families,
and other community partners work together
to recognize culturally
and linguisticallyresponsive data literacy
as a crucial componentof improving outcomes,
we are better equippedto support all students,
(22:52):
including English learners,
in an inclusive environmentthat embraces their knowledge
and personal experiences.
When we use culturally
and linguistic responsivedata literacy practices,
we create opportunities to recognize
and address our own biases.
So instead of trying tochange or fix students
(23:13):
and their families, weuse disaggregated data
to implement strategiesthat value the diversity
in our classrooms,
such as analyzingdifferences within groups
and among each student'strue peers, and of course,
culturally and linguisticallyresponsive data literacy
as any other componentof systemic improvement,
(23:36):
is achieved in strong collaboration
between SEAs, LEAs,and community partners,
including the voices and visionof students and families.
Stay tuned for our next episode
to learn more about the process
of meaningful familycollaboration and partnership.
- As a reminder, in thesessions that follow,
(23:58):
the thought leaders will discuss
three other key systems elements,
critical to transformingour education systems
to improve services for Englishlearners with disabilities.
Authentic engagement of family, schools,
and community partnership,
research informed practice,and systems coherence.
We hope you will join us forthese additional conversations
(24:21):
and if you haven't yet,don't forget to listen
to the first episode of the podcast
on the foundational session
that kicked off the thought leader series.
Thanks for tuning in.
We want to express our deepest gratitude
to our thought leadersfor their contribution
and passion for this work.
We're your hosts, Swati Guin.
- And Jamie Burrow.
(24:42):
To learn more about thethought leader series
and the work of the NationalCenter for Systemic Improvement
funded by the Office ofSpecial Education Programs,
or to watch the recording ofthe data literacy session,
visit our website at ncsi.wested.org.
(upbeat music)
(upbeat music)
- The National Center forSystemic Improvement, or NCSI,
is pleased to host a new thoughtleader conversation series,
Pursuing Equity at theIntersection of Language,
Culture, and Disability.
In this work, NCSI commits to supporting
state education agencies,which we will refer to as SEAs,
(00:25):
and their allies inexpanding understanding
about the intersectionof language, culture,
and disability in K-12 education,
and identifying next stepsto enact system improvements
that focus on elevating equity
in both opportunity and achievement
for students who are Englishlearners with disabilities.
(00:48):
For more information about NCSI,
please visit our website, ncsi.wested.org.
These conversations are organized
around NCSI's four systems elements.
Data literacy, stakeholderand family engagement,
research informed practice,and systems coherence.
(01:13):
Welcome to episode two ofthe NNCI podcast series
on pursuing equity at theintersection of language,
culture, and disability,focused on data literacy.
If you're a new listener to this podcast,
make sure you check out episodeone of the podcast series,
where we lay the foundation
for our conversation onthese system elements.
(01:36):
And if you're a returninglistener, welcome back.
My name is Jamie Burrow
and I'm a senior researcher at WestEd,
as well as one of the thoughtleaders for the series.
My work focuses onstudents who are identified
as English learners with disabilities.
- And my name is Swati Guin.
I'm a research associate
(01:57):
at the American Institutes for Research
and a member of the NCSIPlanning team for the series.
In today's episode,we're sharing highlights
from the second session ofthe thought leader series
which took place on July 27th, 2022.
Our conversation centered onhow we can use data literacy
to create equitable learning environments
for English learners tothrive, learn, and grow.
(02:20):
We share some of thechallenges educators face
in evaluating students
for special educationsupport and services.
We also provide a variety of strategies,
including the application of a culturally
and linguistically responsive mindset,
within a multi-tiered system of supports,
or MTSS framework.
(02:40):
These strategies drive equitable,data based decision making
that can address these challenges.
We are delighted to have you join us
as we reimagine comprehensive data systems
to better supportstudents with disabilities
designated as English learners.
- So to start, whatexactly is data literacy
and how is it used inour education systems?
(03:03):
According to the NCSI Essential Elements
of Comprehensive Data Literacy Resource,
data literacy begins withthe questions you have,
or in other words, your purposefor collecting the data.
