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Using Data to Inform Instruction K-12

Using Data to Inform Instruction K-12. Jill Morey Carter Snow. What Are Our Goals for Today?. To be able to implement the Identify, Respond, and Monitor Model of progress monitoring and intervention across all grade levels for ELLs. To share strategies for how to respond to student needs

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Using Data to Inform Instruction K-12

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  1. Using Data to Inform InstructionK-12 Jill Morey Carter Snow

  2. What Are Our Goals for Today? • To be able to implement theIdentify, Respond, and Monitor Modelof progress monitoring and intervention across all grade levels for ELLs. • To share strategies for how to respond to student needs • To walk away from this session with practical ideas that we can put in place for the upcoming school year. • To establish ongoing communication that will help our PD throughout the year.

  3. ELL Quiz! • Fact or Fiction? • Most ELLS were born outside of the US. • Samway and Mckeon. Myths and Realities: Best Practices for English Language Learners.

  4. Fiction! • As of 2000, nearly 75% of school-aged children of immigrants were born in the US. • Samway and McKeon Myths and Realities: Best Practices for English Language Learners

  5. Fact or Fiction? • 1/3 of students labeled as ELLs in kindergarten are likely to be long-term ELLs. • (Menken and Kleyn 2009)

  6. Fact! • According to long-term studies conducted in California and New York, 30%-60% of bilingual students who enroll in kindergarten are likely to be long-term ELLs (6+ years in program, still reading/writing below grade level). • Menken and Kleyn 2009

  7. What’s Your Guess? • The number of school-aged children who speak a language other than English at home in the US is ______ percent of the population of school-aged children. • A. 11% • B. 16% • C. 21% • D. 30%

  8. Answer • 21% of school-aged children in the US speak a language other than English at home! • Menken and Kleyn 2011

  9. What’s your guess? • As of 2008, more than _________ languages are spoken by ELLs in the US. • A. 152 • B. 240 • C. 337 • D. 460

  10. Answer • D. 460 Languages are spoken by ELLs in the US! • APA.org 2011

  11. What’s Your Guess? • Typically in the US, ELLs score _____ to _____ % lower than their English-speaking peers on high stakes tests. • A. 10-20% • B. 20-40% • C. 30-50% • D. 5-15%

  12. Answer • Typically in the US, ELLs score 20 to 40 % lower than their English-speaking peers on high stakes tests.

  13. NCTE – Policy Brief: Who are ELLs? Some reports portray English language learners as a new and homogenous population. Actually ELLs are a highly heterogeneous and complex group of students, with diverse gifts, educational needs, backgrounds, languages, and goals. Some ELL students come from homes in which no English is spoken, while some come from homes where only English is spoken; others have been exposed to or use multiple languages. ELL students may have a deep sense of their non-U.S. culture, a strong sense of multiple cultures, or identify only with U.S. culture. (NCTE 2011)

  14. PLC Institute Stats • Mike Mattos reminded us that: • 2/3 of jobs will require BA+ • Trade school requires a 1st year college reading level • Our goal for all students each year must be grade level or better • We have to stop allowing for tracks where students can learn below grade level – snowball effect through school. • Just getting a diploma is not enough.

  15. Graduation Stats • “It should come as no surprise, then, that ELLs complete high school at very low rates. Among eighth graders who reported to the 2000 U.S. Census that they spoke English with difficulty, only 49 percent went on to earn a diploma four years later (NCES, 2004). “ • http://www.all4ed.org/files/UrgentOver.pdf

  16. NCTE – Policy Brief

  17. FRAMEWORK FOR PROGRESS MONITORING AND INTERVENTION IDENTIFY UNIVERSAL SCREENING What is the problem? DIAGNOSTIC Why is it happening? MONITOR RESPOND EVALUATION Is it working? INTERVENTION What will we do about it?

  18. IDENTIFY How do we identify ELLs?

  19. Identify IDENTIFY • 4 years ago, NHS model • Students lost in system: • Exited from program in 2-5th grade (reading at grade level, left school and did not re-enroll in ESOL, etc.) • Parents “refused services” no testing, no monitoring, well below grade level in academic skills (reading, writing, vocabulary, listening, etc.) • Transnational moves, many new schools, spotty school records (examples -- brothers from Nigeria, family from Jordan back and forth, Sierra Leone, etc.) • Born and raised here….long-term ELLs with no other support in place. Our collective responsibility.

