 Dr. Amanda K. Sanford Dr. Julie Esparza Brown Portland State University April 21, 2015 Oregon RTI Annual Spring Conference

 Dr. Amanda K. Sanford Dr. Julie Esparza Brown Portland State University April 21, 2015 Oregon RTI Annual Spring Conference

The information in this presentation is based on the work of:  Dr. Amanda Sanford o Portland State University  Dr. Julie Esparza Brown o Portland State University  Maranda Turner o Gresham-Barlow School District

 Critical considerations for RTI with ELs  Knowing your students  Screening and Progress Monitoring ELs o Case studies  Instruction for ELs in the RTI framework: PLUSS Model o Suggestions for teaming and roles for supporting ELs within the RTI framework

What do you already know?  Instruction must be systematic and explicit  Build background knowledge and vocabulary  Provide frequent opportunities to respond  Need language integrated into the core curriculum  Use a specific lens for looking at ELs What do you want to know?  What’s the most difficult for Els in literacy?  How does PM look different for Els? o Growth rates o How long for interventions?  Decisions for moving forward to sped  Should all ELs be in interventions; point of entry  Ways to differentiate language differences or disabilities?

 Critical Considerations for ELs

intensive evidence-based Intervention, must include oracy component (5% of all students) Core plus strategic evidence- based intervention; “double dose”; must include oracy component (15% of all students) Core curriculum & instruction for ALL students: school-wide reading, behavior, math and/or writing, includes sheltered and linguistically appropriate instruction and culturally relevant teaching (80% of all students disaggregated by subgroups) For ELS: Core includes English language development (oracy) instruction 7 L anguage modeling & opportunities for practice; Use visuals and graphic organizers S ystematic & explicit instruction; S trategic use of native language and P re-teach critical vocabulary; PLUSS teaching for transfer What are your current practices for ELs at each tier?

 Standard Treatment Approach for ELs: o Screen to identify students who need additional support o Get students into a research-based intervention with oracy component immediately o Begin monitoring progress and noting error patterns in instruction o Adjust your instruction for students’ unique needs if students are not making adequate progress  Problem Solving Approach: o Collect more in depth literacy/content assessment data o Collect ecological assessment data o Make individualized plan based on assessment data

intensive evidence-based Intervention, must include oracy component (5% of all students) Core plus strategic evidence- based intervention; “double dose”; must include oracy component (15% of all students) Core curriculum & instruction for ALL students: school-wide reading, behavior, math and/or writing, includes sheltered and linguistically appropriate instruction and culturally relevant teaching (80% of all students disaggregated by subgroups) For ELS: Core includes English language development (oracy) instruction 9 L anguage modeling & opportunities for practice; Use visuals and graphic organizers S ystematic & explicit instruction; S trategic use of native language and P re-teach critical vocabulary; PLUSS teaching for transfer An EL hybrid approach: The best of both worlds! Start with Standard Treatment Protocol: Get students in a research based intervention and embed oracy component immediately! If students do not make adequate progress, or other indicators show they need added support, begin individualized problem solving: further assessment and instructional planning to identify more individualized support needs

 Language Development, Culture, and Background

Cultural Background Life Experiences Educational Experiences Personal Experiences Language Knowledge/ Profile Five things to know about your students

Language Concepts Primary Language Home Language Language Child Learns First Dominant Language Depends on Context Language Child Chooses to Speak in the Situation

 It is helpful to gain information on the experiences that ELLs have had in first language development from birth until they entered school (Kuhl, 2004; Kuhl, 2010; Paradis, Genesee, & Crago, 2011; Pinker, 1994).

Critical questions to ask families to determine if the students’ language development seems typical or atypical for their specific context  Was the student’s language development progressing typically before they entered the school setting?  Was the child experiencing any delays in their home language (e.g., not understood by parents, not uttering first words until well past what would be considered typical) prior to entering school?

 The time that students spend in progressing through language stages varies greatly.  Developing social language depends on many factors including: o similarity of the language to English, o amount of prior exposure to English, o and temperament such as shyness or an outgoing personality.  As children progress through school, the focus shifts from social language proficiency to development of academic language proficiency (Bailey, 2007; Gottlieb, 2006; Krashen, 1982; Schleppegrell, 2001).

