Bilingual Special Ed

It finally feels like we are making a dent in changing the perspectives of parents and educators. We are beginning to see what Europe has seen for decades- the benefits of being bilingual and even trilingual.

The following article in Scholastic administrators highlight the benefits of dual language instruction programs (learning in two languages) for both English dominant children and English language learners. It also highlights how the US is moving towards wide adoption of such school models showcasing a map that represents 27 states supporting over 300 schools programs. Visit the website http://www2.scholastic.com/browse/article.jsp?id=3752937&FullBreadCrumb=%3Ca+href%3D%22http%3A%2F%2Fwww2.scholastic.com%2Fbrowse%2Fsearch%2F%3FNtx%3Dmode%2Bmatchallpartial%26_N%3Dfff%26Ntk%3DSCHL30_SI%26query%3Ddual%2Blanguage%2Bprograms%26N%3D0%26Ntt%3Ddual%2Blanguage%2Bprograms%22+class%3D%22endecaAll%22%3EAll+Results%3C%2Fa%3E
Scholastic Administrator, Nov/Dec2009, Vol. 9 Issue 3, p10-10, 1/2p, 1 Color Photograph; Abstract: The article discusses the dual-language learning programs in elementary and middle schools in the US.

Dear Readers,
I am happy to share an updated list of great resources for states, districts, and schools implementing Response to Intervention Models (RTI) or Multi-tired System of Support (MTSS) in their schools. As usual I have a particular interest in those resources meeting the needs of diverse learners. My favorite is the first one on my list as it provides information in the form of case studies about teachers working with diverse learners in schools implementing an RTI model with other types of instructional approaches such as Two-way bilingual programs or transitional bilingual programs. I would love your feedback and potential additions.

Haager, D., Klingner, J.K. & Acevedes, T. C. (2010). How to Teach English Language Learners: Effective Strategies from Outstanding Educators, Grades K-6. Jossey-Bass Publishing.

Collier, C. (2010). RTI for Diverse Learners: More Than 200 Instructional Interventions. Corwin Press.

Klingner, J.K., Peaster, L.G., Saunders, L., & Baca, L.M. (2009). Why Do English Language Learners Struggle With Reading?: Distinguishing Language Acquisition From Learning Disabilities. Corwin Press.

Rinaldi, C. & Stuart, S. K. (2009). Whole schooling and response to instruction. International Journal of Whole Schooling, 5(1), 41-58.

Stuart, S.K., & Rinaldi, C. (2009). A collaborative planning framework for teachers implementing tiered instruction. Teaching Exceptional Children, 41(4), 52-57.

Berkeley, S., Bender, W.N., Peaster, L.G. & Saunders, L. (2009). Implementation of Response to Intervention: A snapshot of progress. Journal of Learning Disabilities, 42 (1), 86-92.

Bradley, R., Danielson, L. & Doolittle, J. (2007). Responsiveness to Intervention: 1997-2007. Teaching Exceptional Children, 39 (5), 8-12.

Brown-Chidsey, R. (October, 2007). No more “waiting.” Educational Leadership: ASCP, 39-46.

Buffum, A. Mattos, M. & Weber, C. (2006). Pyramid Response to Intervention: RTI, professional learning communities, and how to respond when kids don’t learn.

Dewitz, P., Jones, J. & Leahy, S. (2009). Comprehension strategy instruction in core reading programs. Reading Research Quarterly, 44 (2), 102-126.

Fletcher, J.M. & Vaughn, S. (2009). Response to Intervention: Preventing and remediating academic difficulties. Child Development Series, 3 (1), 30-37.

Fuchs, D. & Fuchs, S.L. (2006). Introduction to Response to Intervention: What, why, and how valid is it? Reading Research Quarterly, 41(4), 93-99.

Fuchs, L.S. & Fuchs, D. (2007). A model for implementing responsiveness to intervention. Teaching Exceptional Children, 39 (5), 14-20.

Fuchs, D., Fuchs, L.S., & Vaughn, S. (2008). Response to Intervention: A framework for reading educators. International Reading Association, Newark: DE.

Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan-Thompson, S. and Tilly, W.D. (2008). Assisting students struggling with reading: Response to Intervention and multi-tier intervention for reading in the primary grades. A Practice Guide. (NCEE 2009-4045). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved July 1, 2009 from http://ies.ed.gov/ncee and http://ies.ed.gov/ncee/wwc/publications/practiceguides.

Gersten, R., Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective literacy and English language instruction for English learners in the elementary grades: A practice guide (NCEE 2007-4011). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved July 1, 2009 from http://ies.ed.gov/ncee.

Moore, J. & Whitfield, V. (2009). Building schoolwide capacity for preventing reading failure. The Reading Teacher, 62 (7), 622-624.

Murawski, W.W. & Hughes, C.E. (2009). Response to Intervention, collaboration, and co-teaching: A logical combination for successful systemic change. Preventing School Failure, 53 (4), 267-277.

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel:
Teaching children to read. An Evidenced-based assessment of the scientific research literature on reading and its implications for http://www.nichd.nih.gov/publications.nrp/smallbrook.htm (or www.nationalreading panel.org).

