Distinguishing Difference from Disability Intervention Implications Follow-up Workshop

1. Distinguishing Difference from DisabilityIntervention ImplicationsFollow-up Workshop John J. Hoover St. Vrain School District October 23, 2013

2. Workshop Outcomes 1. Recognize significance of distinguishing learning difference from disability when selecting interventions 2. Know core instructional themes necessary to deliver effective instruction and interventions for ELs 3. Recognize HOW to assist classroom teachers select appropriate interventions for ELs

3. TODAY’S TOPICS 1. Brief Review 2. Examining Multi-Level Instructional Considerations 3. Intervention Selection 4. True Peers

4. Action Items Incorporate process for selecting intervention(s) Clarify selection procedures of interventions into current decision-making structures CEIP usage with teachers Articulate plan for incorporating CEIP into instruction and instructional coaching Training support needed to incorporate CEIP into instruction Identify workshop topics to address to incorporate seven themes into teaching and learning Consideration of instructional needs relative to true peers Establish procedures for interpreting data relative to true peers

5. 1. BriefReview Quality of Instruction Accessing Curriculum and Assessment: Expectations Based on Development A_____________________B_____________________C Prerequisites DeliveryAssessment A-Expectation that learner brings needed prerequisites B-Expectation that student best learns the way curriculum is delivered C-Expectation that student best demonstrates progress the way it is measured ELs’ cultural/linguistic backgrounds/needs may represent different strengths or expectations than those in curriculum/assessment Prior to intervention selection consider these three expectations in the curriculum being implemented to help ELs acquire content/skills

6. Situating Difference from Disability: Knowledge and Skills Perspective Source: J. J. Hoover (2009) Cultural Diversity – Understand how culturally diverse teachings, values, norms influence and shape learning Three Contributing Elements to Recognize Difference- Disability Learning/Emotional Disability Characteristics- Understand some cultural and linguistic behaviors are similar to some disability behaviors (Must recognize differences) Second Language Acquisition – Understand SLA development and expected classroom behaviors

7. Intervention as a Process Process Set of instructional procedures, tasks or schedules that frame the delivery of instruction Example-Tier 2 Tier 2 as an Intervention includes: * Small Group * Several times per week * Focus on specific area * Frequent monitoring

8. Intervention as a Method Method Specific method, strategy or curriculum used in the delivery of instruction in different tiers or level of instruction Evidence-Based “instructional techniques with meaningful research support that represent critical tools in bridging the research-to-practice gap and improving student outcomes” (Cook, Smith and Tankersley, in press; Slavin, 2002)

9. Intervention Rationale:Explicit Instruction Learners General Classroom Non-English Learners Students with a Learning Disability General Classroom English Learners Usage Rationale All students benefit from well-designed, and explicitly taught skills to assist with organization, expectations, and outcomes Provides highly structured, interactive process addressing distractibility issues often associated with LD Method supports structure and adequate wait time to process information; structure and time ELs require in developing proficiency with English

10. 2. Multi-Level Instruction for ELs when Selecting Intervention Selection of instructional methods must be made relative to the overall teaching and learning structures Data tell us about learner progress - Do not tell us why Effective instructional adjustments for ELs (based on data) best occur when educators examine the quality of that instruction Quality of instruction for ELs includes consideration of potential effects of cultural and linguistic diversity (Several identified in Book) Handout 1: Multi-Level Learning Considerations

11. Example: Consideration 3 Situation: Progress monitoring maybe unfamiliar to learner leading to underestimated abilities Evidence: Learner appears confused or uncertain of assessment expectations; Demonstrates that he/she is not sure ‘what to do’ Differentiation: Prepare learner for assessment tasks by including similar tasks in weekly teaching; Engage learner in a similar simulated assessment task; Confirm abilities through other means such as performance-based assessment, running records, etc.

12. Interactive Check: Examining Instructional Quality 1. Review Cultural and Linguistic Considerations 2. Select two to discuss 3. Identify ways your selected two are addressed in current instruction (Column 2) 4. Identify one example that would improve attention to the Consideration (Column 3) Handout 1: Multi-Level Learning Considerations

13. Intervention Selection Continuum Step 1: Identify learner strengths and needs Step 2: Generate anticipated outcome(s) for intervention Step 3: Generate possible intervention (Process and Method) Step 4: Select intervention Step 5: Provide rationale for intervention selection Step 6: Document timeframe for implementation Step 6: Identify progress monitoring schedule and device Step 7: Implement intervention/monitor/examine results Handout 2: Intervention Selection Process

14. Interactive Check: Intervention Selection Identify and Discuss the following: * Steps not currently implemented * Steps most difficult to implement and why * Steps requiring ongoing support/workshop training * Process for assisting teachers to adhere to steps to select strategies and make instructional adjustments

15. 3. CEIP Debriefing Purpose: Identify and confirm common instructional practices necessary to deliver effective core Tier 1 instruction to ELs in the general classroom (Reading, Writing, Math, Social Sciences). Task: In small groups of 3-4, respond to the items on the CEIP Self-Examination Debriefing Form. Share: Small groups share thoughts about CEIP use with classroom teachers.

16. True Peers: Defined Individuals with similar learning and experiential qualities and characteristics, specifically similar language proficiency, culture and experiential background (Brown & Doolittle, 2008). When considering Tier 2 interventions for an English learner (EL) the learner’s academic and affective needs must be interpreted relative to other students with similar cultural and linguistic qualities and characteristics

17. True Peer Qualities Native language Proficiency level (SSLP score) English Language Proficiency level (e.g., WIDA 3) Time in Current School and Academic Program (Includes both attendance in the school and in the program such as ELD, Literacy by Design, etc.).

18. True Peers: Comparison Achievement data scores for EL being considered for intervention (Tier 2) should be compared with the average achievement data scores of the true peer group compiled based on three True Peer Qualities. While the number of true peers similar to the EL will vary, a minimum of 3-5 students should be included in the comparison.

19. True Peer: Interpretation EL achievement data scores that are consistent with the true peer group indicate the need for additional Tier 1 instructional adjustments and NOT separate Tier 2 instruction. Scores for the EL that deviate significantly from the true peer group provide additional evidence corroborating the need for more intensive instruction (i.e., Tier 2)

20. Analysis with True Peers: Language Proficiency; Time in Program Step 1: Identify other ELs in the same grade, in same school with similar Native and English proficiency levels; time in program; and educational history as struggling learner; Step 2. Determine the struggling learner's reading level such as AIMSweb (ORF) Step 3. Calculate average AIMSweb reading score (ORF) of this group Step 4. Complete gap analysis (CDE Formula) comparing struggling learner ORF reading score to average of non struggling ELs with similar qualities

21. True Peer Task Provide a current example that illustrates comparison with true peers in your teachers’ classrooms Discuss how this comparison, if implemented properly, better informs intervention decision making Action Item: What do you need to change to make certain comparison with true peers occurs? How will you go about making this change?

22. Recap Action Items-Take Aways? Incorporate process for selecting intervention(s) Identify intervention selection procedures, with rationale, to incorporate into current decision-making structures-Take Aways? CEIP usage with teachers Articulate plan of ideas for incorporating CEIP into instruction and instructional coaching – Take Aways? Training support needed to incorporate CEIP into instruction Identify workshop topics needed to best incorporate one or more of CEIP seven themes into teaching and learning-Take Aways? Consideration of instructional needs relative to true peers Establish procedures for interpreting data relative to true peers-Take Aways?