17 BICS = Basic Interpersonal Communication Skills CALP = Cognitive Academic Language Proficiency (Cummins, 2000) FIVE stages of language proficiency

 Know the English language and native language proficiencies of each of your EL students. o Where do you get this information?  Identify appropriate teaching strategies for the proficiency stages of your students.  Identify appropriate ways for students to respond and demonstrate their knowledge based on their language proficiency stage.

 Remember, EL students’ language reservoir is the sum of L1 and L2!  Many U.S. born students (second generation) may have heard both English and their native language from birth.

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 Language proficiency needed in order to function in everyday interpersonal contexts and carry on a conversation in familiar face-to-face situations: o greetings o words of courtesy o numbers/calculations o playground conversation  Communicative capacity all normal children acquire. 26

 Conversational fluency involves use of high frequency words and simple grammatical constructions (a core set of approximately 2,000 words in English is adequate for 90% of communication)  Not related to academic achievement  Typically attained after one or two years in host country  Small group work activities foster the development of BICS by providing students with a wide range of opportunities to try out language. 27

 Similarly to a baby in their first year of life, individuals actively listen to language.  Through listening, they are developing comprehension skills.  Students will also acquire the format and structure of story in the context of American schools. Other cultures may have a less direct format for storytelling including flowery language and long sentences.  At this stage individuals use the present tense and begin with one or two word utterances.  The length of this stage varies from a few months to a year.

.Students will often repeat words and short phrases that they understand.  They may memorize several phrases but are unable to manipulate the original phrases and sentences.  May understand the function of the phrase but not understand the individual words.  Towards the end of the stage students may begin using different verb forms but will over-generalize grammatical rules.  Typically students stay at this stage for six months to a year.

Good morning, clase. Today vamos a estudiar algo nuevo in math class. Es difícil, así que voy a necesitar la atención de todos. Open your book to page ciento setenta y dos. En la top de la page esta la palabra ”neto". La lección de today es sobre la neto. Como dice en la definición en su book, en math, neto es un modelo de two dimensiones. El neto de un cilindro se muestra en su book. ¿Todos ven el rectangle y two circles? Esa es el neto del cilindro.

 Students begin to construct simple sentences as they acquire enough language to produce increasingly complex phrases.  At this stage, students begin using different verb forms and can engage in longer conversations.  Expect many grammatical rule overgeneralizations.  Individuals typically spend 1 – 2 years at this stage.

Good morning, class. Today we are going to study algo nuevo in math class. It’s difficult, así que going to need everyone’s atención de todos. Open your book to page one hundred setenta y dos. En la top of the page esta la palabra ”neto". Today’s lesson es sobre la neto. Como dice en la definición en su book, in math, neto es un modelo de two dimensiones. El neto de un cylinder se muestra en su book. ¿Todos ven el rectangle and two circles? Esa es el neto del cylinder.

 Refers to the ability to understand and produce increasingly complex oral and written language.  Students who are literate in their first language will acquire CALP in English at a quicker rate than those students who are not literate in L1.  Includes low frequency words (primarily from Greek and Latin sources), complex syntax (e.g. passives), and abstract expressions that are virtually never hear in everyday conversation. 33

 To develop academic language proficiency requires extensive reading of texts to expand vocabulary knowledge and demystify language structures  Typically attained between five to seven years in host country but up to twelve years when native language is not used for instruction  Academic Language Proficiency is found in three places: o Dictionaries o Curriculum o Books (even comic books) 34

 Students can now manipulate language enough to construct original sentences and engage in more complex conversations.  Generally, individuals at this stage can use different verb forms such as past, present and future tenses although grammatical mistakes are still common.  The focus should be on acquiring advanced writing skills and perfecting their oral and literacy skills.  Students may stay at this stage longer than others (2- 3 years) because of the increasingly complex skills and demanding vocabulary.

Good morning, class. Today we are going to study something nuevo in math class. It’s difficult, so I’m going to need everyone’s atención. Open your book to page one hundred seventy-two. At the top of the page is the word “neto.” Today’s lesson is sobre neto. Como dice en la definition in your book, in math, neto is a model of two-dimensiones. El neto of a cylinder se muestra in your textbook. Does everyone see the rectangle and two circles? Esa es el neto del cylinder.

 Student at this stage will be near-native in their ability to perform in content area learning.  It takes students from 4-10 years to achieve cognitive academic language proficiency in a second language.  Most ELLs at this stage have been exited from ESL and other support programs.  At the beginning of this stage, however, they will need continued support from classroom teachers especially in content areas such as history/social studies and in writing.

Schools should examine outcomes by specific subgroups of students.

 “To expect children to become literate before they have a basis of language understanding is an exercise in futility. They may learn to sound out words, but that’s where the story ends” (Healy, 1999, p. 232).

“Oracy instruction links language development and literacy learning by emphasizing more powerful teacher-child interactions” (Gentile, 2003, p. viii). Child-teacher interactions are generally centered around text and language development is assumed to occur naturally. This assumption is incorrect. Children’s language must continually be restated, expanded, and refined.

Oracy is the oral language (skills and structures) children need to become literate. Ask yourself: “What is the language necessary to accomplish the literacy task?” “Elicited Imitation, also called Repeated Sentences, has long been show to be a key tool in measuring control of language structures” (Gentile, 2010, p. 26) allows teachers to establish a baseline of control over the “most common forms of syntax.” Can be used also to teach prosody.  USE THE STRUCTURES THAT APPEAR IN BOOKS AND TEXTS

Visible Culture: (“above sea level” - can see and hear) Because emotional loading at this level is relatively low, few misunderstandings are produced at this level Unspoken Rules: (“partially below sea level”) because emotional loading at this level is very high, violations result in negative feelings about the violator. Unconscious Rules: (“completely below sea level” - invisible). Because emotional loading at this level is intense, violations are taken personally, affecting relations between people. Symbolic Meanings Cultural Norms Cultural Values Cultural Beliefs Cultural Traditions/Customs Cultural Behaviors Cultural Artifacts

 What is the literacy level of the parents? Siblings? Who can help support schoolwork at home?  Where has the child lived? Were they rural or urban settings? What are likely life skills the child learned in these settings? How can we build on these?  What responsibilities does the child have at home?  What is the family’s goal for their child?  What is the cultural group the family identifies and interacts with?

 What is the child’s school experience? Have they had preschool? If so, in what language?  How many years of formal instruction has the child had?  Have they ever been instructed in their native language?  If so, for how long. What was the bilingual program model?  What does a review of the child’s educational records reveal about attendance, mobility, achievement, motivation, etc.?

 What do you know about your student?  What does the child like to do in their free time?  What motivates their learning?  Do they prefer to work alone or with others?  Do they prefer to work in a quiet environment or can they tolerate some noise  What is their occupational goal?  What is at least one strength of the child?

 Unique considerations for ELs & case studies

1. Use tools with demonstrated reliability and validity to identify and monitor students’ needs for instructional support in reading in both L1 and L2. 2. Assess students’ language skills in L1 and L2 to provide an appropriate context regarding evaluation of current levels of performance. 3. Plan instruction based on what you know about the student’s performance and literacy experiences in L1 and L2 and teach for transfer if needed. 47

1. Monitor student’s progress in all languages of instruction 2. Set rigorous goals that support students to meet grade- level standards 3. Evaluate growth frequently, increasing intensity of instruction (or change interventions) when growth is less than expected 4. Evaluate growth of true peers to determine whether instruction is generally effective for students with similar linguistic and educational experiences 48

 The PLUSS Model

How do we ensure RTI is culturally and linguistically appropriate so it meets the needs of ALL learners?

 Problem: o There are limited intervention programs that include English Learners (ELs) in their research base o Many intervention programs are not designed with the language and cultural needs of ELs in mind o Existing models like SIOP, GLAD, and SDAIE are designed for core instruction rather than intervention programs  PLUSS Model: o We reviewed the literature to identify evidence- based practices for ELs and organized our findings into the acronym PLUSS. 51

Brown, J.E., & Doolittle, J. (2008). A cultural, linguistic, and ecological framework for Response to Intervention with English language learners. Teaching Exceptional Children, 40(5), Sanford, A., Brown, J. E., & Turner, M. (2012). Enhancing Instruction for English Learners in RTI Systems: The PLUSS Model. Multiple Voices for Ethnically Diverse Exceptional Learners (13),

53 RTI+Align oracy from ELD with reading instruction to ensure best outcomes P Pre-teach critical vocabulary and language L Language modeling and opportunities for practice U Using visuals and graphic organizers S Systematic and explicit instruction S Strategic use of native language and teaching for transfer

ASSESSMENTS Academic/Social INSTRUCTION Academic/socia l DIFFERENTIATION/I NTERVENTIONS Academic/ social Scheduling options ALL students SOME students A FEW students Do we have screeners? Do have have CBM for progress monitoring? Do we have a solid Tier 1 foundation/does it need calibration? Do we have evidence- based interventions? strategies & program? Professional development needs?

Research BaseExamples Calderón, 2007 ; Carlo, et al. 2004; Echevarria, Vogt & Short, 2008; Linan- Thompson & Vaughn, Realia or Photos Personal Dictionaries 4 Corners Vocabulary Frayer Model Find the Card 57

Background:  The lesson was on VCe words  The teacher selected four vocabulary words from the story  She put the vocabulary words on on side of cards and photos and student friendly definitions on the other side  Posters in back (hard to see) are a graphic organizers for vocabulary terms Look for:  What vocabulary words were taught?  Explicit instruction of each word (what are the steps used?)  Students practice using the word in a complete sentences (oracy). 58

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Research BaseExamples Dutro & Moran, 2003; Echevarria, Vogt & Short, 2008; Gibbons, 2009; Linan-Thompson & Vaughn, 2007; Scarcela, Sentence Stems or Frames Explain your thinking (tell why) Questioning Prompts Choral/Echo Response Pass the Card

 The lesson sequence was: o Model o Choral response o Written response o Partner share o Group share  Look for: o Student engagement o Number of times student practice with each other  COUNT how many times the students get to practice. 61

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Research BaseExamples Brechtal, 2001; Echevarria & Graves, 1998; Haager & Klingner, 2005; Linan-Thompson & Vaughn, 2007; O’Malley & Chamot, 1990 Illustrated Word Wall Venn diagram – compare and contrast Narrative Text Organizers Expository Text Organizers Storyboards/Comic Strips/Movie Clips 63 U: Use Visuals & Graphic Organizers boast: tell how good you are Venn diagram: compare & contrast

Visuals and Graphic Organizers plant First, the tomatoes are ______________ed. harvest When they are ripe, the tomatoes are ______________ed. process Then, the tomatoes are ______________ed. This means they are washed and sorted. transport Next, the tomatoes are ______________ed. This means they are put on a truck and taken to the store. select At the end, the tomatoes are ______________ed. 64

 This lesson occurred after the Reading Mastery (S – Systematic and Explicit Instruction)  Students completed a 5 point organizer to retell the story in the correct sequence.  In Reading Mastery, Level 2, story comprehension activities are oral.  Using this visual organizer helped the children verify their retell and gave them a visual way to chunk the story. 65

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Research BaseExamples Calderón, 2007; Carnine, Silbert & Kame’enui, 1997; Faggela-Luby & Deshler, 2008; Gibbons, 2009, Haager & Klingner, 2005; Klingner & Vaughn, 2000 Preview/View/Review Backwards Book Walk QAR: Question Answer Relationships Stop & Think Reverse Think Aloud Read, Cover, Remember, Retell 67

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 The systematic and explicit instruction was delivered before the “U” lesson.  The Reading Mastery lesson (Lesson 86) was delivered as scripted with additional practice of the target skill from an earlier lesson (Lesson 48)  At the end of the lesson, watch the teacher as she listens to the students read.  She writes down the words they are struggling with to review the next day. 69

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Research BaseExamples Carlisle, Beeman, David & Spharim, 1999; Durgunoglu, Nagy, & Hancin-Bhatt, 1993; Genesee, Geva, Dressler, & Kamil, 2006; Odlin, 1989; Schecter, & Bayley, 2002; Identifying & Using Cognates Pair Paraphrase Dual Language Glossary Selection Summaries 71

S: Strategic Use of Home Language DUAL LANGUAGE GLOSSARIES: These individual or whole group resources can be used when students in a group speak the same L1. Dual Language Glossaries allow students to use their knowledge in L1 to support their acquisition of key content vocabulary in English. The format can vary from words and definitions to simple pictures with labels. The most powerful Dual Language Glossaries are those created with and by students based on the need for words to be successful during small group instruction. 72

What Could That Look Like? 73

Reading Mastery Horizons Rewards 74 The next slides will model a PLUSS lesson based on a Reading Mastery Lesson

 Reading Mastery provides explicit and systematic instruction using direct instruction techniques.  Reading Mastery’s instructional sequence incorporates: o phonemic awareness o phonics o fluency o vocabulary o comprehension 75

 Sounds o Taught and reinforced with choral responses & independent tests to confirm mastery  Decoding/word attack) o Choral & Independent Test  Story reading o Quotation finding o First & second reading o Picture & story comprehension  Independent practice activity 76

Instruction  In order to get a “big picture” of the lesson, begin with S: Systematic and explicit instruction.  Read each exercise to identify the places where students need additional opportunities to practice the skill or need scaffolding.  Establish your content and language objectives. Our Thinking  In the PLUSS model, the first S is teaching the intervention program with fidelity using the written script.  Content objectives are usually included in a direct instruction program. With Reading Mastery, content objectives for each lesson are included in the support materials provided for the teacher.  Language objectives usually need to be added – possibly in collaboration with the ELD specialist. 77 (collaboration opportunities in green)

 Proponents of the RTI standard protocol model believe interventions should be implemented with fidelity because it may be difficulty determine the reasons certain children do not respond to the intervention if it is not delivered in a standard way.  Kearns, Lemons, Fuchs & Fuchs (2014) conclude that the decision to make adjustments to interventions will require school-level decision making. To adjust or not to adjust… that is the question.

 Kearns, Lemons, Fuchs & Fuchs (2014) suggest these possibilities for adjustments: o Explicitly reteach, review and practice basic skills: o Add more opportunities for guided practice with continual immediate, corrective feedback; o Adjust the entry point suggested on the scope and sequence and based starting points on your CBM data instead; o Move the students to a different, smaller Tier 2 group; o Increase student motivation, consider a variety of reinforcement systems o Place into a different Tier 2 curriculum;

 Should be: o Simple o Made based on students’ CBM data o Done while maintaining the fidelity to the programs’ methods for learning targeted skills

 Content Objective: When presented with 10 decodable words ending with –ed, students will read 9 out of 10 correctly.  Language Objective: When presented with 5 vocabulary words ending with ed, students will be able to use 4 out of 5 correctly in an oral complete sentence (this objective may be addressed through oracy instruction, then reinforced by the reading teacher in the reading lesson) 81

Instruction  May pre-teach during oracy (e.g. by ELD specialist): o Before beginning the lesson, use the pre-made picture cards to quickly move through the verbs of the lesson with the group (walk, talk, love, jump, swim). o Begin by chorally practicing the word that you want students to use with the card. (The word can be written on the back of each card.) Our Thinking  The lesson calls for students to practice reading words with –ed endings; students may need additional opportunities to practice/review words with past tense ending during oracy instruction. 82

 After presenting the picture cards, practice the sentence frame: “(Word) is (definition). “The verb (verb) means (definition).  Example: “The verb talked means to talk to someone in the past.”  Give each student a picture card and ask them to practice the word and frame with a partner. o If time allows, students can trade cards to practice different words/frames with different partners. 83

Instruction  Tasks o After reviewing Tasks 1 -15, there was no need for additional scaffolding. Our Thinking  Tasks 1 – 16 call for choral practice which allows all students to practice all words. 84

Instruction  Provide each student with a picture card with a sticky note on the front of it.  Direct student attention to the note, which has –ed on the back. Tell them, “I want you to use the -ed to write the verb that describes this picture. o Once students have written the verb, they need to create an oral sentence to share with a partner using the word and word ending. o Ask students to share their sentence with a partner. o If time allows, students can share sentences with more than one partner. Our Thinking  The lesson calls for students to practice reading words with –ed endings; students may need an additional opportunities to practice/ review words with past tense ending. 85