Rinaldi, C. & Samson, J. (2008). English language learners and Response to Intervention: Referral Considerations. Teaching Exceptional Children 40 (5), 6-14.

Teale, W.H. (2009). Students learning English and their literacy instruction in urban schools. The Reading Teacher, 62 (8), 699-703.

The Individuals with Disabilities Education Act of 2004 encourages Response to Intervention (RtI) models as a means to ensure appropriate instruction, progress monitoring, and alternative eligibility for learning disabilities.
RtI refers to a multi-tier method to address the individual needs of students who experience academic or behavioral difficulties by providing evidenced-based intervention and close progress monitoring while also decreasing the number of inappropriate referrals to special education (Fuchs, Fuchs, 2006; Klingner & Edwards, 2006). (Search for my previous entries on RTI)
The following pages provides a link to a wealth of teaching resources (i.e. actual worksheets developed b research teams experts in RTI) in Spanish in the areas of reading recommended by the National Reading Panel -Phonological Awareness, Phonics, Word Study, Vocabulary and Comprehension.

You can download worksheets or find presentation and many other resources for school administrators, teachers, parents, etc.

What I most excited is the Spanish worksheets!! Thumbs UP!
http://buildingrti.utexas.org/rti-presentations/spanish_reading_centers_resources

Past May 15th, 2010 on a beautiful Saturday morning one hundred and ten educators met to discuss the future of Response to Intervention (RtI) Models and its potential to help bilingual children who are English language learners in Boston and the nearby New England area. Recently it was noted that the English language learners (ELL) have the poorest educational outcomes, the highest drop out rates, and a higher likelihood of being referred for special education services.

Claudia Rinaldi, professor in Special education at Boston College and educational consultant in collaboration with the New England Equity Assistance Center at Brown University responded to this need by coordinating this highly needed professional development event. Response to Intervention is a framework that guides schools to implement a multi-tiered system of academic and behavioral support. In this framework teachers plan collaboratively using universally collected data to prevent failure.

The event brought educators, administrators, researchers, national experts, parents, and MA Department of Education representatives to plan ways for this framework to be effectively implemented in schools. The event highlighted the work of three elementary schools, Gardner Pilot Academy, Dennis Haley Elementary, and Young Achiever K-8 who have been implementing this framework with great success. In particular, Gardner Pilot Academy under the leadership of Principal Erica Herman, has taken the school from having 50% of students making grade level achievement to 70%. For bilingual students the numbers have been even more significant. The event culminated on with a panel presentation representative of the schools that described in depth the RtI model for a captivating audience eager to follow their steps. We hope the district moves in the direction of adopting RtI models and that the current schools are used as model demonstration laboratories of innovative and culturally responsive models in education.

A big thank you to school panel participants for their wisdom, commitment, and authenticity in sharing their experience in light of this innovative school reform change model:

Gardner Pilot Academy, Allston, MA
Erica Herman, Principal
Abigail Brown, Curriculum Specialist
Claudia Morillo, 3rd Grade Learning Specialist

Young Achievers K-8 School, Mattappan, MA
Virgina Chalmers, Principal

Dennis Haley Elementary School, Roslindale, MA
Jennifer Morrison, Curriculum Specialist
Celina Quirindongo, 1st Grade Teacher

Hap Palmer a life longer musician has just released his latest music CD Learning In Two Languages Aprendiendo en dos idiomas. I evaluated this wonderful CD and couldn’t wait to buy my copy and get one for my sons’ teachers. The CD contains 30 songs in all areas of common topics children ages 3-10 use. It reinforces oral language skills, vocabulary development, and listening comprehension skills in a very engaging and fun way in Spanish and English. Its a perfect resource for teachers working with English language learners at all levels and even better for Two-Way Bilingual Programs.
It is really refreshing to see a children CD that does bilingual music in very simple yet planned and effective manner. Thank you Hap!
Don’t forget to visit his website for more title on math, phonics, and etc. Hap I hope you consider growing your bilingual CDs!

Greenfield, R., Rinaldi, C., Proctor, P., & Cardarelli, A. (2010). Teachers’ perceptions of RTI reform in an urban elementary school: A consensual qualitative analysis. Journal of Disability Policy Studies, 21(2), 47-63.
Abstract:
Federal policies to increase student achievement and improve teacher quality underlie this study. After the first year of implementation, eight elementary teachers were interviewed about how they viewed a Response to Intervention (RTI) reform effort. RTI is a federal policy intended to reform instruction by using a tiered, school-wide system. The following question drove our research: After the first year of implementation, how do educators view the RTI change process? Data were analyzed using a consensual qualitative methodology. Results indicated that teachers positively viewed the reform effort. However, many teachers expressed concerns about the implementation of RTI. The majority of teachers associated the following positive outcomes with the first year of reform: using data to inform instructional planning, using progress monitoring to measure the effectiveness of the instruction, and better knowing “when” to refer English language learners for special education services. Teachers identified the culture of the school as “positively mixed,” meaning positive shifts are taking place and teachers are working along a continuum of understanding and adoption practices. Key concerns of implementation are also presented as implications for effective adoption of the model at the elementary school level.

