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10/22/2014

Dual not Duel: Teaching Dually Identified EL/SpEd Students

Cara Cesa, Ed. S. – Special Education TeacherCara.Cesa@cobbk12.org

Lisa Nelson, M.A. TESOL – ESOL TeacherLisa1Nelson@cobbk12.org

Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL

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Opening Thought

10/22/2014

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Who: Dually identified EL/SpEd students; grades 2-5 Students with disabilities whose significant deficits are in

reading, writing, and/or math with small group placement EL students with pull-out services

Why: These students have significant deficits in the areas of

language, reading, written expression, math, and/or behavior. These students are several grade levels below their current grade placement. The rigor of the general education classroom is not an appropriate setting for these students to make progress.

10/22/2014Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL

Who was not learning to their full potential and why?

Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL

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Obtained Support from administration and department

supervisors Created schedules which would allow for the following:

Compliance of student’s Individualized Education Program (IEP)

FTE counts for both ESOL and SpEd Implemented program model based on increasing the

following: 2012-2013: Literacy Skills (1 segment) 2013-2014: Literacy Skills, Leadership Skills (2 segments) 2014-2015: Literacy Skills, Leadership Skills, Problem

Solving Skills (3 segments)

10/22/2014

Student Driven Model

Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL

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Extended the length of class to be able to

count for ESOL and SpEd

Student IEP’s stated they would have a double dip in reading/literacy in a small group setting

ESOL service was a pull out model during reading or language arts segment

10/22/2014

FTE Counts

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Making certain we were addressing each

individual student’s deficits, aligning the specialized instruction to the Common Core Curriculum across three grade levels while producing positive progress and success from our students.

10/22/2014Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A.

TESOL

The Biggest Challenge

Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL

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10/22/2014

Dual not Duel Demographics

Small Group Reading: 3rd – 5th Grades

Students 21

Gender Female- 10Male- 11

Race Caucasian- 9African American- 5Asian- 2Hispanic- 5

Languages (Known/Spoken)

Bengali, Bulgarian, English, French, Hebrew, Korean, Portuguese, Spanish, Wolof

Service(s) English Learners- 8Students with Disabilities- 8 (AU, LD, OHI, SDD, SI)Dually Identified Students- 5 (EL, LD/SI, OHI/SI)

Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL

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Art Williams

10/22/2014

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Comparison of Language Differences Versus DisabilitiesBy: Jarice Butterfield, Ph. D.

10/22/2014

Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL

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Behavioral Engagement

The quality of students’ participation. How students’ patterns of behavior/ participation affect their

motivation, performance, and understanding of academic content.

Relational/Emotional Engagement The quality of students’ interactions in the classroom How students’ ways of relating to their teachers and peers affect their

motivation, performance, and understanding of academic content.

Cognitive Engagement The quality of students’ psychological engagement(i.e. interests,

ownership, and strategies) in academic tasks How students’ emotional and cognitive investment in the learning

process affect their performance and understanding of academic content.

10/22/2014

Dimensions of Student Engagement

Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL

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KNOW YOUR STUDENTS! (behavioral, relational/emotional,

cognitive) Working with their peers (behavioral, relational/emotional)

All Students are growing learners who require and want interaction with other people. Discussions foster a relaxed atmosphere and allow students to participate in their own

learning.

Working with technology (behavioral, cognitive) Kids love technology. Technology allows students to explore and have accountability for

their own learning experiences.

Project Based Learning (behavioral, relational/emotional, cognitive) Real world connections. It is extremely important to be in touch with THEIR world, while

expanding their experiences at the same time.

Bring in Visuals (relational/emotional, cognitive) GOOD, Real-world visuals. Sometimes this requires homework on the part of the

teacher.

Student choice (behavioral, relational/emotional, cognitive) Give students the opportunity to choose (with parameters). When students choose, they

are more interested. When they are more interested, they are more engaged. When they are more engaged, there is more learning. Where there is learning, there is creativity.

