Serving Special Populations

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Serving Special Populations

• High Expectations for All!!!

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Disclaimer!!!

• THE WORLD ACCORDING TO
• DARRELL
  IN A SCHOOL DISTRICT FAR,
  FAR AWAY!!!!

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Educators are Catholic!!!

• We will pay for our sins forever!!!!!!
• No Child Left Behind
• Exit Exams

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What makes a

• Special Population?

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Demographics

• Race/Ethnicity
• Disabilities
• English Language Ability
• Socio-Economic
• Others

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Our Sins?

• Low expectations for some students
• making it through the day with students with
  behavioral issues
• Students slipping through the cracks
• Socio-economical/parental issues determining
  childs future
• Others?

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No Child Left Behind

• Policy makers required districts to move all
  students to the proficient level by 2014 without
  regards to socio-economic issues outside the
  schools
• Policy makers did not address poverty, health,
  housing, employment, school funding, preschool
  and the like.

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Achievement Gap is Real

• All Students Reading 81 Math 64
• White Students Reading 84 Math 67
• Black Students Reading 81 Math 55
• Hispanic Students Reading 76 Math 57
• Hawaiian/Pac Island Reading 91 Math 69
• Indian/Alaska Native Reading 59 Math 38
• Asian Reading 87 Math 76
• Econ. Disadvantage Reading 71 Math 51
• LEP Reading 39 Math 24
• Special Education Reading 45 Math 27
• Adequate Yearly Progress Status Information OPI

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Effective Schools Take the High Road

• Standards Based Curricula along with Standards
  Based Assessments
• Data Driven Educational Decisions
• Differential Instruction
• Teacher Quality
• Setting Priorities

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The 30 Million Word Gap by Age 3

• Betty Hart Todd R. Risley
• 42 families/children, followed for 2 ½ years of
  monthly hour long observations
• 13 -- upper SIS
• 10 -- middle SIS
• 13 -- lower SIS
• 6-- Welfare recipients

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13 Professional

• Post test 41
• Recorded Vocabulary size Parent -
  2,176 Child - 1,116
• Average Utterances per hour Parent
  487 Child 310
• Average different words per hour Parent
  -382 Child 297

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23 Working - Class

• Post test 31
• Recorded Vocabulary size Parent -
  1,498 Child - 749
• Average Utterances per hour Parent
  301 Child 223
• Average different words per hour Parent
  -251, Child 216

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6 Welfare Families

• Post test 14
• Recorded Vocabulary size Parent -
  974 Child - 525
• Average Utterances per hour Parent
  176 Child 168
• Average different words per hour Parent
  -167, Child 149

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3rd Grade Test Performance

• The language skills at age three predicted
  language skills at age 9-10.
• Vocabulary Differences begin at home!
• Vocabulary growth requires word consciousness

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The Major Dimensions of Reading

• Phonemic Awareness
• Phonics
• Fluency
• VOCABULARY
• Comprehension

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Vocabulary Growth

• Reading
• Direct and indirect instruction
• Repetition exposures
• Rich context
• Active Learning (thinking)
• Use multiple vocabulary instruction methods

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So many words to learn and so little time to do
so!!!

• Vocabulary is a cause and consequence of reading
  achievement
• Vocabulary differences begin at home
• Vocabulary growth requires word consciousness

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Cultural Issues

• Words are social class markers
• Word use may be limited by class and racial
  boundaries

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Vocabulary teaching

• Reading
• Direct vocabulary instruction
• Teaching word learning strategies
• Fostering word consciousness

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English Language Learners

• Where did they come from?
• What was their quality of education?
• How long have they been here?
• How many students?
• How many languages/culture?

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Language Development

• Reading
• Writing
• Speaking
• Listening

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Tools for Learning-Instructional Strategies

• Structured Overviews
• Graphic Organizers
• Think Alouds

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Funding Issues

• Title III
• Local Funding
• Staff Development
• Highly Skilled Teachers

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Thanks to

• Paul
• Barbara
• Steve
• Roger
• Caroline
• Norma
• Jon
• Shawna