These questions help definethe data sources and processes
that will allow for meaningfulanalysis, interpretation,
(03:25):
and data use to make informed decisions.
As you and your colleaguesconsider which questions
could inform improvement efforts,
it's helpful to examine the specific ways
in which you are assessingstudent knowledge and learning.
As we discussed in thefoundational session,
assessing the strengths and needs
(03:46):
of students designated as Englishlearners with disabilities
is a highly complex process,
because they haveintersecting learning needs.
Speech pathologist, TimothyTipton, shares with us
how he and his team in SanDiego Unified School District
craft questions to explorestudent data and systems needs.
(04:08):
- The best assessmentsthat happen for students
when we really want to get to know them,
it's not just, here's some data,
then we come up with our questions.
Obviously, the questions come first.
We need to say, well,what are we even asking?
And then when we ask these questions,
sometimes it's not just about,
well, what's going on with the student?
(04:30):
We are not asking justwhat students require,
additional support or when is it,
but our questions are always about,
well, when is it the system that needs
that additional support as well?
- This session focuses onhow educators, specialists,
and families can work together to use data
(04:50):
to answer the questions about our systems
that Mr. Tipton mentions.
When we prioritize these questions,
we can collectively expandour use of data sources
to create an environmentthat supports instruction
for English learners,reduces gaps in achievement,
and accurately determinestheir eligibility
for special education services.
(05:12):
- This is important because
as we learned in the foundational session,
English learners have beendisproportionately identified
as needing special education supports
and services for decades.
This problem is multi-dimensional.
Sometimes we witness Englishlearners are disproportionately
over-identified ascompared to their peers,
whereas other times theyare under-identified.
(05:35):
The nuances for why this occurs
depends on a number of factors,
including inequitableassessment and data practices.
Mireika Kobayashi,
manager of the Departmentof Student Services
at Cincinnati Public Schools,
explains how biases can affectdata collection processes,
analysis, and interpretation.
(05:56):
- So oftentimes,
traditional diagnostic practicesare based upon assumptions.
They're based upon biases.
And often the data that are collected,
simply confirm these existingbiases and assumptions,
to identify and simply toserve as a justification
for that inappropriate identification.
(06:17):
The challenges continue to exist
that involve the use of datato make placement decisions
in special education.
- Mr. Tipton shares some advice
on addressing these challengesto ensure students designated
as English learners arenot incorrectly identified
to receive special education services.
(06:39):
First, he says it isimportant to recognize
individual students' linguistic assets.
- So if I look at that variability,variability of exposure,
variability of motivation forlearning different languages
and opportunities tolearn those languages,
the minority language versusthe majority languages
are having such a big influenceon who these students are,
(06:59):
the value we put ontheir primary language.
So, and of course
the different communicationstyles they have
and of course the aptitude as well
that different studentshave in learning language.
- With those variablesin mind, Mr. Tipton says,
we need to look at thestudent's growth over time,
rather than just a snapshot of data.
(07:21):
And for his team, adiagnosis isn't accurate
unless it includes an interpreter
and incorporates multiple, authentic,
and relevant data sources and tools.
He shares some of thesestrategies with us.
- It's again, doing thatmeaningful, authentic assessment
of their primary language,getting to know who they are,
and also the use of interpreters,not to interpret tests,
(07:44):
not just to to give tests,but actually use them
as the professionals theyare in culture and language
and briefing with themand debriefing with them
and using interpreters in a holistic way
to really be liaisons with thefamilies and children for us.
- Jennifer Kane, who workson secondary transition
with the Nevada Department of Education,
(08:05):
addresses how effective
a comprehensive MTSS framework can be
to address disproportionality.
- Too many and not enoughspecial education referrals
occur when the MTSS framework
is not implemented as intended.
For example, when tier one instruction
and differentiation are not in place
or do not continue to be in place,
(08:26):
when tier two targeted smallgroup interventions are added.
More effectively utilizingMTSS with English learners
will ensure appropriate referraland evaluation processes
for students suspected of havingan educational disability,
reducing disproportionality.
