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Effectively Using Data to Develop Reading and English Language Development Interventions for ELLs

Effectively Using Data to Develop Reading and English Language Development Interventions for ELLs. Milena Varbanova Jessica Dunwoodie Culturally Responsive Practices School Psychologists and Marie Kobayashi, ESL Manager Cincinnati Public Schools (CPS)

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Effectively Using Data to Develop Reading and English Language Development Interventions for ELLs

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  1. Effectively Using Data to Develop Reading and English Language Development Interventions for ELLs Milena Varbanova Jessica Dunwoodie Culturally Responsive Practices School Psychologists and Marie Kobayashi, ESL Manager Cincinnati Public Schools (CPS) varbanm@cps-k12.orgdunwooj@cps-k12.org Ohio TESOL Conference November 15, 2013

  2. Why is this Important? • Many ELLs are in need of additional supports to make core instruction comprehensible and address any skill and content gaps that students have • It is common practice in schools to mismatch individual student needs and interventions provided. • A structured decision making process is likely to lead to better student outcomes and provides for more efficient use of instructional time and personnel.

  3. Objectives • To provide an overview of a structured data-based decision making (DBDM) process for instructional support planning in the context of Response-to- Intervention (RTI) framework

  4. Response to Intervention Framework The RtI framework provides for the instructional differentiation this population needs. Strengthening school-wide and group supports reduces the number of students who will need intensive, individualized services.

  5. RtI for ELLs

  6. Tier II – English Language Development – Rationale 6 6 6 6 Title VI of the Civil Rights Act of 1964 requires that districts provide alternative language programs that meet the following criteria : • (1) be recognized as sound by some experts in the field or is considered a legitimate experimental strategy; • (2) have sufficient resources and staff reasonably calculated to implement effectively the educational theory adopted by the school; and • (3) demonstrate its effectiveness, after a period of “reasonable implementation,” in producing results indicating that students' language barriers are actually being overcome. • Castañeda v. Pickard, 648 F.2d 989, 1007 (1981).

  7. Planning Instructional Supports • Know who your students are: organize relevant available data across background, language, and academic domains • Collect more data as needed • Analyze data and determine instructional needs in terms of oral language, literacy, and access to content areas • Prioritize needs for Tier 1 supports and Tier 2 interventions • Identify appropriate instructional supports and interventions to address prioritized needs • Implement supports and monitor progress • Review progress and make adjustments

  8. Step 1: Organize Data Know who your students are: organize relevant available data across background, language, and academic domains Create a set or portfolio of relevant information; don’t overlook some sources of focus on only one • Demographic information – years in U.S.; previous schooling and performance , other important experiences • English language proficiency – IPT, LAS, WMLS, OTELA • Grade level academics – OAA, OGT, State Screeners, District and School assessments • Indicators of basic skills – DIBELS, AIMSweb, other Curriculum-Based Measures, classroom assessments

  9. Step 2: Collect More Data as Needed • Grade level - DIBELS, AIMSweb • Off-grade levelassessments (DIBELS, AIMSweb) • Native language proficiency if appropriate and/or possible (oral language, literacy) • Diagnostic assessments (phonics)

  10. Example

  11. Step 3: Analyze Data and Determine Instructional Needs Analyze the interaction between all the data pieces you have available Examples:

  12. Krashen and Terrell, 1983

  13. Intervention Considerations for ELLs • Strong predictors of potential reading risk for ELLs: • Phonemic awareness • Alphabetical knowledge (including phonics) • Underdeveloped phonological awareness skills and/or difficulty learning sound-symbol correspondence can indicate possible risk for reading difficulties amongst ELLs. • Do not wait and assume these skills will come with development of L2, provide explicit and intensive instruction in phonemic/phonological awareness and phonics

  14. Important Intervention Considerations for ELLs 14 14 14 14 • Important facts regarding the reading skill development of ELLs: • Most ELLs do not have significant difficulties developing the foundational skills (phonemic awareness, alphabetical principle) in a timely manner; many have the skill in their L1 and need to learn the differences between L1 and L2 • However, ELLs take much longer to develop adequate fluency, vocabulary and comprehension which is a function of many factors including Oral Language

  15. Why Is That The Case? 15 15 15 15

  16. And the result is …. 16 16 16 Too much information – working memory overload! • Instructional implication:students who have developed basic decoding skills need ample opportunities to develop language proficiency and fluency • Assessment implication:closely monitor student’s progress to be confident that instruction is producing sufficient growth but DO NOT rush to major decisions if the student’s Oral Reading Fluency is not on target in a couple of months

  17. Important Intervention Considerations for ELLs The performance of LEP students on assessments is influenced as much by their overall language proficiency as it is by their reading ability. Consider whether a student’s primary need is intervention in reading or English language development or both.

  18. Step 4: Prioritize • When making a decision if Systematic English Language Development instruction (intervention) or Early Literacy/Reading intervention is needed use the following generalrules:

  19. English Language Development 19 19 19 19 • Key features of English language development Tier II instruction • Systematic and comprehensive curriculum targeting the 4 language domains – listening, speaking, reading and writing • Designed for ELLs • Target BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic Language Proficiency) skills • Offer differentiated instructional materials based on student’s ELP (English Language Proficiency) level and academic skills

  20. English language development 20 20 20 • English language development Tier II instruction is provided: • In addition to the core literacy instruction • By specially trained, TESOL-endorsed teachers • To small groups of students • For a minimum of 30 minutes per day, 4-5 times per week during the course of the school year • Technology resources can be utilized for additional practice, not in place of systematic ELD (English Language Development) instruction from a qualified teacher

