OrRTI ELL Symposium April 27, 2012

1. OrRTI ELL SymposiumApril 27, 2012

3. HOW WELL ARE STUDENTS DOING? NAEP Percentage of Hispanic Students At or Above Proficient in 4th Grade Reading: 2009 WA ME MT NH ND OR MN VT NY WI ID SD MA MI WY PA CT RI IA NE NV OH NJ IL IN DE UT WV CO VA CA KS MO KY MD NC DC TN AZ OK NM AR SC GA MS AL TX LA FL AK Top Ten States Bottom Ten States (with ties) Middle States No Data HI Source: National Assessment of Educational Progress

4. HOW WELL ARE STUDENTS DOING? NAEP Percentage of Hispanic Students At or Above Proficient in 4th Grade Mathematics: 2009 WA ME MT NH ND OR MN VT NY WI ID SD MA MI WY PA CT RI IA NE NV OH NJ IL IN DE UT WV CO VA CA KS MO KY MD NC DC TN AZ OK NM AR SC GA MS AL TX LA FL AK Top Ten States (with ties) Bottom Ten States (with ties) Middle States No Data HI Source: National Assessment of Educational Progress

5. HOW WELL ARE STUDENTS DOING? NAEP Percentage of Hispanic Students At or Above Proficient in 8th Grade Reading: 2009 WA ME MT NH ND OR MN VT NY WI ID SD MA MI WY PA CT RI IA NE NV OH NJ IL IN DE UT WV CO VA CA KS MO KY MD NC DC TN AZ OK NM AR SC GA MS AL TX LA FL AK Top Ten States (with ties) Bottom Ten States (with ties) Middle States No Data HI Source: National Assessment of Educational Progress

6. HOW WELL ARE STUDENTS DOING? NAEP Percentage of Hispanic Students At or Above Proficient in 8th Grade Mathematics: 2009 WA ME MT NH ND OR MN VT NY WI ID SD MA MI WY PA CT RI IA NE NV OH NJ IL IN DE UT WV CO VA CA KS MO KY MD NC DC TN AZ OK NM AR SC GA MS AL TX LA FL AK Top Ten States (with ties) Bottom Ten States Middle States No Data HI Source: National Assessment of Educational Progress

8. Challenges: A day in the life… • Quality of core instruction low • Good intentions poorly executed • Academic English was too advanced for Els • Limited opportunities to respond/use language • Complicated schedule, many transitions • Instruction not connected across classes

9. Challenges: District issues… • Scheduling & addressing many needs • Language, literacy, core, interventions • Curriculum integration/vs curricular chaos • Over & under identification of ELL students • Quality EL Core instruction • Language progress monitoring data • Cohort data to analyze language acquisition and literacy based on language level

10. Relation Between Language and Literacy Development Doris Luft Baker dbaker@uoregon.edu OregonRTI Symposium April 27, 2012

11. Domains and Elements of Language Acquisition Domains Elements Phonology Syntax Morphology Semantics Pragmatics • Listening: easier to acquire • Speaking: BICS* can be acquired through interactions with others/ CALP** through school • Reading: challenging • Writing: most challenging *BICS = Basic Intercommunicative Skills **CALP = Cognitive Academic Language Proficiency Doris Luft Baker, April 27, 2012

12. All words are decodable 22-24 phonemes 42-44 phonemes 7 conditional rules 27 letter combinations + conditional rules Irregular words 27 letters + 3 digraphs (rr, ll, ch) Orthographic System 26 letters English Spanish Differences and Similarities in the Orthographic Systems Baker, D. L. 2010

13. A Conceptual Framework for Reading/Literacy Instruction Coyne, M., 2011 Doris Luft Baker, April 27, 2012

14. A Conceptual Framework for Reading/Literacy/Language Instruction Language Proficiency Instruction Adapted from Coyne, M., 2011 Doris Luft Baker, April 27, 2012

15. Meaning Based Instruction Understanding academic language • Vocabulary Knowledge • Complex Sentence Structures / Syntax • Sentences with passive voice, prepositions, double negative, & ambiguous phrases, etc. (It was not true that she disliked the party decorations.) • Discourse Patterns • Units of language more than one sentence in length that can allow for the organization of speech and writing and convey meaning and coherence across sentences. • Rec.: Have EL Students Talk More!

16. Vocabulary Knowledge • Limited vocabulary knowledge is the most common source of reading comprehension difficulties among ELs (e.g., Droop & Verhoeven, 2003; Garcia, 1991; Proctor, Carlo, August & Snow, 2005; Umbel, Pearson, Fernandez & Oller, 1992) • Knowing Tier 1 words (e.g., can, tip; Beck & McKeown, 2002) • Defining and using Tier 2 words (e.g., ancient, pursue, admire, practice) • Learning content area vocabulary or Tier 3 words (e.g., ratio, peninsula, pentagram) • Rec.: Teach ELs More Words

17. Complex Sentence Structures/Syntax • Can be taught in the context of the language arts curriculum and content area classes • EL teachers can focus on students understanding sentences • “In an attempt to explain the immense power and unpredictable behavior of volcanoes, our ancient ancestors created myths about evil gods that lived within volcanoes.” • Rec.: Teach Els to understand and use complex sentences Doris Luft Baker, April 27, 2012

18. Discourse Patterns • ….. Ramírez(1992) concluded that students are limited in their opportunities to produce language and in their opportunities to produce more complex language. Direct observations reveal that teachers do most of the talking in classrooms, making about twice as many utterances as do students. Students produce language only when they are working directly with a teacher, and then only in response to teacher initiations. . . . Of major concern is that in over half of the interactions that teachers have with students, students do not produce any language as they are only listening or responding with non-verbal gestures or actions. (pp. 9–10) Doris Luft Baker, April 27, 2012

19. Time in minutes spent on Core Components of Reading Instruction by Condition Note. Analyses were conducted at the school level (18 SETR schools, 19 Control schools). Time was measured in minutes. M = Mean, SD = Standard Deviation.

20. Review of Research • National Literacy Panel: Developing Literacy in Second Language Learners -Executive Summary (2006) • Teaching English Language Learners: What the Research Does and Does Not Say (Claude Goldenberg, 2008) • IES Practice Guide: Effective Literacy and English Language Instruction (2007) • English Language Learners and RTI (Baker & Baker, 2007)

21. Meta Analysis of Meta Analyses Language • Teaching students to read in their first language (L1) promotes higher levels of reading in English (transfer) • Oral proficiency in English is critical • ELs have remarkably little language engagement; teachers talk and students listen • Need active engagement in language rich, higher order tasks • Vocabulary, comprehension, and academic English are critical as students advance

22. Summary of Summaries Instruction • What we know about good instruction in general holds true for EL’s (for both English and L1 instruction): • Teach the big 5, • Explicit, systematic, frequent opportunities to respond • Provide intensive small-group reading intervention • Screen for reading problems and monitor progress (i.e., ORF) • Progress monitoring-ORF sensitive to growth and viable for dual discrepancy

23. Next Steps • Develop cohort guidelines and data • Protocol for evaluation of LD • Protocol for assessment and Tiered Support of Els • Decision rules for progress monitoring with respect to language levels • Assessment instruction matrix on the 4 parts of language and types of assessment

24. TIER I Support & Cohort Analysis Core Instruction for English Language Learners TIER 2

25. ELL Support Protocol Draft Protocol from TTSD

26. Assessment Matrix Assessment Matrix

27. Progress Monitoring Language CWS

28. Questions???