Using Data to Inform InstructionK-12Jill MoreyCarter 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

• 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.

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.

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

Fact or Fiction?

• 1/3 of students labeled as ELLs in kindergarten are likely to be long-term ELLs.

• (Menken and Kleyn 2009)

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

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%

Answer

• 21% of school-aged children in the US speak a language other than English at home!

• Menken and Kleyn 2011

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

Answer

• D. 460 Languages are spoken by ELLs in the US!

• APA.org 2011

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%

Answer

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

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)

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.

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

NCTE – Policy Brief

UNIVERSAL SCREENING

What is the problem?

IDENTIFY

RESPONDMONITOR

FRAMEWORK FOR PROGRESS MONITORING AND INTERVENTION

EVALUATIONIs it working?

INTERVENTIONWhat will we do about it?

DIAGNOSTICWhy is it happening?

How do we identify ELLs?

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.

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

IDENTIFY

NCLB2 NCLB defines “limited English proficient” students as those who are between the ages of 3 and 21, are enrolled or preparing toenroll in an elementary or secondary school, were either not born in the United States or have a native language other thanEnglish, and have difficulties speaking, reading, writing, or understanding English that impede their ability to perform at proficientlevels on state tests, successfully achieve in an English-language classroom setting, or participate fully in society. Althoughthere is no standardized procedure for identifying ELLs, the federal government does require all parents registering children inpublic school to fill out a home language survey. On the basis of this survey, school districts can administer various assessmentsof a child’s English proficiency and determine eligibility for ELL services. (Menken 2008)

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?

UNIVERSAL SCREENING

What is the problem?

IDENTIFY

RESPONDMONITOR

FRAMEWORK FOR PROGRESS MONITORING AND INTERVENTION

EVALUATIONIs it working?

INTERVENTIONWhat will we do about it?

DIAGNOSTICWhy is it happening?

Universal TIER

ONE

TargetedTIER TWO

Intensive

TIER THREE

Effective Core Instruction for All Students

Supplemental Interventions for Some Identified Students

Intensive Interventio

ns for Individual Students

ELL continuum of need

Universal TIER

ONE

TargetedTIER TWO

Intensive

TIER THREE

Work with core content teachers to provide instructional strategies for ELL/all (pre-teaching vocab, developing background, tiered reading,

after school support)

Push-in and working with small ELL/mixed groups in English and History,

re-teaching info in small groups

ESOL classI^2

ELL continuum of need

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?

UNIVERSAL SCREENING

What is the problem?

IDENTIFY

RESPONDMONITOR

FRAMEWORK FOR PROGRESS MONITORING AND INTERVENTION

EVALUATIONIs it working?

INTERVENTIONWhat will we do about it?

DIAGNOSTICWhy is it happening?

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.

MONITOR

Universal TIER ONE

TargetedTIER TWO

IntensiveTIER THREE

Effective Core Instruction for All Students

Supplemental Interventions for Some Identified Students

Intensive Interventions for

Individual Students

MONITOR

Data Wall, RADAR Reports, Freq Grade Checks, Conversations with Teachers, School Goals, CLT Formative Assessment

Semester I Formative: English I ELLs

% Correct by Class

Standard % CorrectENGLISH 1 +ENGLISH 1

R1 70.3% 63.8% 81.9%

R2 79.3% 74.3% 88.3%

R3 80.6% 74.7% 91.0%

R4 71.1% 63.8% 84.1%

Percent of Students Passing ALL courses2010-11 2011-12 2012-13

 6

Weeks

12 Weeks

1st Sem

6 Weeks

12 Weeks

2nd Sem

6 Weeks

12 Weeks

1st Sem

6 Weeks

12 Weeks

2nd Sem

6 Weeks

12 Weeks

1st Sem

6 Weeks

12 Weeks

2nd Sem

All Students

77.7%

77.0%

85.0%

73.3%

75.4%

86.1%

78.1%

76.9%

83.5%

75.4%

75.4%

84.2%

71.4%

71.9%

79.8%      

ESL Y 57.1%

60.7%

64.3%

60.7%

67.9%

85.7%

64.7%

70.6%

67.6%

67.6%

76.5%

64.7%

55.9%

64.7%

73.5%      

Percent of Students Passing CORE courses2010-11 2011-12 2012-13

 6

Weeks

12 Weeks

1st Sem

6 Weeks

12 Weeks

2nd Sem

6 Weeks

12 Weeks

1st Sem

6 Weeks

12 Weeks

2nd Sem

6 Weeks

12 Weeks

1st Sem

6 Weeks

12 Weeks

2nd Sem

All Student

s

79.8%

80.2%

86.6%

76.8%

78.9%

88.4%

79.4%

79.5%

84.1%

78.3%

78.5%

85.3%

73.7%

74.4%

81.3%

     