- MTSS can also serve as the framework
to implement culturally andlinguistically responsive
(08:49):
and sustaining practicesacross the system.
These practices draw fromeach student's unique cultural
and linguistic profile.
Portland State University professor,
Dr. Julia Esparza Brown,
shares how culturally andlinguistically responsive
MTSS framework is crucial for students
who are designated as Englishlearners with disabilities.
(09:12):
- All throughout the tiers of support,
that appropriateness then,
speaks to cultural sustaining practices
and ensuring that we areincluding all cultural groups,
that students see themselves
and we're highlightingtheir cultural assets
and that we're responding totheir linguistic profiles.
(09:33):
Even if we're instructing in English,
we have to really understandthe student's level
of the instructional language proficiency,
but also their knowledgeof their native language,
which we can sometimes bridge,use to bridge instruction.
And it's always based on individual needs
and progress monitoring,
(09:55):
- A culturally and linguisticallyresponsive MTSS framework,
that recognizes studentsunique strengths and assets
is critical to data literacy.
Deputy Director of Culture and Language
in New Mexico's Public EducationDepartment, Kirsi Laine,
shares more on what culturally
and linguistically responsivedata literacy means.
(10:18):
- So in the culturallyresponsive data literacy,
the focus is on centeringculture, language, and equity,
while also emphasizing data skills
and then the dispositioninterpreting and using that data.
- While recognizing the student
as an individual with a cultural identity,
Ms. Laine also emphasizes how culturally
(10:38):
and linguisticallyresponsive data literacy
ensures student and family voices
are at the heart of data collection.
To do this, it is vitalto use a broad range
of qualitative and quantitative data.
Observation, for example,is an important piece
of qualitative data to shed light
on students' range oflearning experiences.
(11:01):
Ms. Laine shares with us howthese observations might look.
- That would includedifferent areas in the school,
so not just the classroom,but cafeteria, the playground,
how are students reallyworking with others?
What does it look like
when they have interactionsin the hallway?
So those are all part of observation data
(11:21):
that can be collected.
- Ms. Laine also poses questions
for ensuring all quantitativedata are interpreted
through the lens of culturaland linguistic responsiveness.
- So when we think aboutthe core curriculum
and then the high qualityand structural materials,
are they culturally andlinguistically responsive?
And are they delivered through culturally
(11:42):
and linguistically responsiveinstruction assessments?
So how are assessments
and assessment practicesculturally responsive?
When are assessments actually administered
in the school year?
And then for that timing,how are these dates chosen,
in terms of cultural practices
that students may havein their communities?
(12:02):
- Ms. Laine is not alonein promoting culturally
and linguisticallyresponsive data practices
at the state level.
As Ms. Kane's team has learned.
- Using linguistically responsive
and culturally sustainingdatabase decision making
will improve our existingsystems by ensuring equity.
Period.
(12:22):
- As mentioned, culturallyand linguistically
responsive assessments arekey tools for data collection.
Dr. Esparza Brownrecommends looking at tests
that push for new norm sample construction
and measurability across languages.
Examples of such tests include,
the Bilingual English SpanishAssessment, the Penny,
(12:44):
and the Ortiz PictureVocabulary Acquisition Test.
Dr. Esparza Brown also recommends
that English learners becompared to their true peers,
to ensure effective data interpretation.
She shares more.
- The idea here is to make thebest comparisons that we can
and that is to comparinga student's progress
(13:06):
to those in a similar situation.
True peers, as we wrote,
represent students that have the same,
time in country perhaps,or country of birth,
or they're US born, sothey're same generation,
the same first languageand second language,
and close to similarlanguage proficiencies,
(13:29):
similar instructional program.
- Looking at true peers can also help us
disaggregate data to find group trends,
as Dr. Esparza Brown describes.
- The other thing that happenswhen we disaggregate the data
and we start looking at truepeer groups as much as we can.
We can also look to seeif the group as a whole
(13:52):
is progressing at a lowerlevel than their English peers
or as compared to grade level targets,
because then that givesus some instructional data
that perhaps core instruction
is not meeting theneeds of those students.
