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1. Welcome to the RTI for ELLs in Georgia: Research to Practice A professional learning webinar series Spring 2011 • While you are waiting, please do the following: • Enter/edit your profile information by going to: • Tools - Preferences - My Profile… • Fill out the info on the “Identity” tab and click “OK” • To view the profile of another use, hover your mouse over his or her name in the Participants window • Configure your microphone and speakers by going to: • Tools – Audio – Audio setup wizard • Confirm your connection speed by going to: • Tools – Preferences – Connection speed

2. Participants Window

3. Questions and Answers There is one options for asking questions: • Type your question in the chat section. Make sure you send it to “this room” so that all participants can see your question. GaDOE personnel will respond to your question.

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6. RTI for ELLs in Georgia: Research to Practice A professional learning webinar series Session 2 Feb. 23, 2011, 3-4:30pm What does the research say about effective instruction for ELLs in standards-based classrooms across content areas and grade levels (RTI Tier 1)?

7. Welcome and Introductions • Dr. Kimberly Anderson, REL-SE at SERVE Center at UNCG • Cori Alston, GaDOE • LaShaun Odom, GaDOE • Participants

8. Counting ALL Participants To officially “sign in” to this webinar: • Go to the Chat Window • Type your district name and school name or organization name • Type your name and the names of every person in attendance with you • Send it to “This Room”

9. Who are we? • Teachers • ESOL/Title III coordinators • RTI/SST coordinators • Administrators • Counselors • LEA Office or GaDOE • Pk-5, 6-8, 9-12, post-secondary IHE • Statewide Organizations • Other?

10. REGIONAL EDUCATION LABORATORY- SOUTHEAST (REL-SE) Serving AL, GA, FL, MS, NC, SC, 2006 – 2011 Executive Director, Dr. Ludwig van Broekhuizen Toll Free: 800-755-3277 www.serve.org Georgia liaison: Dr. Kim Anderson Operated by SERVE Center at UNCG

11. The Regional Educational Laboratory (REL) System

12. REL-SE’s MISSION To serve the educational needs of the Southeast, using applied research, development, dissemination, and training and technical assistance to bring the best available evidence and proven practices into local, district, state, and regional school improvement efforts

13. REL-SE Services • Outreach and Dissemination of Research, Evaluation, and Policy Info. = today’s “Bridge Event” • Technical Assistance to SEAs and LEAs • “Issues & Answers” publications • Experimental Studies on interventions of relevance to our region • Quick Turnaround Data Analysis

14. Overview of the Series • Goal is to provide GA educators with increased knowledge of research and practice that can improve RTI for ELLs • Co-hosted by REL-SE and GaDOE, with support from USED Institute of Education Sciences (IES) • The 7 sessions build on trainings that GaDOE and REL-SE have been offering since 2008 • Addresses the GA RTI Guidance Manual and research-based practices for ELL instruction, intervention, assessment, and RTI • Sessions archived at GaDOE website

15. SERIES OVERVIEW

16. series overviewsession 1 session 2 session 3session 4 16

17. SERIES OVERVIEWSESSION 5 SESSION 6 SESSION 7

18. Where does the series fit in the EBDM Cycle? (Evidence-Based Decision Making) 18

19. AGENDA Goal: Provide GA educators with increased knowledge of research on instruction that can improve RTI (especially Tier 1) for ELLs • Welcome and introductions: LaShaun, Cori • Overview and agenda: Kim • Research presentation: Dr. Goldenberg • Reflection and Q&A: All • Concluding thoughts: Cori, Kim • Looking ahead to Session 3: Kim • Evaluation survey: LaShaun

20. WARM-UP DISCUSSION • What do we feel most comfortable about re: our knowledge of effective instruction for ELLs? • What do we have the most questions about? 2 min. chat And utilize chat box 20

21. Welcome Dr. Claude Goldenberg, Stanford University! What does the research say about effective instruction for ELLs in standards-based classrooms across content areas and grade levels (RTI Tier 1)?

22. What Do We Know from Research about Effective Practices for ELLs? Claude GoldenbergStanford University

23. Setting the stage… • ELLs--large and diverse population(s) • Almost everything about educating ELLs is controversial • ELLs have language and academic needs • There are many uncertainties and controversies about effective approaches, but research is growing 4

24. Achievement of ELLs • Tend to lag behind in academic achievement, on virtually any measure: • Standardized tests, NAEP, grades, graduation rates, post HS participation. • Students of Mexican and Cent. Amer. descent --by far the largest EL group--esp. at risk

25. Historically, ELL research has been… • Dominated by language of instruction debate • Strongly ideological • Surprisingly sparse on important topics (e.g., accelerating ELD) • Portions have been insufficiently attentive to student outcomes • Difficult to use as basis for practice

26. Research base is changing • Research consensus on some issues • More research is looking at student outcomes • Language of instruction not as dominant • Effective practices for ELLs & non-ELLs

27. Useful publications August & Shanahan, Report of the National Literacy Panel (Erlbaum, 2006) Genesee et al., Educating English Language Learners (Cambridge, 2006) Goldenberg & Coleman, Promoting Academic Achievement among ELLs (Corwin, 2010) CA Dept of Ed, Improving Education for English Learners (CA Dept of Ed, 2010)

28. True (A) or False (B)? • Teaching ELLs and teaching non- ELLs require completely different skill sets. • Discuss

29. Key finding #1 False (B) Components of effective instruction for students in general also apply to English learners.

30. What works for instruction in L1 generally works for instruction in L2 * clear goals and objectives * appropriate and challenging material * well-designed instruction and instructional routines * clear input and modeling * active engagement and participation * informative feedback * application of new learning * practice and periodic review * interaction with other students * frequent assessments, with re-teaching as needed.