  20. Identify IDENTIFY Step 1: How do we identify students? • WAPT – required if red flagged by teacher/admin. • Look at file, talk to teachers • Interview student and family if possible • Infinite Campus – Students who speak another language at home • Universal Screening - Cluster Analysis, rank point analysis, progress monitor coach helps to identify ss • WAPT - SRI, RAPS 360 (MVRC), BRI, Jerry John’s • Data wall in Carter’s office

  21. NCLB 2 NCLB defines “limited English proficient” students as those who are between the ages of 3 and 21, are enrolled or preparing to enroll in an elementary or secondary school, were either not born in the United States or have a native language other than English, and have difficulties speaking, reading, writing, or understanding English that impede their ability to perform at proficient levels on state tests, successfully achieve in an English-language classroom setting, or participate fully in society. Although there is no standardized procedure for identifying ELLs, the federal government does require all parents registering children in public school to fill out a home language survey. On the basis of this survey, school districts can administer various assessments of a child’s English proficiency and determine eligibility for ELL services. (Menken 2008)

  22. What Identification Procedures Do You Have in Place? • Do you “catch” all students in need of ELL support? • What measures are available for you to start? • Who is responsible for ensuring an identification method is in place?

  23. FRAMEWORK FOR PROGRESS MONITORING AND INTERVENTION IDENTIFY UNIVERSAL SCREENING What is the problem? DIAGNOSTIC Why is it happening? MONITOR RESPOND EVALUATION Is it working? INTERVENTION What will we do about it?

  24. ELL continuum of need Universal TIER ONE Effective Core Instruction for All Students Targeted TIER TWO Supplemental Interventions for Some Identified Students Intensive TIER THREE Intensive Interventions for Individual Students

  25. ELL continuum of need Universal TIER ONE Work with core content teachers to provide instructional strategies for ELL/all (pre-teaching vocab, developing background, tiered reading, after school support) Targeted TIER TWO Push-in and working with small ELL/mixed groups in English and History, re-teaching info in small groups Intensive TIER THREE ESOL class I^2

  26. What Types of Response Do You Have in Place? • Do you provide a full continuum of support (Tier 1, 2, 3?) • Do your supports match your students needs?

  27. FRAMEWORK FOR PROGRESS MONITORING AND INTERVENTION IDENTIFY UNIVERSAL SCREENING What is the problem? DIAGNOSTIC Why is it happening? MONITOR RESPOND EVALUATION Is it working? INTERVENTION What will we do about it?

  28. MONITOR How do we monitor? • Data from English I CLT– Agree on standards, pre-assessment, teach/re-teach, ongoing assessment, small group re-teach, summative assessment. Analyze data together weekly, monthly, yearly. • Share DATA from CLT– create common assessments, collect data (enter into Google Docs, look at each standard and % of ss passing/struggling, etc.

  29. MONITOR Data Wall, RADAR Reports, Freq Grade Checks, Conversations with Teachers, School Goals, CLT Formative Assessment Universal TIER ONE Effective Core Instruction for All Students Targeted TIER TWO Supplemental Interventions for Some Identified Students Intensive TIER THREE Intensive Interventions for Individual Students

  30. Semester I Formative: English I ELLs

  31. MONITOR Universal TIER ONE Effective Core Instruction for All Students Targeted TIER TWO CLT Formative Assessments, Part of CLT to monitor small group performance in Core classes Supplemental Interventions for Some Identified Students Intensive TIER THREE Intensive Interventions for Individual Students

  32. MONITOR Universal TIER ONE Effective Core Instruction for All Students Targeted TIER TWO Supplemental Interventions for Some Identified Students Intensive TIER THREE Diagnostic pre-assessment ,WAPT, SRI, EOC, Formative Senteo Quizzes, conversations with students, etc. Intensive Interventions for Individual Students

  33. How do you monitor ELL student progress? • Summative progress? • Formative progress? • Are students involved in monitoring progress?