  21. English Language Development Some students at Pre-functional ELP level with other risk factors (lack of formal education, low level of acculturation, etc.,) present may require more intensive instructional and behavior support Students at higher proficiency levels (4, 5) may need some targeted pull-out instruction in addition to the push-in support. Specific interventions and their frequency and duration need to be determined on an individual basis 21 21 21

  22. General Guidelines for Selecting an Intervention Priority • If Oral Language is 1 or low 2 and there are reading deficits target oral Language development; literacy instruction needs to be imbedded in ELD curriculum • If Oral Language is high 2 or up and there are reading deficits start systematic Literacy/ Reading Interventions given your knowledge of existing skills in L1, or if impossible to determine that or languages are too different have fast-paced phonics intervention • If Oral Language is intermediate and there aren’t phonics deficits focus on Fluency and Comprehension interventions with the understanding that VOCABULARY AND BACKGROUND KNOWLEDGE may be the primary focus and not necessarily comprehension strategies

  23. Prioritizing Reading Needs Is the student at benchmark in oral reading fluency? Yes Vocabulary and Comprehension (Students Read) No • *(based on Michael C. McKenna and Katherine A. Dougherty Stahl, Assessment for Reading instruction) Are all or nearly all phonics skills mastered? Yes Fluency and Comprehension No Is the student at benchmark in phonics? Fluency Vocabulary and Comprehension (Teacher Reads Aloud) Yes No Has the student acquired full phonological awareness? Yes Word Recognition and Fluency No Phonological Awareness and Word Recognition

  24. Analyzing Oral Reading Fluency (ORF) Data • Fast and accurate oral reading – check comprehension across data (Maze, OAA, OTELA, other) if comprehension is low focus on vocabulary and background knowledge and possibly comprehension strategies • Slow but accurate (93% or above) – focus on fluency building activities, vocabulary development and background • Fast and inaccurate - examine pronunciation and possible impact of accent; examine phonics – does the student know how to decode unknown words; complete phonics screener or diagnostic phonics assessment if accent is not an issue • Slow and inaccurate – check oral language (pronunciation, accent,) complete phonics screener or diagnostic phonics assessment if accent is not an issue • If fluency, comprehension, and phonics are low – start with phonics, reading at independent level, and vocabulary support

  25. Tier II Reading Interventions 25 25 25 25 • Interventions need to be: • Appropriate/research-based for English Language Learners • Appropriate for the student’s oral language proficiency • Address the identified area of need • Systematic • Explicit • Targeted • Small group • Students should be grouped based on these needs/current levels of performance • Build upon mastered literacy skills acquired in native language when appropriate

  26. Step 5: Identify Appropriate Reading Supports

  27. Identify Appropriate Reading Supports

  28. Identify Appropriate Reading Supports

  29. Step 6: Implement Interventions and Monitor Progress

  30. Goal Setting 30 30 30 30 Key Question: What do we want to see happen and by when? • Direct Assessment of Dynamic Indicators- Progress Monitoring • Timeline for Goal • Consider • Benchmarks/ national norms • Rate of progress of monolinguals and similar peers • Example: In (#) weeks (Student name) will read (#) Words Correctly in 1 minute from randomly selected Grade (#) passages.

  31. Intervention Summary Statement 31 31 31 31 Example of an intervention plan The students with identified skill deficits in the areas of Phonemic Awareness and Alphabetic Principle will receive Teacher-Directed PALS intervention (Specific intervention) for 30 min per day (Duration), 3x per week (Frequency), implemented by the general education teacher (Person responsible) during small group reading instruction time (Setting). Student progress will be monitored weekly (Progress monitoring schedule) using DIBELS Phoneme Segmentation Fluency and Nonsense Word Fluency assessments (Description of measurement). The skill goal for each student is recorded on their individual progress monitoring graphs. This intervention is provided in addition to the core ESL/ELD instruction provided to ELLs.

  32. Step 7: Review progress and make adjustments Key concepts: • Treatment integrity – was the intervention done as planned • What is the level of skill as a result of the intervention • What is the rate of improvement the student demonstrated • How does that rate of improvement compares to the progress of similarly acculturated English language learners (similar cultural and linguistic background and learning experiences) • Always evaluate the environment/instructional context as well as the student’s performance in that context

  33. Collaboration and Coordination 33 33 33 33 • Collaboration between all educators delivering Tier I and Tier II instructional services is critical • Coordination between all targeted interventions addressing problem areas is imperative • Adding interventions without team planning and a clear rationale may have negative impact on student progress

  34. “Stop asking me if we’re almost there; we’re Nomads, for crying out loud.” 34 34 34 34

  35. Web Resources 35 35 35 • Lau Resource Center: • http://www.ode.state.oh.us/students-families-communities/lau_resource_center/ • National Clearinghouse for English Language Acquisition: • http://www.ncela.gwu.edu/ • http://www.ncela.gwu.edu/ncbepubs/parent/index.htm • National Association for Bilingual Education : • http://www.nabe.org/ • National Center for Response to Intervention: www.rti4success.org • RtI Action Network: www.rtinetwork.org

  36. Web Resources cont. 36 36 36 • Center for Research on Education, Diversity & Excellence • http://www.crede.ucsc.edu/ • Center for Applied Linguistics : • http://www.cal.org/ • i teach i learn.com : • http://www.iteachilearn.com/uh/guadarrama/sociopsycho/paper.htm#education%20webs • Ohio TESOL (Ohio Teachers of English to Speakers of Other Languages): • http://willow.cats.ohiou.edu/~otesol/aboutotes.htm • Bilingual resources, graphic organizers: • www.eduplace.com

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