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A session that reviews the findings of a mix-methods study in a literacy/study skills class co-taught ne ESOL and a Special Education teacher. The study was conducted in a Title I school in an urban school district. Participants were 4th grade sttudents who qualify for both ESOL and Special Education services. Preliminary findings indicate a postive impact on literacy development, and significant challenges related to coteaching and collabroration.
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Session Description
0 The presentation will focus on developing and implementing a study skills course for students who qualify for both special education and ESOL services. It will review how to establish and implement effective interventions that address a unique group of students who are at risk for dropping out of school due to disability, language, literacy or a combination of these factors. Additionally, the presentation will address effective ways to maximize integration of content instruction and increased student performance in content areas for dually served students. The presentation will review how a team collected data to reveal that there was a high population of students who fell under both qualifications for Special Education and ESOL.
The Challenges 0 On a large post-it write down the two biggest things
that students who are dually served (ESOL/Special Education) face in the classroom….
Where did we get the idea?
0 Co-taught a collaborative practices (ESOL/Special Education) course at KSU
0 Collaboration with colleagues at KSU and in Cobb County
0Reviewing Data in different areas of Cobb
Pre-Data Collection
659.27
366.4
0.00
100.00
200.00
300.00
400.00
500.00
600.00
700.00
CRCT 2013 Lexile 2013
Pre Data
1.66
1
3.31
0
0.5
1
1.5
2
2.5
3
3.5
DRA Start San Diego Quick9/2013
Access 2013
Pre-Data
Collaboration
0 Wrote IRB for both Cobb and KSU
0Researched both Special education and ESOL pedagogy and strategies that work
0 Collaborated with school administrators in scheduling the class for the students
1st Step: Development
0Reviewed population data to see which schools had the highest percentage of dually served students
0Discussed with several principals to see if they would be interested
0 Collaborated to see what it would look like and how it would work
Participants
0 12 3rd & 4th graders
0 2 co-teachers (one ESOL certified / one special education certified)
Collecting Data
Student ID CRCT 2013Reading
CRCT 2014 Access 2013 Access 2014 Lexile 2013 Lexile 2014 DRA Start DRA 9/2013DRA
12/2013DRA
05/2014
San Diego Quick
9/2013
San Diego Quick
05/2014
1132008 304 801 3.6 3.5 405 575 1.6 2 2.3 3 2 3
1126185 806 796 3.6 3.9 455 540 2 2.3 2.6 3.3 2 3
1119215 312 294 3.4 3.5 455 455 1.6 1.7 2 3 1 2
1115039 286 304 3.4 3.2 285 540 1.4 1.6 1.7 2.3 0 0
1111173 815 800 3.3 4.3 525 570 2 3 3.3 3.6 1 4
1084608 785 775 3 3.8 295 385 2 2.3 2.6 3.3 1 3
1136436 782 804 2.9 3.2 270 595 1.6 1.6 1.9 1.9 1 1
1203447 775 785 215 465 1.2 1.2 1.4 1.5 0 0
1111988 778 775 240 395 1.4 1.5 1.7 1.9 0 1
1102402 794 767 360 340 1.8 2.3 3 3.3 2
1255439 788 485 1.9 2.3 3.3 3
1217579 815 801 525 575 1.6 2 0
Mean: 659.27 707.50 3.31 3.63 366.36 493.33 1.66 1.95 2.20 2.70 1.00 1.82
Data Activity
0Rubric
0 (Testing)
0Attendance
0Behavior
0 Lexile
0Eligibility
0Review the Student Folders
2nd Step : The plan
0 Standardized test ( Pre and Post)
0 Survey (August, January and May)
0Periodic observations of the study skills class
(September, January and March)
0 The ESOL and Special Education study skills class will be very similar to many co-taught classrooms. The main difference is that this class will be conducted in a small group setting with both a certified ESOL and Special Education teacher. Each teacher will use their specialized skills to collaborate and determine the best strategies to overcome the child’s particular areas of weakness. In this class the teachers will be utilizing various teaching models such as flexible grouping, one on one, parallel, and station teaching. The teachers will also employ researched based strategies from both ESOL and Special Education. The teachers determine the child’s progress with objective testing as well as utilizing the data collected.