ESL Y60.7%

67.9%

67.9%

64.3%

78.6%

89.3%

67.6%

73.5%

70.6%

73.5%

79.4%

70.6%

58.8%

64.7%

73.5%      

Universal TIER ONE

TargetedTIER TWO

IntensiveTIER THREE

Effective Core Instruction for All Students

Supplemental Interventions for Some Identified Students

Intensive Interventions for

Individual Students

MONITOR

CLT Formative Assessments, Part of CLT to monitor small group performance in Core classes

Universal TIER ONE

TargetedTIER TWO

IntensiveTIER THREE

Effective Core Instruction for All Students

Supplemental Interventions for Some Identified Students

Intensive Interventions for

Individual Students

MONITOR

Diagnostic pre-assessment ,WAPT, SRI, EOC, Formative Senteo Quizzes, conversations with students, etc.

How do you monitor ELL student progress? • Summative progress?

• Formative progress?

• Are students involved in monitoring progress?

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/Heinle Cengage 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:Supporting English Language Learners:The Difficult 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

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 youthand the politics of caring. New York: SUNY.

• PART II: Sometime During School Year or Next Summer

Pre-Assessments• Senteo Comm 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

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).

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).

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…..

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).

Pre-Assessment Example

PARS• Do you know how to get into PARS?• Do you use it?• Do you look at previous grade levels?• Do you share pre-assessments with your

colleagues? • What do you find helpful on PARS?

Progress Monitoring Model• According to RTI, as soon as weaknesses are

identified by pre-assessment, monitoring should occur monthly, weekly, or even bi-weekly.

• Measures should be short, easily administered by teachers and support staff.

• Alternate forms should not increase in difficulty or concept mastery.

• Types of progress monitoring measures – exit slips,

Types of progress monitoring measures

• --exit slips• --Short answer• --Cloze vocabulary items• --Smart Board clicker multiple-choice pre-

assessments, formatives, summatives• Longer assessments every 3 months• Classroom assessments – collecting data to share.

Google docs, Excel, etc.• EasyCBM.com

Data Share• Can we get data for each elementary and middle

school group in attendance?• What data can we share with them that would be

helpful for next year? Can we share the data about their incoming kids for the fall? What can we give them that they can focus on right now? What data-crunching skills can we show them?

Part II - Instruction

• All students are AELLs (Academic English Language Learners)

• We must be more explicit with vocabulary instruction

• We must recycle content and access vocabulary• All students need the vocabulary foundation and

enrichment.

Informing Instruction – ELLs are behind on tests…what do we do?

• Introducing new vocabulary and content in multiple classes at the same time can benefit students. This technique reinforces information in different contexts. For example, the science teacher might focus on the ecology of the western United States while the English teacher assigns a historical novel set in California and the history teacher focuses on the westward migration. However, adolescent {I contend ALL} ELLs need assistance with more than just topic-specific vocabulary like wagon train, Oregon Trail, or desert; they need to learn academic terms like process, justify, elaborate, and compare, as well. http://www.all4ed.org/files/UrgentOver.pdf

Explicit Vocabulary Instruction

• http://explicitinstruction.org/?page_id=317

• Archer et al, 2011

Recommendations• In addition, Gersten, et al. (2007) recommend that

all students, including ELLs, be screened for reading problems and monitored through formative assessments. When the screening results are compiled, an instructor can hold “intensive, small-group reading interventions,” which consist of three to six students and can focus on those with weak reading skills (Gersten, et al., 2007, p. 10).

Reading Intervention – Gail Gilmore• What does it Look Like?• Appropriate level reader. • Amplified text• Vocabulary review• Read aloud (students and teachers)• Multiple copies of text/handouts• Word Wall, journal, vocabulary grids

CBM – Curriculum Based Measurement• http://www.easycbm.com/teachers/auth/• Gail Gilmore additions? Lower grade level

resources for ongoing data collection, monitoring, instruction……

Small Group Time• What is One Helpful Piece of Information that you

can use immediately?• What is a question that you still have?

ELL Graduation rate in US• “Of young adults who spoke English at home,

89.9% had completed high school. Young adults from linguistic minority backgrounds lag behind their native English speaking peers, with high school completion rates of only 69.3%. While this number seems unusually high in comparison to commonly cited figures for four-year graduation rates, it includes those who return to school to earn a GED or similar diploma after their age cohort has graduated. “

• http://www.ncela.gwu.edu/files/uploads/3/EducatingELLsBuildingTeacherCapacityVol1.pdf

SIOP• the Sheltered Instruction Observation Protocol (SIOP) (Echevarria &

Short, 1999). SIOP relies on careful lesson preparation that starts with building background knowledge and providing comprehensible input, while also incorporating strategies, interaction, practice and application, and assessment (Echevarria & Short, 1999). If the students do not have experience or background knowledge, the teacher can create an activity that provides that experience. In other words, the teacher should scaffold the material for ELLs by drawing on background knowledge or creating a shared experience for the students that expresses an enduring understanding of the lesson (Echevarria & Short, 1999). The purpose of this scaffolded approach is to take the students from preparation to engagement with rich activities, and finally to extension, or further applications. Rather than over-simplifying the material, teachers should focus on amplifying the lesson to provide for richer learning experiences so students are working with adapted text but still learning grade level content (Walqui & DeFazio, 2003; see page 37 for examples).

http://www.ncela.gwu.edu/files/uploads/3/EducatingELLsBuildingTeacherCapacityVol1.pdf

• One way to help students access academic vocabulary is to teach strategies such as guessing a word’s meaning from the context or using word prefixes, roots, and suffixes to help arrive at a word’s meaning (Nation & Waring, 1997).

