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![Page 1: Research-based strategies for teaching LEP students with disabilities in standards- based instruction Kristin Kline Liu National Center on Educational.](https://reader035.fdocuments.in/reader035/viewer/2022062714/56649d5e5503460f94a3e97b/html5/thumbnails/1.jpg)
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/
![Page 2: Research-based strategies for teaching LEP students with disabilities in standards- based instruction Kristin Kline Liu National Center on Educational.](https://reader035.fdocuments.in/reader035/viewer/2022062714/56649d5e5503460f94a3e97b/html5/thumbnails/2.jpg)
OUR RESEARCH QUESTIONWhat instructional strategies do teachers recommend for delivering grade-level, standards-based instruction to ESL students with disabilities?
![Page 3: Research-based strategies for teaching LEP students with disabilities in standards- based instruction Kristin Kline Liu National Center on Educational.](https://reader035.fdocuments.in/reader035/viewer/2022062714/56649d5e5503460f94a3e97b/html5/thumbnails/3.jpg)
Multi-Attribute Consensus Building (MACB) Model
Weighting Scale
0-20 Very Unimportant
21-40 Unimportant
41- 60 Neither unimportant nor important
61-80 Important
81-100 Very important
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Staying Warm in Minnesota
Weighting
85
100
100
Strategy
Wear a hat
Dress in layers
Wear good boots
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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.
![Page 6: Research-based strategies for teaching LEP students with disabilities in standards- based instruction Kristin Kline Liu National Center on Educational.](https://reader035.fdocuments.in/reader035/viewer/2022062714/56649d5e5503460f94a3e97b/html5/thumbnails/6.jpg)
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”.
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Research Subjects
Draft instrument: 5 schools, 30 educators
Frozen instrument: app. 8 schools, 42 educators
Total: 72 educators, 13+ schools
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Top recommendationsReading1. Teaching pre-, during- and post-reading strategies2. Fluency building (high frequency words) 3. Direct teaching of vocabulary through listening, seeing,
reading and writing in short time segmentsMath1. Tactile, concrete activities2. Problem solving instruction and task analysis strategies3. Daily re-looping of previously learned materialScience1. Hands-on, active participation2. Use visuals3. Use pictures to demonstrate steps
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Types of teachersALL
# %
FROZEN ONLY
# %
ESL/Bilingual 24 33.4% 17 40.5 %
Special Education
18 25.0% 10 23.8 %
Other 30 41.6% 15 35.7 %
Total 72 100% 42 100 %
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Teachers’ Experience
2.40%
19.00%
28.60%
50.00%
Less than a year1-5 years5-10 yearsMore than 10 years
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Overall weighting of content areas
0102030405060708090
100
All ESL/BilEd
Spec. Ed Other
Types of teachers
Ave
rag
e W
eig
hti
ng
Reading
Math
Science
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Specific StrategiesReading—All participants
1. Teaching pre-, during-, and post- reading strategies
2. Fluency building (high frequency words)
3. Directly teach vocabulary through listening, seeing, reading and writing in short time segments
![Page 13: Research-based strategies for teaching LEP students with disabilities in standards- based instruction Kristin Kline Liu National Center on Educational.](https://reader035.fdocuments.in/reader035/viewer/2022062714/56649d5e5503460f94a3e97b/html5/thumbnails/13.jpg)
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)
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0
10
20
30
40
50
60
70
80
90
100
All ESL/Bil Spec. Ed Other
Type of teacher
Ave
rag
e w
eig
hti
ng
vocab
strategies
fluency
chunking
Reading
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Specific strategiesMath – All participants
1. Tactile, concrete experiences of math
2. Daily re-looping of previously learned material
3. Problem solving instruction and task analysis strategies
![Page 16: Research-based strategies for teaching LEP students with disabilities in standards- based instruction Kristin Kline Liu National Center on Educational.](https://reader035.fdocuments.in/reader035/viewer/2022062714/56649d5e5503460f94a3e97b/html5/thumbnails/16.jpg)
Specific StrategiesMath – Special Educators
1. Tactile, concrete experiences of math
2. Problem solving instruction and task analysis strategies
3. Daily re-looping of previously learned material
![Page 17: Research-based strategies for teaching LEP students with disabilities in standards- based instruction Kristin Kline Liu National Center on Educational.](https://reader035.fdocuments.in/reader035/viewer/2022062714/56649d5e5503460f94a3e97b/html5/thumbnails/17.jpg)
0
10
20
30
40
50
60
70
80
90
100
All ESL/Bil Spec. Ed Other
Type of teacher
Ave
rag
e w
eig
hti
ng
Tactile
Relooping
Problem
Math
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Specific strategiesScience—All participants
1. Hands-on, active participation
2. Using visuals
3. Using pre-reading strategies in content areas
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Specific strategiesScience– Special educators
1. Hands-on, active participation
2. Using visuals
3. Use pictures to demonstrate steps
![Page 20: Research-based strategies for teaching LEP students with disabilities in standards- based instruction Kristin Kline Liu National Center on Educational.](https://reader035.fdocuments.in/reader035/viewer/2022062714/56649d5e5503460f94a3e97b/html5/thumbnails/20.jpg)
0
10
20
30
40
50
60
70
80
90
100
All ESL/Bil Spec. Ed Other
Average Weighting
Typ
e o
f te
ach
er
Active
Visuals
Steps
Pre read
Science
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Some well known strategies mentioned but not rated in top 3
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)
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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)
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Familiar strategies in reading by type of teacher
0102030405060708090
100
All ESL/Bil Spec. Ed Other
Type of teacher
Ave
rag
e W
eig
hti
ng
CBP/CBM
Coop. Lrng
KWL
Think Aloud
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Familiar strategies in math by type of teacher
0102030405060708090
100
All ESL/Bil. Spec. Ed Other
Type of teacher
Ave
rag
e w
eig
hti
ng
CBP/CBM
RPT
T think aloud
MLT
S think aloud
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Familiar strategies in science by type of teacher
0102030405060708090
100110
All ESL/BilEd
Spec. Ed Other
Type of teacher
Ave
rag
e w
eig
hti
ng
CBP/CBM
Peer tutor
Coop lrng
KWL
Venn
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Observations
High stress year for schoolsRelationships between special education and ESL/Bilingual departments affected participationTiming affected special educator participationTeachers 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)
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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
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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