Fostering ELLs’ Achievement in Middle School Lesaux, Marietta, & Phillips Galloway

Materials sponsored by the Office of English Language Learners, New York City Department of Education

USING DATA TO SUPPORT STUDENTSNonie K. Lesaux, PhD

Sky Marietta, MAT, EdD

Emily Phillips Galloway, MsEd

Fostering ELLs’ Achievement in Middle School Lesaux, Marietta, & Phillips Galloway

Materials sponsored by the Office of English Language Learners, New York City Department of Education

Webinar Goals

1.• Overview of the use of data

2.

• Identify strategies for supporting struggling students

3.

• Discuss the role of ELLs in an assessment system

Fostering ELLs’ Achievement in Middle School Lesaux, Marietta, & Phillips Galloway

Materials sponsored by the Office of English Language Learners, New York City Department of Education

How do we better support struggling readers?

Excellent Core of Instruction

Ongoing student

assessment

Additional targeted

instruction (intervention) for struggling

students

Fostering ELLs’ Achievement in Middle School Lesaux, Marietta, & Phillips Galloway

Materials sponsored by the Office of English Language Learners, New York City Department of Education

New Perspective on Student Performance

Following up with struggling students

Screening all students in key literacy skills

Fostering ELLs’ Achievement in Middle School Lesaux, Marietta, & Phillips Galloway

Materials sponsored by the Office of English Language Learners, New York City Department of Education

Assessment System

Screening

Universal / school wide system to inform instructional planning and support all students’

learning

Diagnostics & Progress Monitoring

Targeted to a smaller subset of students to inform intervention and

monitor progressDiagnostics & Progress

Monitoring

Individualized to better understand persistent difficulties and adjust

intervention

Fostering ELLs’ Achievement in Middle School Lesaux, Marietta, & Phillips Galloway

Materials sponsored by the Office of English Language Learners, New York City Department of Education

A Tiered Model of Instructional Support

• ~80% of students

Tier 1

Core of Instruction

• ~15% of students

Tier 2

"Double Dose" of Instruction

• ~5% of studentsTier 3

Intensive Intervention

Fostering ELLs’ Achievement in Middle School Lesaux, Marietta, & Phillips Galloway

Materials sponsored by the Office of English Language Learners, New York City Department of Education

Tier 1

Tier 2

Tier 34 Assessment Types for Tier 1

Formative

• Tied to the curriculum and daily instruction. Largely driven by teacher observation, although they can be formal as well as informal

• Examples: DRA, F&P Benchmark (formal); quizzes, check-ins (informal)

Screening

• Quick assessments that provide a reference point for student performance outside of the curriculum in specific, separable skills

• Examples: DIBELS, STAR, Gates

Outcome

• Normative assessments given once or twice a year.

• Examples: New York State ELA Assessment, NYSESLAT

Test Prep

• Mimics state Assessment to provide a sense of how students will perform at the end of the year

• Examples: Acuity InFormation

Alignment with Day-to-Day Instruction

Not part of an RTI model

Fostering ELLs’ Achievement in Middle School Lesaux, Marietta, & Phillips Galloway

Materials sponsored by the Office of English Language Learners, New York City Department of Education

Principles for Tier 1: ELLs

ELLs in mainstream classroom settings

included in the RTI system

Assessment used to guide instructional planning and

support – NOT for high stakes decisions or to label

students

ELLs flagged as at-risk or below-benchmark should

receive targeted instructional support

Fostering ELLs’ Achievement in Middle School Lesaux, Marietta, & Phillips Galloway

Materials sponsored by the Office of English Language Learners, New York City Department of Education

Today’s Focus: The Importance of Supplemental Instruction/Intervention

• Provides a “double dose” of instruction, targeted to specific needs

• bolsters skills that some students have yet to master, but are not the focus of the instructional core

• Creative, rigorous curriculum

• Includes English language development for ELLs

• Serves >80% of students’ needs

Core of Instruction

• Extra attention, activities, and experience targeted to specific students, in addition to core instruction

• Serves about 5-10% of students

Supplemental Instruction/Intervention

• Intensive and individualized instruction (small group or 1:1)

• Serves about 1-5% of students

Intensive Intervention

Fostering ELLs’ Achievement in Middle School Lesaux, Marietta, & Phillips Galloway

Materials sponsored by the Office of English Language Learners, New York City Department of Education

Alternative Pathways for Struggling Students

Screening Outcome Tests

Student Difficulty Surfaced

Is this problem different from what peers are

facing? Has the student had sufficient

opportunities to learn?

How can we layer instructional

supports throughout the

day?

Is the problem persistent,

despite instruction?

Process of Hypothesis Testing

Fostering ELLs’ Achievement in Middle School Lesaux, Marietta, & Phillips Galloway

Materials sponsored by the Office of English Language Learners, New York City Department of Education

What Types of Interventions?

Experiential-based

interventions

• From best practice with like students

Evidence-based

interventions

• From education research

Standard treatment protocol

interventions

• From scientifically-based education research

National Center for Response to Intervention

Fostering ELLs’ Achievement in Middle School Lesaux, Marietta, & Phillips Galloway

Materials sponsored by the Office of English Language Learners, New York City Department of Education

Determining Interventions

Use of problem-solving methodology

• Define problem• Brainstorm solutions• Choose intervention with greatest potential for student success

• Monitor intervention outcome• Adjust!

National Center for Response to Intervention

Fostering ELLs’ Achievement in Middle School Lesaux, Marietta, & Phillips Galloway

Materials sponsored by the Office of English Language Learners, New York City Department of Education

Bringing It All Together• Creative, rigorous curriculum• Includes English language

development for ELLs• Serves >80% of students’

needs

Core of Instruction

(Tier I)

• Extra attention, activities, and experience targeted to specific students, in addition to core instruction

• Serves about 5-10% of students

"Double Dose" of Instruction

(Tier II)

• Intensive and individualized instruction (small group or 1:1)

• Serves about 1-5% of students

Intensive Intervention

(Tier III)

Fostering ELLs’ Achievement in Middle School Lesaux, Marietta, & Phillips Galloway

Materials sponsored by the Office of English Language Learners, New York City Department of Education

SEE YOU IN JANUARY9:00 AM, Larsen 214