31. In L2 literacy instruction, results are generally--but not entirely--consistent with findings for L1 reading: • phonemic awareness • phonics • oral reading fluency (mixed results) • vocabulary • reading comprehension strategies (weakest effects) • writing

32. In L2 literacy instruction, results are generally--but not entirely--consistent with findings for L1 reading: • phonemic awareness • phonics • oral reading fluency (mixed results) • vocabulary • reading comprehension strategies (weakest effects) • writing

33. Key finding #2 Although components of effective instruction for students in general also apply to ELLs… Modifications are necessary in order to make instruction meaningful.

34. What modifications? A) primary language instruction B) “sheltered” or “specially designed” instruction

35. “Sheltering” strategies • target language AND content skills (e.g., SIOP) • tasks must be very clear • redundant information, e.g. gestures, visual cues • pictures, demonstrations, “realia” • graphic organizers (tables, webs, Venn diagrams) • material with familiar content (cultural or background knowledge can influence comprehension) • strategic use of L1 (e.g., cognates, other L1 support) • extra practice and time • differentiate instruction by language proficiency

36. But research on sheltered strategies’ effects is sparse • SIOP--1 published study showing small effect • Large literature on graphic organizers for all… can they compensate for limited English? • Using familiar content promotes comprehension • Positive evidence for L1 support (e.g., cognates) • Redundant cues, pictures, “realia,” extra time??? • Can sheltered instruction help ELLs “keep up” with non ELLs?

37. True (A) or False (B) ? • If we expose ELLs to a rich English language environment they will learn what they need in order to be successful in school. • Discuss

38. Key finding #3 False (B) A rich English language environment is necessary, but ELD still should be taught explicitly.

39. English language development (ELD) • Wide range of perspectives, theories • Different emphases, issues: • Communication vs. formal aspects of language • Comprehensible input vs. output • Focus on language vs. focus on content • Provide feedback vs. don’t provide feedback • Little data on what type of ELD instruction is most beneficial for ELLs

40. Best evidence to date suggests*: • ELD should be taught explicitly during an ELD period • Most effective approach probably incorporates several perspectives: “form focused” and “communicative” approaches; comprehensible input and output; feedback used strategically • Carefully structured interactions among students *Saunders & Goldenberg, 2010, CDE volume

41. True (A) or False(B)? • Instruction in students’ home language can make a positive contribution to their achievement in English. • Discuss

42. Key finding #4 TRUE (A)! Use of L1 can support achievement in English (L2).

43. Effects of L1 reading instruction • L1 (e.g., Spanish) reading instruction is beneficial for L2 (e.g., English) literacy (5 meta-analyses). • Effect size approximately .3-.4 (small to moderate; cf. phonics instruction) • Little data on other content areas (e.g., math, history) • Inconclusive data on length of time for L1 instruction • 2way instruction very promising (benefits of bilingualism/biliteracy--beyond benefits for L2)

44. Transfer of literacy skills from first to second language • What is transfer? (positive and negative) • Bottom line: • Knowing academic skills in one language helps you learn academic skills in another

45. L1 in “English immersion” • Some data on effectiveness • L1 “support” rather than L1 instruction-- * cognates * brief L1 explanations * preview-review * teach strategies in L1

46. Summary: Key findings from research 1. Components of effective instruction generally apply to English learners, however…. 2. Modifications or enhancements are probably necessary, primarily due to language limitations (but research is sparse!). 3. ELD should be taught explicitly, but no single model or approach is sufficient. 4. Use of L1 can support achievement in English (L2).

47. Challenges and directions for the future • Ideology—language (for/against L1 use in school); socio-cultural-political issues (role of culture; social status; history of discrimination). • Complexity—curriculum and instruction overlaid with language, culture, and socio-political dimensions. • Opportunities—linguistic and cultural resources; growing knowledge base for RTI tiers.

48. Reflection and Q&A 5 min. reflection + use chat box • In what ways (if any) was the information presented in this webinar consistent with what you already thought?  In what ways was it inconsistent? • 2. What are some features of optimal learning environments for ELLs in regular ed classrooms, that is, how can the information presented here help us implement RTI Tier 1 for ELLs in Georgia? >> Q& A w/ Dr. Goldenberg

49. Concluding thoughts and Evaluation • Cori: Implications of today for… • for practice in GA • future professional learning topics • Kim, LaShaun: • Evaluation survey— takes approx. 5 min. • https://uncg.qualtrics.com/SE/?SID=SV_37XgcVfL4hhjR0E

50. Looking Ahead to Session 3Tues. 3/15/11 3-4:30pm • Focus: • Effective strategies for RTI in reading • Effective strategies for literacy and English-language instruction for ELLs • How these 2 sets of strategies support each other in RTI for ELLs • Presenter: Dr. Sylvia Linan-Thompson, UT-Austin • Accessingthe webinar: same URL as today