1. Serving English Learners in a Response to Intervention System: Moving Forward with Best Practices Sally Helton, OrRTI

2. Do we believe all kids can learn? “Student achievement belongs to everyone and will not be predicted by race, ethnicity, poverty, mobility, gender, disability, or initial proficiencies.” From Beaverton School District’s Strategic Plan

3. Believing is not enough, How do we ensure all kids learn? District: AllSchool: All Schools School Year: 2012-13Subject: Reading Grade: All GradesSub Group: Limited English Proficient

4. Goals 1. Develop a conceptual understanding of the considerations for EL’s in an RTI system 2. Identify effective research-based practices for teaching literacy to ELs in primarily English-only instructional settings 3. Instill an urgency to provide effective, evidence based instruction for ELs NOW

5. Research and Resources (2007) National Literacy Panel (NLP, 2006) Center for Research on Education, Diversity and Excellence (CREDE, 2006) (2010) I.E.S. Guides (2014) &

6. Linguistic and Cultural Considerations “English learners in dual language programs master much more of the curriculum, academically and linguistically, than ELs in ESL only programs” Thomas and Collier, 2012, Dual Language Education for a Transformed World 6

7. Linguistic and Cultural Considerations Instruct in Native Language whenever possible (i.e., TWI) Teachers need knowledge of L1 and L2 language acquisition, regardless of model  Child’s language and culture should be viewed as strengths, not as liabilities. (Brown & Doolittle, 2008)  Instruction should be linguistically and culturally appropriate at each prevention level 7

8. Its all About the Core! High quality instruction is the most significant factor in student achievement What we know about good instruction in general holds true for ELs (for both English and L1 instruction): – Teach the big 5, – Explicit, systematic, frequent opportunities to respond, – High level of engagement and TALKING ELs need even more good instruction ALL DAY LONG, EVERYDAY, IN EVERYWAY

9. Sheltered Instruction (e.g., SIOP, GLAD) Strategic teaching Makes content/lessons understandable Promotes English Language Development Includes: – Clear objectives, Links to prior learning – Teaches learning strategies, allows interaction – Lots of opportunities for practice and feedback

10. Summary of Recommendations From the 2007 IES Practice Guide 1.Screen for reading problems and monitor progress 2.Provide intensive small-group reading interventions for those at risk for reading problems 3.Provide extensive and varied vocabulary instruction 4.Develop academic English, beginning in primary 5.Schedule regular peer-assisted learning opportunities

11. Summary of Recommendations From the 2014 IES Practice Guide 1.Teach a set of academic vocabulary words intensively across several days using a variety of instructional activities 2.Integrate oral and written English language into content-area teaching 3.Provide regular, structured opportunities to develop written language skills 4.Provide small-group instructional interventions to students struggling in areas of literacy and English language development

12. Data-Based Decision Making with Decision Rules Training Coaching Fidelity Training Coaching Fidelity Standards of Practice Standards of Practice Culture Leadership Teaming/Data- Based Decision Making Professional Learning & Support RTI Essential Components Core Screening Interventions Progress Monitoring SLD Decision Making

13. IES Recommendation: Teach Academic Vocabulary Teach a set of academic vocabulary words intensively across several days using a variety of instructional activities.

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15. Teach Academic Vocabulary 1.Choose a brief, engaging piece of informational text that includes academic vocabulary as a platform for intensive academic vocabulary instruction. 2.Choose a small set of academic vocabulary for in-depth instruction. 3.Teach academic vocabulary in depth using multiple modalities (writing, speaking, listening). 4.Teach word learning strategies to help students independently figure out the meaning of words.