As I get ready for the Forum and Networking Event: Response to Intervention (RtI): Operative Implementation for English Language Learners (ELLs) 1 day Institute on May 15th from 8:30-1:30. http://forumonrtiandells.eventbrite.com/
I received a wonderful give away prize KOLOBOK.

Kolovok is an innovative and charming new children’s tale from Natash Bochkov from Lingvaerium Books, LLC. They so graciously donated three books for a give away at the one day institute I am hosting with the MABE (see link about for more information and registration).

The hardcover work offers a wonderful tale that is presented in high quality paper, with wonderful pictures and with the ability to select a second, third, and fourth language (i.e. Spanish, Chinese, Russian). Of course you can also just select one or two languages alone! The books is layout out in English and sticker pages are provided to adapt the other language(s). What I love about it is that as a parent or teacher we can prioritize the child’s native language in the actual book rather than other bilingual books which always have the child’s native language under English! I love that, Thank you Natasha.

Their website is wonderful and provides activities for teachers and parents to follow the reading of the book. The educational resources include adapted lesson plans for grades K-2nd, based on the national and Massachusetts educational standards, coloring books and much more. Please visit and support this new innovative type of children literature at http://www.lingvaerium.com

Also don’t forget to register for the RTI event (lunch included) for only $75 dollars. We are having Dr. Janette Klingner, a national leader in the field of bilingual and special education, do the keynote! Considerations when Implementing RTI with English Language Learners. In this session, the presenter will discuss successes and challenges faced by educators implementing RTI in culturally and linguistically diverse schools as well as some of the assumptions underlying RTI than can be problematic for English language learners. She will provide recommendations for practice.

Forums will follow with highlights and outcomes on actual school implementation of RTI from my funded research project.
We have few spaces left so please register ASAP. Looking forward to meeting you all!

Claudia

ARE WE REALLY ADDRESSING THE ACHIEVEMENT GAP FOR LATINO STUDENTS?

Today in the Boston Globe
First state targeted for not addressing the educational achievement gap between Latino bilingual students and our Anglo counter parts -California is Mass. next? Certainly Boston is next according to a major article in the Globe

http://www.boston.com/news/local/massachusetts/articles/2010/03/27/us__to_investigate_english_teaching__efforts_in_hub/?page=2

The government wants real action to address the significant achievement gap for bilingual ELLs.

School Employees pushing parents to do English only programs discourage bilingual programs because of poor staffing is only the first problem they will have to respond to the fed….

Let’s hope the Obama administration really does address the need of bilingual learners specially for Latino students who represent 20% of students in Boston and a growing population in the US.

Help this happen– support and demand TWO WAY Bilingual Education Programs like the one at the Hurley Elementary in Boston.

http://discoverhurley.org/

Maria Luisa Portuondo was awarded the BC John A. Dinneen, SJ, Hispanic Alumni Community Service Award.

Ms. Portuondo is a Boston College graduate who received her masters’ degree in Special Education in 1973. Since then, Ms. Portuondo has been a tireless driver of school reform for bilingual students with disabilities in order to improve the life chances for a “better life”. One of very few Latina women with masters’ degrees back in the 1970s, she understood that without an education she couldn’t help bilingual students accomplish all they could! She also knew that the Latino community was growing and that children needed an educator who could understand what is was like to be a minority and an English language learner. She understood Latino families needed help in learning how to navigate the education system in the US and she knew she could help!

Maria Luisa has been a teacher, mentor, director, speaker, advocate, cultural advisor, volunteer, and consultant for bilingual children with special education needs and continues to tirelessly support this mission. She has held a variety of positions in our community and has made significant impact for the Latino community in every one of these positions. As a teacher she has impacted many students by helping them be prepared to be contributing members of the society, as teacher educator, she has trained teachers in many capacities to be able to be more culturally responsive to students from different backgrounds and languages. As a leader she has helped shape policy efforts that support the maintenance of bilingual students native language to support development of English by working for the MA Department of Education and disseminated knowledge to support this via conference presentations, research projects, and workshop trainings. Although now retired she continues to provide consultation service for parents teachers, schools, and professional organizations because she know people need to know how to serve bilingual children with special education needs and there are not enough people with her rich experience working with Latino children and their families right now.

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Last Thursday February 25th, I hosted the 2nd Response to Intervention (RTI) networking event. The event hosted 45 teachers, principals, and other education administrators from Boston area elementary schools involved in a research study.
The goals of the event were to:
1. allow teachers and administrators to interact in meaningful ways about a RTI model being implemented in their schools
2. celebrate the professionalism of these educators making change for all students
3. showcase the educational research that has resulted from the study by presenting relevant findings and articles.

The event was divided into two sections. A short presentation on the effectiveness of RTI and in particular the impact we are having on the reading outcomes for ELLs, and then roundtable discussion facilitated by highly effective teachers in the participating schools. The roundtables discussions addresses core reading curriculum at all K-5 grades, Effective and Engagement Tier 2 and Tier 3 interventions (specific focus on interventions for English Language Learners (ELL), and scheduling and progress monitoring strategies in a school implementing RTI. The pictures below showcase the event: