Bilingual Special Ed

One of my former students called me today in a panic “what do I do I keep getting teachers telling me to take this student because they don’t know what to do with them” My former student asked me do I take them? What about my students with IEPs? I can’t take all students– I don’t want the teachers to think I am not a good team player…”

Compliance and Access to the regular curriculum should be at the forefront!

I have seen this scenario with growing difficulties over the years and into multiple years in many schools. Regular education teachers say they don’t have another option to help students in need. Special education teachers have to say that the child doesn’t meet eligibility criteria or they can’t take them because they already have a full caseload.

Results: EVERY TEACHER IS UNHAPPY AND STUDENTS ARE NOT GETTING WHAT THEY NEED!
What about compliance for special education students?
What about regular education teachers not able to help students.

The answer is collaborative research-based practices as part of a Response to Intervention model. What is the difference? All teachers at the particular grade level plan for all students using screening and progress monitoring data and ensuring access to regular education curriculum.
RESULTS:
Prevention & Intervention
Research-based instruction and intervention
Differentiated and collaborative problem-solving and planning
Student growth
Options for regular education teachers
More instructional time for special education teacher
Appropriate referrals to special education

EVERYONE SUCCEEDS!

How can you start? If you are thinking about reading here is a good way to start:
Begin by reading this article by Reading Rockets
This article will help you guarantee that your Tier 1 or Core reading instruction is based on research-based instructional practices, a main component of RTI.

Then visit the DIBELS website to download for free a reading universal screening assessments in reading k-6th grade in English, Spanish, and Math.

Then, for strategic Tier 2 interventions and intensive Tier 3 interventions visit the National Center for Response to Intervention to evaluate and decide which packaged programs and approaches would best fit your needs. Another option with online free training can be found at The IRIS Center from Vanderbilt University

I would like to highlight Reading Rockets and Colorin Colorado and my newest find on their website. According to their description: “The Reading Rockets project is comprised of PBS television programs, available on videotape and DVD; online services, including the websites ReadingRockets.org and ColorinColorado.org; and professional development opportunities. Reading Rockets is an educational initiative of WETA, the flagship public television and radio station in the nation’s capital, and is funded by a major grant from the U.S. Department of Education, Office of Special Education Programs.”

Their newest page presents blog specially designed for teachers by teacher researchers. One example is:The Sounded Out Blog Page. This page provides relevant and up to date research based teaching ideas for teachers. This week they highlighted first day activities!

Other pages is a list of multicultural stories for those teachers ready to do some culturally relevant teaching

http://www.readingrockets.org/sharing/#rss

This month I would like to highlight The Mid-Continent Comprehensive Center (MC3). The MC-3 is one of a national network of 21 federally funded centers designed to assist state education agencies (SEAs) increase capacity to provide sustained support to districts and schools as they implement the No Child Left Behind Act (NCLB). MC3 provides high quality research-based technical assistance (TA) to the SEAs of Arkansas, Kansas, Missouri, and Oklahoma.
One of the most effective resources I would like to highlight is their information about English Language Learners (ELLs). In the website the y present support for ELL in their community of practices links.

The have summarized effective practices for ELL and address inclusive settings. The have a pretty good list of resources and links to each area that are beneficial for all not just the states they serve. Great place to visit for question on working with ELLs and their families.

Are these schools really different?Can they really help minorities in urban public schools?

The New York Times just published today a great article on the mission of turnaround schools in Boston. They provide a nice description of what is a turnaround schools, what they hope to accomplish and who they want to help. Their goal is to address the needs of under performing schools most often serving minorities schools with low test scores and not much success. Great article

http://www.nytimes.com/2010/08/09/education/09winerip.html?emc=eta1

The Center for Applied Special Technology (CAST) is the developer of this framework. According to CAST their definition for Universal Design for Learning (UDL) is a “framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all.”

In this blog post I am interested in highlight tools that are beneficial for the instructional planning for English language learners.
1. A link to the UDL principles (available in Spanish, English, Portuguese, Romanian, and other Asian languages). These principles has direct connections to instructional planning and the UDL guidelines. The Spanish principles guidelines provide information on “ Pautas de Diseño Universal para el Aprendizaje” This “pautas” present multiple ways of presentation, expression and motivation with direct explanations on “how to” plan instruction using these UDL guidelines. There are special video training, explanations and checklist to make sure the teachers use UDL when developing their lesson plans to be accessible for all.

For a video guidance of UDL from CAST please click here

For guides for cross linguistics support highlighted by CAST click here

Finally for a link to their online UDL Learning Tools click here.

I encourage everyone to take the summer to investigate and try these tools as you plan your instruction for the next school year.

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!