16. Vocabulary Knowledge Limited vocabulary knowledge is the most common source of reading comprehension difficulties among Els – Knowing Tier 1 words (e.g., can, tip) – 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) Teach ELs More Words! Droop & Verhoeven, 2003; Garcia, 1991; Proctor, Carlo, August & Snow, 2005; Umbel, Pearson, Fernandez & Oller, 1992

17. Conversational vs. Academic Language angerask backcome begineat feelingfirst forgetnew understandteach sleepingold helpgive ConversationalAcademic rageamicable inquiredorsal commenceaudience sensationfraternal encounterlongitude correspondrecognize comprehend ancientdormant Germanic Latin

18. Teach Academic Vocabulary Select 5 to 8 words from the text that are: – Central to understanding the text – Used frequently the text – Might appear in other content areas – Have multiple meanings – Have affixes – Have cross-language potential

19. Teach Academic Vocabulary Require students to use the target words in their writing activities Engage students in activities that will increase exposure to and experiences with the words

20. IES Guide Quotes Begin teaching academic English in the earliest grades. Arrange for grade-level teacher teams to have common planning time for selecting and planning vocabulary instruction. Coaching and professional development is necessary to ensure that teachers learn effective routines for teaching vocabulary.

21. Teach Academic Vocabulary

22. IES Recommendation: Integrate language into content classes Integrate oral and written English language into content-area teaching

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24. Teach Language in Content Areas Strategically use instructional tools – such as short videos, visuals, and graphic organizers – to anchor instruction and help students make sense of content. Explicitly teach the content-specific academic vocabulary, as well as the general academic vocabulary that supports it, during content-area instruction. Provide daily opportunities for students to talk about content in pairs or small groups. Provide writing opportunities to extend student learning and understanding of content materials

25. Teach Language in Content Areas Use Instructional Tools: Videos, Visuals, Graphic Organizers, Demonstrations, Think-Alouds, Sentence-Frames Teach Academic Vocabulary: – Review both new and previously learned words – Teach both content-specific and general academic words that are critical for understanding – Explicitly teach multiple meanings of words – Provide students with sources they can refer to for student-friendly definitions and teach them how to use them.

26. Teach Language in Content Areas Talking in small groups provides opportunities for: – Students to learn from each other – Students to practice language – Teachers to ascertain how students are understanding and processing new content – Students to rehearse and practice responses so they feel more prepared and confident in whole group discussions

27. IES Guide Quotes Although teaching language and content together may take more time, it’s worth the effort. Students will maintain and process more in mathematics, science, and social studies Districts should offer professional development opportunities and form cross- disciplinary collaborative groups to support sharing of knowledge and best practices.

28. IES Recommendation: Provide Opportunities to Develop Written Language Provide Regular, Structured Opportunities to Develop Written Language Skills

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30. Written Language Opportunities Provide writing assignments that are anchored in content and focused on developing academic language as well as writing skills For all writing assignments, provide language-based supports to facilitate students’ entry into and continued development of writing. Use small groups or pairs to provide opportunities for students to work and talk together on varied aspects of writing. Assess students’ writing periodically to identify instructional needs and provide positive, constructive feedback in response.

31. Written Language Opportunities Use a consistent set of instructional routines Use graphic organizers such as writing frameworks and paragraph and sentence starters. Use of formative assessments regularly to understand how to best support students’ writing Provide students with frequent specific, constructive feedback followed by opportunities for practice.

32. IES Guide Quotes Peer-assisted learning is not a substitute for teacher-led instruction, …It is an opportunity for Els (and all students) to practice and work with skills and concepts they are learning.

33. IES Guide Quotes When students get an opportunity to listen and speak through critical conversations about text, their writing skills and language development are likely to benefit. Give student’s access to the rubric that will be used to score writing prior to beginning the assignment. Put emphasis not on quantity of writing, but on quality.

34. IES Recommendation: Screen for Reading Problems and Monitor Progress Conduct formative assessments with English learners using English language measures of phonological processing, letter knowledge, and word and text reading. Use these data to identify English learners who require additional instructional support and to monitor their reading progress over time.

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36. Screen for Reading Problems Similar processes should be used with ELs as with any other student group within an RTI framework. CBM: curriculum-based measurement – DIBELS, easyCBM, Aimsweb

37. Screening ELs  Establish procedures and provide training  Screen all ELs for reading problems  Assess phonological processing, alphabet knowledge, phonics, and word reading skills  Both CREDE and NLP reports conclude that EL’s learn in much the same way as non-ELs (although instructional modifications and enhancements are certainly necessary)  Good instruction for students in general tends to be good instruction for ELs in particular (holds true primary language instruction)

38. IES Guide Quotes English learners can learn to read in English at the same rate as their peers. Oral language measures of syntax, listening comprehension, and oral vocabulary do not predict who is likely to struggle with learning to read. Schools should not consider below grade level performance in reading as “normal” or something that will resolve itself when oral language proficiency in English improves. Using English oral language proficiency is as accurate as flipping a coin to decide which English learners are likely to have difficulty learning how to read.