  34. Sources • Buffum, Austin G., Mike Mattos, and Chris Weber. Simplifying Response to Intervention: Four Essential Guiding Principles. Bloomington, IN: Solution Tree, 2012. Print. • Chudowsky, N. Has Progress Been Made in Raising Achievement for English Language Learners? Digital image. Center on Education Policy. Center on Education Policy, Apr. 2010. Web. 24 Apr. 2013. • "Fast Facts." Fast Facts. N.p., n.d. Web. 25 Apr. 2013. • Kinsella, Kate. Academic Vocabulary Toolkit. Mastering High-use Words for Academic Achievement. Boston, MA: National Geographic Learning/HeinleCengage Learning, 2013. Print. • Kuznia, Rob. "California's English Language Learners Getting Stuck in Schools' Remedial Programs." Press Telegram. Long Beach Press Telegram, 26 Nov. 2012. Web. 16 Apr. 2013. <http://www.presstelegram.com/news/ci_22059642/californias- english-language-learners-getting-stuck-schools-remedial>. • "Membership." Educational Leadership:SupportingEnglish Language Learners:TheDifficult Road for Long-Term English Learners. N.p., n.d. Web. 12 Apr. 2013. • Missouri. Department of Elementary and Secondary Education. Federal Compliance. Consolidated Federal Programs Administrative Manual. MO DESE, June 2012. Web. 15 Apr. 2013. • "Progress Monitoring Within a Response-to-Intervention Model." RTI Action Network. N.p., n.d. Web. 16 Apr. 2013. • "STARlight." A Closer Look at Long Term English Learners: A Focus on New Directions. N.p., n.d. Web. 11 Apr. 2013. • "Using No Child Left Behind Waivers to Improve English Language Learner Education." Name. N.p., n.d. Web. 16 Apr. 2013. • English I PLC Parkway North High School. • http://nces.ed.gov/fastfacts/display.asp?id=96

  35. Sources • Furman, C. (2007, May 10). Reaching Jigme. New York Teacher: United Federation of Teachers City Edition, XLVIII (16): 47. • Leki, I. (1999). “Pretty much I screwed up:” Ill-served needs of a permanent resident. In L. Harklau, K. Losey, & M. Siegal (Eds.), • Generation 1.5 meets college composition: Issues in the teaching of writing to U.S.-educated learners of ESL (pp. 17-43). Mahwah, NJ: Davis, Bonnie M. How to Teach Students Who Don't Look like You: Culturally Relevant Teaching Strategies. Thousand Oaks, CA: Corwin, 2006. Print. • Lawrence Erlbaum Associates. • Nieto, S. (2000). Linguistic diversity in multicultural classrooms. In Affirming diversity: Creating multicultural communities. (pp. 189- 217). New York: Addison, Wesley, and Longman. • Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. New York: SUNY.

  36. PART II: Sometime During School Year or Next Summer

  37. Pre-Assessments • SenteoComm Arts Pre-Assessment for all 9th graders – read article and answer Qs • Agree on Priority Standards for 9th graders • Enter data • Analyze data according to sub-groups • Identify problem areas for ELLs and all students • Brainstorm solutions for re-teaching/instruction

  38. Priority Reading Standard 1 English I I can summarize a text. (this means summarizing in their own words a text at the 9th grade lexile level…..likely up to at least 1,000 words. Often lots of new vocabulary words within the reading).

  39. Priority Reading Standard 2 English I I can make inferences and draw conclusions based on textual evidence. (Again, I can make inferences based on a reading at the 9th grade lexile level based on textual evidence).

  40. Priority Reading Standard 3 English I I can determine a theme (central idea) of a text and analyze its development. Again, we are talking about Romeo and Juliet, Antigone, TKAM, short stories by Maya Angelou, Langston Hughes, etc…..

  41. Priority Reading Standard 4 English I I can analyze how the author’s word choice and literary devices create meaning. (Many of our ELLs and all students have to be explicitly taught about register and author’s word choice. Often, they still cannot determine this on their own even after weeks of reading in class).

  42. Pre-Assessment Example

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