• To assist students in expressing themselves in an academic context, the teachers can provide sentence starters that incorporate academic vocabulary (For an example of sentence starters in a science laboratory, report, see the section on science, pp. 48-50). The sentence starters should be used for writing and also for oral language, to provide multiple opportunities for reinforcing the new vocabulary (Kinsella, 2008). In addition, teachers should model grammatical structures that allow students to complete the sentence starters appropriately. If the teachers have knowledge of grammar, they can explain the form required. For example, in a sentence that starts, “To combat global warming, the President should…,” a teacher can point out that the verb the students should use needs to be in the base or infinitive form without “to”. The students will benefit from instruction in the following academic language tasks: expressing an opinion, asking for clarification, soliciting a response, reporting a group’s or partner’s idea, disagreeing, affirming, predicting, paraphrasing, acknowledging ideas, offering a suggestion, or holding the floor (Kinsella, 2008). Students’ ability to acquire and use academic vocabulary will directly affect their success in expressing themselves and accessing and analyzing text. Other options include creating a “shared history” by incorporating visuals, real objects, gestures, and occasions for students to clarify meaning (Verplaetse & Migliacci, 2008).

Teachers can……• adjust their spoken language by using simpler vocabulary

words or grammatically uncomplicated sentences that match or are slightly higher than students’ ability to comprehend oral language (Reyes & Vallone, 2008). Other teacher educators recommend that teachers should maintain an authentic pace and tone, but increase the number of pauses in their spoken language to allow time for comprehension (Verplaetse & Migliacci, 2008). At the same time, other researchers believe that simplifying or otherwise adapting language provides inadequate input for ELLs (Walqui & DeFazio, 2003). Gersten et al. agree, stating, “the problem with regularly giving English learners a diet of familiar reading material is that the academic texts of assessments and most content areas remain unfamiliar” (2007, p. 19).

Amplify, Don’t Simplify• In selecting reading materials, teachers should use the following

mantra: “amplify not simplify” (Walqui, 2003). Simplifying the text generally refers to shortening sentences and deleting irregular forms, which makes the text less authentic and actually makes clarifying the meaning more difficult. However, a text that amplifies uses more explicit language with redundancies that draws on real, rich discourse. Accordingly, the amplified version will give the ELLs more opportunities to understand the reading passage. It is important for comprehension purposes that tangential information is eliminated. Texts for ELLs should be chosen or altered by teachers so that they limit technical terms and avoid clauses with distracting information, but insure that the material is authentic. Language that has been simplified for the sake of simplification actually hinders ELLs’ progress because there are fewer clues as to the meaning and worse, the text is not representative of how language is actually used.

• For ELLs to access the novels, poems, or plays being used in class, they need graphic organizers or other types of anticipation guides with key vocabulary or reading strategies before they read the authentic text. A timeline of events in a chapter of a novel, for example, can provide the key points to the students before they wrestle with the actual text. They also should be taught the skills of good readers, such as predicting, re-reading, questioning, and summarizing. Teachers can teach students to use post-it notes in their textbooks, allowing them to react to the text by using a key of symbols for students to use in reacting to the text.

Vocabulary Starters – Academic Word Lists NOT related to content.

loquacious

reticent

Social Studies• Access Words • coin • societies • ancient • bronze • statue • tool• dye • worth • merchant • doubtfulness

Content Words

• barter • economy • trade • colony • cultural diffusion • Lydians • Phoenicians

Science

• Word Walls• Pre-lesson

vocabulary sheets• Read alouds in

groups• Information gap

activities

• Content words• Symbiosis• Osmosis• hypothesis

• Access words• Depict• Compose • Bond• predict

Sources• Simplifying Response to Intervention…….

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/Heinle Cengage 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:Supporting English Language Learners:The Difficult 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

Sources• english-language-learners-getting-stuck-schools-remedial>.

• "Membership." Educational Leadership:Supporting English Language Learners:The Difficult 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

• Nowhere does federal law state that there is a time limit for how long a student should be in the ESOL program.

• Remember, 30-60% of ELLs who enter as kindergartners in the US remain long-term ELLs.

• North High = Bilingual students ______ percentage of bilingual students in ESOL ______ Bilingual students reading and writing below grade level __________