39. IES Recommendation: Provide Small-Group Interventions Provide focused intensive small-group reading interventions for students struggling in areas of literacy and English Language Development.

40. IES Recommendation: Provide Small-Group Interventions Interventions should include the five core reading elements (phonological awareness, phonics, reading fluency, vocabulary and comprehension). Explicit, direct instruction should be the primary means of instructional delivery.

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42. Small Group Interventions Use available assessment information to identify students who demonstrate persistent struggles with aspects of language and literacy development. Design the content of small-group instruction to target students’ identified needs. Provide additional instruction in small groups consisting of 3 to 5 students. For students who struggle with basic foundational reading skills, spend time not only on these skills but also on vocabulary development and listening and reading comprehension strategies. Provide scaffolded instruction with frequent opportunities for students to practice and review newly learned skills

43. Vocabulary Reading Comprehension Phonemic Awareness Phonics and accuracy Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy Reading Skill Development Reading Skill Development Comprehension

44. Characteristics of High-Quality Reading Interventions Used With ELs  Multiple opportunities for students to respond to questions  Multiple opportunities for students to practice reading both words and connected text out loud (either in a small group or with a peer)  Clear feedback and immediate correction from the teacher when students make errors  Explicit instruction in all areas of reading: phonological awareness, phonics, reading fluency, vocabulary, and comprehension 44

45. Recommended Intensity and Groupings for Reading Interventions  Daily  At least 30 minutes per day  Small groups of 3–6 students  Fast paced and engaging  With well trained teachers and/or interventionists  Students grouped by skill level  Groups can include both Els & non-ELs 45

46. IES Guide Quotes Extra instructional time devoted to vocabulary, reading comprehension, and listening comprehension will help directly with the development of English language proficiency. Learning to read is critical to all other learning demands. Provide frequent review and practice opportunities

47. IES Guide Quotes Use an RTI System that ensures all students receive a solid core instructional program and emphasizes small-group instructional interventions for struggling students. Monitor progress at least twice a month and preferably more frequently When possible plan instructional activities that address both literacy and language needs simultaneously. It’s worth considering expanding instructional time for students who need a good deal of additional support.

48. Resources for Identifying Effective Interventions  NCRTI Instructional Intervention Tools Chart: www.rti4success.org/instructionTools www.rti4success.org/instructionTools  What Works Clearinghouse (Institute of Education Sciences): http://ies.ed.gov/ncee/wwc/ http://ies.ed.gov/ncee/wwc/  Best Evidence Encyclopedia (Johns Hopkins University): www.bestevidence.orgwww.bestevidence.org 48

49. IES Practice Guide Recommendations 1.Teach a set of academic vocabulary words intensively across several days using a variety of instructional activities 2.Integrate oral and written English language into content-area teaching 3.Provide regular, structured opportunities to develop written language skills 4.Screen for reading problems and monitor progress 5.Provide small-group instructional interventions to students struggling in areas of literacy and English language development

50. Data-Based Decision Making with Decision Rules Training Coaching Fidelity Training Coaching Fidelity Standards of Practice Standards of Practice Culture Leadership Teaming/Data- Based Decision Making Professional Learning & Support RTI Essential Components Core Screening Interventions Progress Monitoring SLD Decision Making

51. Sample ELD Protocol

54. We Must Act Quickly Students who read below grade level in 3 rd grade are four times more likely to dropout of high school (Twelve times more likely if they are living in poverty). Approximately 75% of students identified with reading problems in 3 rd grade were still disabled readers in 9 th grade. In Oregon in 2011, only 52% of EL’s graduated. Over 30% of dropouts live in poverty as adults.

55. Oregon OAKS Performance Summary 3rd Grade

56. Percent of Oregon LEP Students Meeting on OAKS Reading

57. Think/Pair/Share What is the single change you could make next week to improve instruction for ELs that would take the fewest resources and yield the largest impact?

58. Thank You!