So disaggregating the data,
thinking about this true peer concept,
(14:14):
can give us information about a,
if our English learnergroup as a whole is,
if the instruction is effectiveand efficient for them.
And then two, who might be the outliers
that might need more intensive support.
- Data disaggregation within groups
can also help us avoid making assumptions,
(14:35):
as Ms. Kobayashi explains.
- However, it's importantto recognize the diversity
and the assets that our students bring.
All students, even within the students
who come from Guatemala,they bring diversity,
in terms of indigenouslanguage such as Mam, K'iche',
and that we have to learn from
and respect our students and our families.
(14:57):
And that can't happen unless,
I think someone said it so beautifully,
we get to know our students and be,
have them be part of the ongoingcollaboration and processes
and data literacy conversationsthat we are having.
- To help SEAs and LEAsimplement these strategies,
(15:18):
Ms. Kobayashi says it's helpful
to look for explicit examples
of work happening across the country.
- So it's important also that districts
work to recognize each other
and SEAs recognize other districts
that are actually doing good work.
So forums like thiswhere we're highlighting
(15:38):
what states are doing
and we're sharing thoseresources, we need more of that.
- Beyond the use of qualitative
and quantitative data and tools,
Ms. Laine explains how this work requires
taking a look inwards torecognize our own biases
as we interpret the data.
- So if we think about this reflection,
(15:59):
it starts with a transformationof leaders and educators'
attitudes, beliefs, and approaches.
So the key here is to reflecton one's own stereotypes,
on one's own biases.
- Ms. Kobayashi agrees with Ms. Laine
that culturally and linguisticallyresponsive data literacy
begins with looking in the mirror
and having difficultconversations with ourselves.
(16:22):
- We have to ask ourselves,
what have we personally done to contribute
to these ineffective systems,and what can we personally do
within ourselves to change that?
That's a very hard thing for us to do.
That comes with verydifficult conversations
that we have to do about ourselves.
It's beyond putting words on paper,
(16:42):
it's beyond policies without action.
It means that we have to take action,
we have to change behaviors,
and it means we have to develop ourselves,
so that we can develop others.
- And when having thesedifficult conversations,
Ms. Kobayahsi reminds usthat we need to work together
to create real change in our systems.
- I think it's important
(17:03):
that we hold each other accountable,
to make sure that everyoneis part of the solution
and that we're not justblaming certain people
about a problem that is systemic
and that involves processesof dismantling old systems,
ineffective systems, andre-imagining new ones.
(17:24):
- This process is an important step
in creating a system thatrecognizes each child
and family's background, knowledge,
and experiences as assetsrather than deficits,
as Dr. Esparza Brown explains.
- We've been living in, I think,
a deficit view systemwhere we blame students,
(17:46):
and not only students,
but we also blame thefamilies for what we perceive
as deficits rather thanjust maybe differences
and that our system perpetuatesthis common practice
of blaming students themselves or families
and caregivers who are oftentimesbusy working, you know,
(18:07):
to put a roof over the headand keep food on the table
and in workplace situations,
where they're not giventime off to attend meetings
or to attend school events,
which is really a privilege.
So we place the blame where it doesn't,
where it's really unfairly placed,
(18:30):
because it's often oursystem that perpetuates
these practices that are inequitable.
- Instead of placingthe blame on families,
we encourage you tomeaningfully engage them
in all decision making processes,
especially those related to data.
As Mr. Tipton reminds us,everything starts with the family.
(18:52):
- You know, the first teachersof language for our students.
And so how, how am Igonna just gonna come in
and nice to meet your kid,
I'm gonna tell you who theyare as a language user,
without using all thosedifferent data sources.
- Ximena Hurtado's, a teacher
in Florida's Lee County School District,
shares her perspective on how states
can ensure districts aremeaningfully engaging families
(19:14):
as equal collaborators and decision makers
in the use of data.
First and foremost she says,
that means making sure families get
the support they needto understand the data.
