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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
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

slide2
Pathways for Promoting the Success of English Language Learners with Disabilities in Standards-Based Education
slide3
What instructional strategies are appropriate for delivering grade-level, standards-based instruction to ESL students with disabilities?
slide6
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.
slide7
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
Research Subjects

Draft Instrument: 5 schools, 30 teachers

Frozen Instrument: 5 schools, 23 teachers

types of 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
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
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
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
Preliminary Results
  • Reading – 100
  • Mathematics – 91
  • Science - 80
reading
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
Mathematics
  • Tactile, concrete experiences of math
  • Daily re-looping of previously learned material
  • Problem solving instruction and task analysis strategies
science
Science
  • Hands-on, active participation
  • Using visuals
  • Using pre-reading strategies in content areas
national center on educational outcomes1
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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