1 / 13

Making Progress with English Language Learners

Making Progress with English Language Learners. Nancy Frey & Douglas Fisher www.fisherandfrey.com. District Demographics. 27,000 students in 44 schools 65% of the students are Latino/Hispanic, 16% are Asian/Pacific Islander, 14% are white, and 5% are African-American 72% English learners

Jims
Download Presentation

Making Progress with English Language Learners

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Making Progress with English Language Learners Nancy Frey & Douglas Fisher www.fisherandfrey.com

  2. District Demographics • 27,000 students in 44 schools • 65% of the students are Latino/Hispanic, 16% are Asian/Pacific Islander, 14% are white, and 5% are African-American • 72% English learners • 1999, 37% of students were proficient in reading • One school > 800 Academic Performance Index

  3. Instructional Model Gradual Release of Responsibility Model • Focus - purpose and modeling • Guided - strategic use of questions, prompts, and cues • Collaborative - productive group work • Independent - both in-class and out-of-class application

  4. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY Source: Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: ASCD.

  5. Interaction Involves Talk Source: Fisher, D., Frey, N., & Rothenberg, C. (2008). Content area conversations How to plan discussion-based lessons for diverse language learners. Alexandria, VA: ASCD.

  6. Outcomes • District API > 800 (833 in 2009) • 32 schools with API > 800 (of 44) • Only three schools remain in PI, two of which made AYP in 2008 • 73% of the schools made growth targets for English learners (up from 21% in 2004) • 61% of the students reached proficiency

  7. Response to Instruction and Intervention (RtI2) • Tier 1: Quality core instruction • Tier 2: Supplemental intervention • Tier 3: Intensive intervention Tier 2: 20-30% Tier 1: 70+% Tier 3: 5-15% Manipulate variables…

  8. What Variables Can You Control? • Frequency (time) • Duration (time) • Assessment (instruction) • Group size (instruction) • Access to expertise (instruction) • Staff collaboration (instruction) • Student Monitoring Team (instruction) • Others?

  9. Tier 1: Quality Core Instruction • Based on a Gradual Release of Responsibility • Formative assessments (feed forward, not just feedback) • Push-in supports and incidental benefits

  10. Tier 2: Supplemental • Increase guided instruction within the school day and beyond the school day • Small groups (no more than 5) • Recruit additional staff members to provide supplemental instruction • Increase progress monitoring and assessment

  11. Examples of Tier 2 Supplemental Instruction and Intervention • Additional guided instruction • Lower group size (2-5 students) • Lunch Bunch book discussions • Afterschool tutorials • Increased expertise (teacher, S/LP, reading specialist, etc.) • Curriculum Based Measures (CBM) for progress monitoring • Family involvement • Student Monitoring Team feeds forward to improve instruction

  12. Tier 3: Intensive • Individual • 30 minutes at least three times per week • Increase assessment and monitoring frequency • Increase expertise • A whole school focus

  13. Examples of Tier 3 Intensive Instruction and Intervention • One-to-one instruction before/after school • Increased duration and frequency • Frequent CBM for progress monitoring • Experts provide instruction--every certificated adult on campus has students • Specialized assessments • Increased family involvement • Student Monitoring Team feeds forward to improve programmatic efforts Teacher remains central figure in these efforts

More Related