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Strategies and Tools for Teaching English Language Learners with Disabilities

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Title: Strategies and Tools for Teaching English Language Learners with Disabilities


1
Strategies and Tools for Teaching English
Language Learners with Disabilities
  • April 9, 2005
  • Kristi Liu and Ann Clapper

N C E O
National Center on Educational Outcomes
2
Session Overview
  • Who we are
  • Research on strategies for ELLs with disabilities
  • In general
  • Our own
  • Research to practice

3
  • National Center on Educational Outcomes (NCEO)
  • NCEO provides national leadership in the
    participation of students with disabilities in
    national and state assessments,
  • standards-setting efforts,
  • and graduation
  • requirements

4
NCLB State Assessments
  • State assessments must provide for the
    participation of all students, including students
    with disabilities or limited English proficiency

5
NCLB State Assessment Systems
  • State assessment systems must produce results
    disaggregated by gender, major racial and ethnic
    groups, English proficiency, migrant status, and
    disability.

6
NCLB Adequate Yearly Progress
  • States must specify annual objectives to
    measure progress of schools and district to
    ensure that all groups of students-including
    low-income students, students from major racial
    and ethnic groups, students with disabilities,
    and students with limited English
    proficiency-reach proficiency within 12 years.

7
No mention of English language learners with
disabilities!
8
Why are we concerned about this group?
  • Population 357,325 in 2002-2003 (9 of ELLs)
  • Statewide test scores lower than either ELLs or
    Students with disabilities
  • More ELLs instructed in mainstream courses taught
    in English -- tendency increased for students
    with disabilities

9
Link to Learning
  • If you said to me what
  • is the most important thing
  • about standards and testing,
  • I would say the information it
  • gives us about informing
  • instruction.
  • --Minnesota teacher

10
We have to find better ways to teach these
students in mainstream settings
You cant pull out when youve got 50 of your
students are ELL students, you cant pull them
out anymore because youre pulling out half your
class. -- Minnesota teacher
11
RESEARCH ON STRATEGIES
  • Gersten, R., Baker, S., and Marks, S. (1998).
    Teaching English language learners with learning
    difficulties Guiding principles and examples
    from research-based practice. ERIC Document 427
    448.

12
Our researchLEP/IEP Strategies Project
  • PROJECT PURPOSE
  • To provide research-based knowledge to
    educators on the topic of instructional
    strategies that help middle school ELLs with
    disabilities achieve in standards-based content
    classrooms

13
Research Questions
  • What strategies are specified in state middle
    school documents that support instruction of ELLs
    with disabilities?
  • In schools throughout the U.S. that are making
    greater than average progress with ELLs, what
    instructional strategies do teachers recommend
    for improving the academic achievement of middle
    school and junior high ELLs with disabilities in
    standards-based content instruction?
  • How, and to what degree, are state standards that
    specify instructional strategies translated into
    practice by educational leaders at the school
    level?

14
Our Research LEP/IEP Instructional Project
  • PROJECT PURPOSE
  • To investigate ways that ELLs with disabilities
    can participate meaningfully in, and benefit
    from, standards based instruction.
  • To promote effective practice for successful
    participation of ELLs with disabilities by
    improving the alignment of instructional
    interventions for these students.

15
Research Questions
  • What instructional practices do educators
    (ESL/Bilingual education teachers, special
    education teachers and general teachers)
    recommend for delivering grade-level,
    standards-based instruction to ELLs with
    disabilities in general settings?
  • What are the effects of recommended instructional
    practices on the performance of ELLs with
    disabilities in general education settings?

16
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.

17
Phase 1 Math results
  • Top 5 strategies in weighting
  • Tactile, concrete experiences of math
  • Daily re-looping of previously learned materials
  • Problem solving instruction and task analysis
    strategies
  • Teacher think-alouds
  • Student think-alouds

18
Math Results cont.
  • Most feasible and most used
  • Adjusted speech
  • Daily re-looping of previously learned materials.

19
Some overall findings
  • No common understanding of what a strategy is.
  • In general teachers were neutral or positive
    about all strategies.
  • Use of the native language was not mentioned
    frequently

20
  • The top three strategies varied little across
    types of teachers.
  • Curriculum-based probes or Curriculum based
    measurement was the most variable
  • Teachers were influenced by a variety of factors
    in weighting Research Data, Setting, Content
    Area, Individual Student Variables, Personal
    Experience, and Study Design. 

21
Current Phase (2005)
  • 1-1 (teacher to student) studies of recommended
    strategies
  • Think alouds
  • Problem solving
  • instruction
  • Student developed
  • glossary

22
What does the research mean for me?
23
Tools for teachers
  • Training modules on strategies
  • Videoclips of strategy use
  • Posters of strategy steps
  • Innovation
  • Configuration Maps

24
Innovation Configuration MapDefinition
  • A description of how
  • a program, practice,
  • or innovation looks
  • in actual practice.

25
Innovation Configuration MapElements
  • Component
  • Role
  • Levels
  • Variations

26
Links to Standards for School Mathematics
Communication
  • Instructional programs from prekindergarten
    through grade 12 should enable all
    students to
  • Organize and consolidate their mathematical
    thinking through communication
  • Communicate their mathematical thinking
    coherently and clearly to peers, teachers, and
    others
  • Analyze and evaluate the mathematical thinking
    and strategies of others
  • Use the language of mathematics to express
    mathematical ideas precisely

27
NCEO Resources
www.nceo.info Kristi Liu, (612.626.9061) kline010_at_
umn.edu Ann Clapper, (612.625.6032)
clapp013_at_umn.edu
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