1. 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

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

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

4. Multi-Attribute Consensus Building (MACB)

6. 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.

7. 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

8. Research Subjects Draft Instrument: 5 schools, 30 teachers Frozen Instrument: 5 schools, 23 teachers

9. Types of Teachers ESL teachers (6-8) – 34.8% General education teachers (6-8) – 21.7% Bilingual education teachers (6-8) – 17.4%

10. 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%

11. Teachers’ Experience Less than 1 year – 4.3% 1-5 years – 21.7% 5-10 years – 26.1% More than 10 years – 47.8%

12. 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%

13. Preliminary Results Reading – 100 Mathematics – 91 Science - 80

14. 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)

15. Mathematics Tactile, concrete experiences of math Daily re-looping of previously learned material Problem solving instruction and task analysis strategies

16. Science Hands-on, active participation Using visuals Using pre-reading strategies in content areas

17. Use ReadingMathematicsScience Practicing paraphrasing and retelling strategies Daily re-looping of previously learned material Using visuals Relate reading student experiences Problem solving instruction and task analysis strategies Summarize what was learned at end of each lesson Teaching pre-, during-, and post- reading strategies Adjusted speechTeaching how to pick out main idea of the text and justify

18. Feasibility ReadingMathematicsScience Practicing paraphrasing and retelling strategies Daily re-looping of previously learned material Hands-on, active participation Relate reading student experiences Ecological approach Modeling/Teacher demonstration Fluency building (high frequency words) Reinforcing math skills through games Using visuals

19. 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