Strategies for Teaching LEP Students with Disabilities in Standards-Based Instruction

1. Research-based strategies for teaching LEP students with disabilities in standards- based instruction Kristin Kline Liu National Center on Educational Outcomes (NCEO) http://education.umn.edu/NCEO/

2. OUR RESEARCH QUESTIONWhat instructional strategies do teachers recommend for delivering grade-level, standards-based instruction to ESL students with disabilities?

3. Multi-Attribute Consensus Building (MACB) Model

4. Weighting 85 100 100 Strategy Wear a hat Dress in layers Wear good boots Staying Warm in Minnesota

5. Gersten,R., Baker, S., & Marks, S. (1998). Teaching English-Language Learners with Learning Difficulties: Guiding Principles and Examples from Research-Based Practice. ERIC Clearinghouse on Disabilities and Gifted Education, Reston, VA.

6. Our definition of a strategy "A purposeful activity to engage learners in acquiring new behaviors or knowledge. To be useful for our purposes, an instructional strategy should have clearly defined steps or a clear description of what the teacher does”.

7. Research Subjects • Draft instrument: 5 schools, 30 educators • Frozen instrument: app. 8 schools, 42 educators • Total: 72 educators, 13+ schools

8. Top recommendations Reading 1.Teaching pre-, during- and post-reading strategies • Fluency building (high frequency words) • Direct teaching of vocabulary through listening, seeing, reading and writing in short time segments Math • Tactile, concrete activities • Problem solving instruction and task analysis strategies • Daily re-looping of previously learned material Science • Hands-on, active participation • Use visuals • Use pictures to demonstrate steps

9. Types of teachers

10. Teachers’ Experience

11. Overall weighting of content areas

12. Specific StrategiesReading—All participants • Teaching pre-, during-, and post- reading strategies • Fluency building (high frequency words) • Directly teach vocabulary through listening, seeing, reading and writing in short time segments

13. Specific StrategiesReading– Special Educators 1. Teaching pre-, during- and post-reading strategies 2. Fluency building (high frequency words) 3. Chunking and questioning aloud (reading mastery)

14. Reading

15. Specific strategiesMath – All participants • Tactile, concrete experiences of math • Daily re-looping of previously learned material • Problem solving instruction and task analysis strategies

16. Specific StrategiesMath – Special Educators • Tactile, concrete experiences of math • Problem solving instruction and task analysis strategies • Daily re-looping of previously learned material

17. Math

18. Specific strategiesScience—All participants • Hands-on, active participation • Using visuals • Using pre-reading strategies in content areas

19. Specific strategiesScience– Special educators • Hands-on, active participation • Using visuals • Use pictures to demonstrate steps

20. Science

21. Reading – All Think Aloud (82.8) KWL (79.5) Cooperative Learning (71.7) Curriculum-Based Probe (65.7) Math – All Curriculum-based probe (71.6) Reciprocal peer tutoring (74.6) Teacher think aloud (87.4) Model-lead-test (MLT) (80.1) Student think aloud (86.6) Some well known strategies mentioned but not rated in top 3

22. Some well known strategies mentioned but not rated in top 3 Science - All • Cooperative learning (86.4) • KWL chart (83.8) • Peer tutoring (80.34) • Venn diagrams (80.2) • Curriculum Based Probe (63.5)

23. Familiar strategies in reading by type of teacher

24. Familiar strategies in math by type of teacher

25. Familiar strategies in science by type of teacher

26. Observations • High stress year for schools • Relationships between special education and ESL/Bilingual departments affected participation • Timing affected special educator participation • Teachers had a hard time thinking about a child who was both an ELL and had a disability unless they had taught one who had an identified disability. • Setting in which educators teach appears to affect their responses (e.g., self contained class vs. pull out)

27. Conclusions • Not all teachers have the same understanding of what a strategy is. Could be topic for staff development. • As a group, teachers tended to be neutral or positive about all strategies. Individually, they were often negative about some. • Use of the native language did not frequently come up – teachers may not see it as a strategy

28. Conclusions • Not a lot of variation in the top three strategies chosen in a content area across types of teachers. • Teachers tended to weight what they used highly • Curriculum-Based probes or Curriculum Based Measurement seemed to have the widest variability in weighting