FrameworkInstructional Frameworks For SWD/ESOL Skills Class
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6
Intructional Tool- Time 4 Kids Group Model Teacher
Intructional Tool- Skill Cards/ Wilson Read/Independent stations Group Model Teacher
Intructional Tool- Skill Cards/ Wilson Read/Independent stations Group Model Teacher
Intructional Tool- Skill Cards/ Wilson Read/Independent stations Group Model Teacher
Intructional Tool- Skill Cards/ Wilson Read/Independent stations Group Model Teacher
Intructional Tool- Time 4 Kids Group Model Teacher
Vocab AllStations ESOL Wilson Read A Stations SWD Wilson Read B Stations SWD
Wilson Read C
Stations SWD Wilson Read A
Stations SWD Vocab All Stations ESOL
Pre-Reading AllStations SWD Skills Cards B Stations ESOL Skills Cards C Stations ESOL Skills Cards A
Stations ESOL Skills Cards B
Stations ESOL Pre-Reading All Stations SWD
Reading Skills AllWhole Group Both
Independent Station C Stations Both
Independent Station A Stations Both
Independent Station B
Stations Both
Independent Station C
Stations Both Reading Skills All Whole Group Both
Assessment-Pre/test All
Independent Both
Assessment-test All Independent Both
Day 7 Day 8 Day 9 Day 10 Day 11 Day 12
Intructional Tool- Skill Cards/ Wilson Read/Independent stations Group Model Teacher
Intructional Tool- Skill Cards/ Wilson Read/Independent stations Group Model Teacher
Intructional Tool- Skill Cards/ Wilson Read/Independent stations Group Model Teacher
Intructional Tool- Skill Cards/ Wilson Read/Independent stations Group Model Teacher
Intructional Tool- Skill Cards/ Wilson Read/Independent stations Group Model Teacher
Intructional Tool- Time 4 Kids Group Model Teacher
Wilson Read AStations SWD Wilson Read B Stations SWD Wilson Read C Stations SWD
Wilson Read C
Stations SWD Wilson Read C
Stations SWD Vocab All Stations ESOL
Skills Cards BStations ESOL Skills Cards C Stations ESOL Skills Cards A Stations ESOL Skills Cards A
Stations ESOL Skills Cards A
Stations ESOL Pre-Reading All Stations SWD
Independent Station C
Stations Both
Independent Station A Stations Both
Independent Station B Stations Both
Independent Station B
Stations Both
Independent Station B
Stations Both Reading Skills All Whole Group Both
Assessment-Post-test All Independent Both
Support for Success
0The co-teachers involved in the ESOL/SWD study skills class received ongoing training throughout the school year to develop a deeper understanding of ESOL and Special education.
Additionally, co-teachers
0 Developed a toolbox of strategies to address areas of language and academic weakness
0 Developed a broader knowledge of teaching students who are dual identified (ESOL & Special Education).
3rd Step: Review the Data
0 Look at the information given and write down the trends that you see….
3rd Step: Research
659.27707.5
366.4
493.3
0
100
200
300
400
500
600
700
800
CRCT 2013 CRCT 2014 Lexile 2013 Lexile 2014
Post Data
3.31
3.63
1.66
2.7
1
1.82
0
0.5
1
1.5
2
2.5
3
3.5
4
Access2013
Access2014
DRA Start DRA05/2014
San DiegoQuick
9/2013
San DiegoQuick
05/2014
Post Data
Flexibility
0 Scheduling
0New students
0Testing Schedules
0Ensure compatibility
and passion for all
learners
Final Outcomes
0This research shows success when collaborations between ESOL and SWD takes place.
0Graphs
Final Outcomes
Next Steps
0Apply to GADOE as alternative model
0 Implement co-taught class in multiple elementary schools in Spring 2015
Resources
0 http://www.bctf.ca/issues/resources.aspx?id=10840
0 http://www.naset.org/799.0.html
0 http://nichcy.org/what-works-effective-teaching-strategies-for-students-with-disabilities
0 http://edudemic.com/2012/08/special-ed-blogs-updated/
0 http://archives.doe.k12.ga.us/_documents/ci_exceptional/Leadership%20Meeting%202011/ESOLandSPEDProgramsWkTogRevised.pdf
