Implementation of a RTI Model with ELLs: An Urban Case Study
RtI & ELLs: Interpreting Reading Achievement Data
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Transcript of RtI & ELLs: Interpreting Reading Achievement Data
RtI & ELLs: Interpreting Reading Achievement Data
CESA 2 Title IIIA ConsortiumOctober 19, 2010
Presented byJulie A. DeCook, M.S.
ELL & World Language Programs Support TeacherSchool District of Janesville
The RtI FrameworkProportionate Representation
Gifted Programming & Talent Development
Special Education Referrals & Identifications
Disaggregated Achievement Data Disciplinary Data Attendance Data
The RtI FrameworkProfessional Learning Community
Essential Questions1. What do we want students to know
and be able to do?2. How will we teach them?3. How will we know they have learned?4. What will we do if they did not learn?5. How will we extend their learning if
they did learn?Adapted from DuFour, SDJ 2010.
The RtI FrameworkWhat do we want students to know and
be able to do?
Guaranteed & Viable CurriculumMarzano
The RtI Framework2. How will we teach the knowledge and skills?
Opportunity to Learn
The RtI Framework
Opportunity to Learn= Accessible
ComprehensibleMeaningful
Instruction at the Universal Level
Accessible, Comprehensible, Meaningful
Cultural Relevance“Mirror, mirror on the wall, do I see
myself at all?”
Accessible, Comprehensible, and Meaningful
Linguistic Relevance
What’s different about teaching ELLs to read?
What’s different about teaching reading strategies to ELLs?
Truths About ELLs
Everything about them is complex. They are NOT a homogeneous group.
“The answer to any question about ELLs is, ‘Well, that depends.’” (per Bret Russert, Van Buren)
Assumptions are more dangerous than ever.
EMBRACE THE COMPLEXITY!!!!!
Truths About ELLsOLD
NEW
Non-ELL ELL
Monolingual English Speakers
Sequential Bilinguals
w/developing English
proficiencyNon-ELL ELL
Monolingual, Bilingual,
Multilingual Speakers Proficient
in English
• Dual or Multi –Language Learners• Sequential
Bilinguals w/developing
English proficiency
Truths About ELLs Old question: What are good strategies
and assessment practices for ELLs?
New Questions: What are good strategies and assessment practices for this ELL?
Foundational Assumptions in Teaching Native-English Speakers to Read
In English 5 years of oral language development 2,000+ word vocabulary Internalized phonology Internalized intonation and cadence
Foundational Assumptions in Teaching Native-English Speakers to Read
Concepts of English Print› Book handling› Directionality› Return sweep› Sound-symbol correspondence
Reading Instruction Based on These Assumptions
Letter-naming Phonemic Awareness Phonics Decoding Sight words Word recognition Beginning fluency & comprehension
BUT for (many) ELLs . . . 5 years of oral language development
in L1 2,000+ word vocabulary in L1 Internalized phonology of L1 Internalized intonation and cadence of
L1
BUT for (many) ELLs . . . Concepts of Print
› Book handling› Directionality› Return› Symbol correspondence
The RtI FrameworkHow will we know if students have
learned?
Reading Level Systems, Running Records, Fluency Measures
The Problem: Instruction Assessment Tools Benchmarks
Are all based on the assumption that students start with the five-year English language development of a monolingual, native speaker----which is not true for ELLs.
The Problem:Using these
Instructional approaches Assessment tools Benchmarks
To determine that an ELL is not making adequate progress at the universal tier.
Thomas & Collier 750,000 ELLs K-12 over 15 years
Found that to reach the 50th percentile on a standardized, norm-referenced reading test,
It takes 5-7 years with solid L1 literacy 7-10+ years without L1 literacy
“Best Case Scenario”
ELLs K-1 learning to read in English as a nonnative language will take 7 years to reach full English reading proficiency.
No short-term intervention will get them up to grade-level.
Clash of the Benchmarks“The time it takes”
Vs.All students held to grade-level benchmarks/proficient on WKCE.
A Reading Level is Only One Piece of the Puzzle
English Reading Lens Phonemic
Awareness Phonics/Decoding Fluency Comprehension Vocabulary
Holistic English Lens Linguistic
complexity Specificity of Vocab Language Control Listening Speaking Reading Writing
Language Competence
L2CUPL1
Language Competence
L2CUPL1 Reading
Rigby’s On Our Way to English Language & Literacy Framework
Two Processes
Literacy DevelopmentEmergent Early Early
FluencyFluency
Language Acquisition in L1
Stage 1:PreproductionStage 2:Early ProductionStage 3:Speech EmergenceStage 4: Intermediate FluencyStage 5: Advanced FluencyStage 6:Full Proficiency
Birt
h to
Age
5
Kindergarten through Grade 5
Rigby’s On Our Way to English Language & Literacy Framework
Two Processes
Literacy DevelopmentEmergent Early Early
FluencyFluency
Language Acquisition in L2
Stage 1:PreproductionStage 2:Early ProductionStage 3:Speech EmergenceStage 4: Intermediate FluencyStage 5: Advanced FluencyStage 6:Full Proficiency
Transfer of Reading Skills from L1 to L2
L1 Language and Literacy Skills? Compatibility of L1 to English? What skills can be transferred? What literacy skills are being
introduced in English as the child’s second language?
Thomas & Collier (Again) Learn to read in L1 with high transferability
to L2: 4-7 years Learn concept or skill in L1 with
some transferability to L2: 6-8+ years Learn concept or skill in L2: 7-10+ years
To reach the 50th percentile on a norm-based, standardized reading test.
So What? Compare to other, similar ELLs—not to
native-English peers. Look at bigger picture-multiple
measures Look at long-term trendline Look for benchmarks per English
proficiency level
The RtI Framework What will we do if students have not
learned?
Item analysis, Diagnostics, Re-teaching, & Interventions
What about Interventions?Tier 1
Follow IRP (accommodations +) Incorporate instruction about the
English language Provide comprehensible input Give corrective feedback through
modeling. Build background knowledge
Intervention Issues
Research/Evidence-Based Interventions Ecological Validity Population Validity Fidelity of Implementation
Intervention & Monitoring Issues
Intervention Selection & Progress Monitoring Issues
What is the expected trendline for growth?
Population-based trendline vs. standards-based trendlines.
Time it takes to acquire full proficiency vs. “fixing” gaps through 6-8 week interventions.
Models of RtI
Standards-Based: is the student meeting expected benchmarks for his/her grade-level?
Problem-Based: is the student making comparable/expected/appropriate progress in relation to “true peers”?
Interpreting Reading Achievement Data for ELLs
Embrace the Complexity.Base judgments on research on ELLs.
Compare to other, similar ELLs.Celebrate the wins.
Share what’s working and replicate it.
Essential Questions Per Tier to Ensure Appropriate
Instruction of ELLs
Our Questions and
Understandings
THANK YOU!¡MUCHAS GRACIAS!
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