- Data needs to be made accessible
and understandable for all stakeholders,
in ways that allow themto participate, interact,
(19:35):
and be part of the process
of identifying all possibleservices and supports.
Families and students of all groups,
minorities, refugees, and immigrants,
may need extra assistance
in order to understand what the data says.
This may necessitate the need to hire
multiple bilingual staff members,
(19:57):
trained not to only interpret it,
but also to understand various cultures
and educational expectationsof other countries.
Transparency, empathy, approachability,
and good communicationare all vital components
to ensure that all families feel value
(20:18):
and comfortable in thiscollaboration process.
- In addition to creating an approachable,
friendly environment for parents,
Ms. Hurtado shares a few other ways
that states can legislateor mandate practices
that ensure families areengaging in educational processes
and database decision making.
(20:40):
- They can require districtsto include equitable
family involvement intheir mission statement.
They can reallocate financial resources
to promote families engagementin all cultures and groups.
They can reward schools that demonstrate
a large family involvement in education.
They can legislate to ensurethat schools communications
(21:03):
are accessible and understandable for all.
They can offer extra fundingto allow school staff members
to conduct home visits tofamilies that may not seem engaged
in the educationalprocess of their children.
- Ms. Kane shares how the state of Nevada
has done some of the workdescribed by Ms. Hurtado
(21:24):
and our other thought leaders.
After recognizing the lack ofcollaboration across offices
when it came to serving students
designated as Englishlearners with disabilities,
the state began creatinga guidance document
aimed at improving their outcomes.
When creating the guidance,
Ms. Kane describes how important it was
for them to have diversevoices at the table.
(21:47):
- Addressing how studentsdesignated as English learners
are disproportionately referred and placed
into special education waslong overdue in our state.
To that end, that is noteasy data to look at.
We recognize we have tohave everybody included
in this guidance.
This is not just guidancefor the state level
or just district level administrators
(22:08):
and we needed the people,like our friends on the panel,
that are working inclassrooms with students,
whether they're teachers,
or whether they're speech pathologists,
and the folks who are supporting them
at their district levels.
We needed all of thosevoices at the table,
if we wanted to, andstudents and families,
as we mentioned all day today,
we really needed everybody's voices there
if we were gonna create guidance
(22:30):
that could change some systems
and that could undo someof what has been done.
- When educators, specialists, families,
and other community partners work together
to recognize culturally
and linguisticallyresponsive data literacy
as a crucial componentof improving outcomes,
we are better equippedto support all students,
(22:52):
including English learners,
in an inclusive environmentthat embraces their knowledge
and personal experiences.
When we use culturally
and linguistic responsivedata literacy practices,
we create opportunities to recognize
and address our own biases.
So instead of trying tochange or fix students
(23:13):
and their families, weuse disaggregated data
to implement strategiesthat value the diversity
in our classrooms,
such as analyzingdifferences within groups
and among each student'strue peers, and of course,
culturally and linguisticallyresponsive data literacy
as any other componentof systemic improvement,
(23:36):
is achieved in strong collaboration
between SEAs, LEAs,and community partners,
including the voices and visionof students and families.
Stay tuned for our next episode
to learn more about the process
of meaningful familycollaboration and partnership.
- As a reminder, in thesessions that follow,
(23:58):
the thought leaders will discuss
three other key systems elements,
critical to transformingour education systems
to improve services for Englishlearners with disabilities.
Authentic engagement of family, schools,
and community partnership,
research informed practice,and systems coherence.
We hope you will join us forthese additional conversations
(24:21):
and if you haven't yet,don't forget to listen
to the first episode of the podcast
on the foundational session
that kicked off the thought leader series.
Thanks for tuning in.
We want to express our deepest gratitude
to our thought leadersfor their contribution
and passion for this work.
We're your hosts, Swati Guin.
- And Jamie Burrow.
(24:42):
To learn more about thethought leader series
and the work of the NationalCenter for Systemic Improvement
funded by the Office ofSpecial Education Programs,
or to watch the recording ofthe data literacy session,
visit our website at ncsi.wested.org.
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