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National Center on Educational Outcomes. Manuel Barrera, Ph.D. Chair, Department of Education Metropolitan State University Vitaliy Shyyan Research Assistant Ph.D. student, University of Minnesota.

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National Center on Educational Outcomes

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National Center on Educational Outcomes

Manuel Barrera, Ph.D.

Chair, Department of Education

Metropolitan State University

Vitaliy Shyyan

Research Assistant

Ph.D. student, University of Minnesota


Pathways for Promoting the Success of English Language Learners with Disabilities in Standards-Based Education


What instructional strategies are appropriate for delivering grade-level, standards-based instruction to ESL students with disabilities?


Multi-Attribute Consensus Building (MACB)


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.


Reading:

  • Use of organized pre-assessment strategies

  • Graphic organizers

  • Teaching vocabulary

    Mathematics:

  • Specific informal assessments based on curriculum

  • Reciprocal peer tutoring

  • Improving math performance with explicit timing

    Science:

  • Specific informal assessments based on curriculum

  • Graphic organizers

  • Peer tutoring


Research Subjects

Draft Instrument: 5 schools, 30 teachers

Frozen Instrument: 5 schools, 23 teachers


Types of Teachers

ESL teachers (6-8) – 34.8%

General education teachers (6-8) – 21.7%

Bilingual education teachers (6-8) – 17.4%


Teachers’ Current Positions

Less than 1 year – 17.4%

1-5 years – 56.5%

5-10 years – 13.0%

More than 10 years – 13.0%


Teachers’ Experience

Less than 1 year – 4.3%

1-5 years – 21.7%

5-10 years – 26.1%

More than 10 years – 47.8%


Types of Students Served

LEP, Special Ed, LEP/Special Ed, General Ed students – 22.7%

LEP, Special Ed, General Ed students – 9.1%

LEP & General Ed students – 9.1%

Special Ed students only – 9.1%


Preliminary Results

  • Reading – 100

  • Mathematics – 91

  • Science - 80


Reading

  • Directly teach vocabulary through listening, seeing, reading and writing in short time segments

  • Teaching pre-, during-, and post- reading strategies

  • Fluency building (high frequency words)


Mathematics

  • Tactile, concrete experiences of math

  • Daily re-looping of previously learned material

  • Problem solving instruction and task analysis strategies


Science

  • Hands-on, active participation

  • Using visuals

  • Using pre-reading strategies in content areas


Use


Feasibility


National Center on Educational Outcomes

University of Minnesota

350 Elliott Hall

75 East River Road

Minneapolis, MN 55455

Phone: 612-626-1530

Fax: 612-624-0879

education.umn.edu/NCEO


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