10/22/2014

Researched-Based Strategies to Improve Student Engagement

Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL

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Through engagement with shorter complex texts, students

will build content knowledge that is important in comprehending both nonfiction and fiction texts.

Comprehension of nonfiction texts is especially dependent on the reader’s background knowledge.

These texts can create these opportunities to stretch thinking and expand vocabulary acquisition and content knowledge.

We must remember that ALL students can think, talk, and even write about texts that are beyond their current abilities.

10/22/2014

Text Complexity

Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL

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While all students need access to age-appropriate, grade-

appropriate reading materials daily…we also have to recognize that not all students are the same in their ability to read and understand texts.

Struggling readers need access to texts that allow them to perform like good, proficient readers. They need differentiated instruction during a large part of their day, every day.

The purpose of differentiated instruction is to move readers forward so that they increase their reading ability daily.

(Fountas & Pinnell, 2014)10/22/2014

Differentiated Classroom Instruction and Intervention: The Importance of

Leveled Texts

Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL

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Classroom Rigor

Short informational passages, but the text complexity and reading levels are increased (over time) to continue challenging all students based on their needs.

Students complete comprehension questions, written summaries, and student friendly rubrics to self-assess

10/22/2014

Student Driven

Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL

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10/22/2014

What it Looks Like 3rd Grade Class

ALL: text complexity reading passages, comprehension questions, summary writing, rubrics, conferences

Low: preview vocabulary, read with teacher, word banks

Middle: informational text cards, preview vocabulary, read to teacher

High: informational text cards, peer partner/reader leader

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10/22/2014Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A.

TESOL

What it Looks Like 4th Grade Class

ALL: text complexity reading passages, comprehension questions, summary writing, rubrics, conferences

Low: preview vocabulary, read with teacher, word banks

Middle: informational text cards, preview vocabulary, read to teacher

High: Tween Tribune articles (student choice), online quizzes, peer assistance, reader leaders

Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL

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6/12/2013

What it Looks Like 5th Grade Class

ALL: leveled readers integrating grade level science standards, preview vocabulary, comprehension questions, summary writing, rubrics, conferences

Low: preview vocabulary, small group lesson, re-read with teacher, word banks

Middle: science related informational texts, preview vocabulary, read to teacher

High: mini-lesson to preview: vocabulary/concepts, independent/peer reading, reader leaders

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10/22/2014Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A.

TESOL

Leadership and Technology Components

4th and 5th Grade End of Quarter Cooperative Group Projects

Leaders are assigned, roles and responsibilities are decided on through the groups, passages are chosen based CCC

Groups are in charge of completing the following: Visual Representation Poster (1 per group member) Create PowerPoint Group Presentation Self-Assess Individual Student/Group Performances

Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL

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6/12/2013

Being challenged in life is inevitable, being defeated

is optional.Roger Crawford (2010)

Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL

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10/22/2014

DRA Results

Dually Identified ELL Special Education0

5

10

15

20

25

30

35

40

Average DRA Growth 2012-13/2013-14

2012201320132014

Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL

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10/22/2014

STAR Reading Results

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STAR Reading Data 2013-2014

Fall 2013Spring 2014

Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL

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10/22/2014

CRCT Results

2013 Meets 2013 Exceeds 2014 DNM 2014 Meets 2014 Exceeds

Dually Identified 1 0 0.33 0.66 0

ELL 0.96 0.04 0.01 0.55 0.44

Special Educa-tion

0.98 0.02 0 1 0

10%

30%

50%

70%

90%

110%

CRCT Growth 2013 and 2014

Dually IdentifiedELLSpecial Education

Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL

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10/22/2014

ACCESS Results

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60

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BB

BC

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C

ACCESS for ELL's 2013-2014

20132014

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10/22/2014Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson,

M.A. TESOL

Final Thought…