Instruction  Give each student a quarter sheet of paper (or index card) with a sample sentence that requires a verb with –ed, such as ‘We ____ in the park yesterday.” Ask students to complete the sentence with a past tense verb. Our Thinking  The lesson calls for students to practice reading words with –ed endings; students may need an additional opportunities to practice/ review words with past tense ending. I ________ on the phone with my friend last night. I ___________ cookies yesterday. I _________ rope with my friends on the playground. I ________ my breakfast with my little sister this morning. 86

Instruction  Closing Activity o Provide students with the typed paragraph to practice independently (either whisper read or read silently). o While students are reading the paragraph, teacher can either listen to students read the paragraph, with special attention to the –ed words or teacher can review word lists with individual students, to track student performance with reading verbs with the –ed ending. If appropriate, teacher can also ask students to choose a word from the list to use in a sentence. Our Thinking  The lesson calls for students to practice reading words with –ed endings; students may need an additional opportunities to practice/ review words with past tense ending. I played outside last night. It was fun. I skated and biked. I stayed out late and hoped my mom didn’t notice. shared skated played biked cared baked scared hoped stayed waved 87

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 Yesenia was born in the United States and attended Headstart for one year where she had some instruction in Spanish. She attended a bilingual kindergarten until December and then moved to a school with no bilingual programs. She continues in an English-only program as a first grader. Her language proficiency scores on the Woodcock Muñoz indicate she is a level 3 in English and level 3 in Spanish.

FIRST GRADE - DIBELS Decision Criteria – Beg of Yr Yesenia Letter Naming Fluency (LNF) At Risk 0-24 Some Risk Low Risk 37+ Phoneme Segmentation Fluency (PSF) Deficit 0-9 Emerging Established 35+ Nonsense Word Fluency (NWF) At Risk Some Risk Low Risk 24+

FIRST GRADE - IDELDecision Criteria – Beg of Yr Yesenia Fluidez en nombrar letras (FNL) Letter Naming Fluency At Risk 0-19 Some Risk Low Risk Fluidez en la Segmentación de Fonemas (FSF) Phoneme Segmentation Fluency Deficit 0-34 Emerging Established Fluidez en las Palabras sin Sentido (FPS) Nonsense Word Fluency At Risk 0-24 Some Risk Low Risk

Nonsense Word Fluency Mid-year cutoff at risk Mid-year cutoff low risk Student is on track- continue intensity of instruction; decrease frequency of monitoring to 1x/mo 1. Identify Need for Support2. Validate Need for Support 3. Plan and Implement Support 4. Evaluate and Modify Support 5. Review Outcomes Yesenia – Nonsense Word Fluency Tier 1+ Teach for Transfer (Spanish to English) Monitor Progress every week Adapted from DIBELS/IDEL Research Team 2006

Nonsense Word Fluency Mid-year cutoff at risk Mid-year cutoff low risk Student is not on track- implement Research-based Tier 2 intervention; include oral language component for ELs 1. Identify Need for Support2. Validate Need for Support 3. Plan and Implement Support 4. Evaluate and Modify Support 5. Review Outcomes Yesenia – Nonsense Word Fluency Tier 1+ Teach for Transfer (Spanish to English) Monitor Progress every week Adapted from DIBELS/IDEL Research Team 2006

 Luis was born in Mexico and is the youngest of five siblings. His family came to the United States when he was 4. In Mexico, while he did not attend preschool, his brothers and sisters attended private schools and spent a lot of time reading stories to him and entertaining him. In their private school, while the instructional language was Spanish, they also learned English. Luis is now in first grade in a bilingual program. His language proficiency scores on the Woodcock Muñoz indicate he is a level 2 in English and level 4 in Spanish.

FIRST GRADE - DIBELS Decision Criteria – Beg of Yr Luis Letter Naming Fluency (LNF) At Risk 0-24 Some Risk Low Risk 37+ Phoneme Segmentation Fluency (PSF) Deficit 0-9 Emerging Established 35+ Nonsense Word Fluency (NWF) At Risk Some Risk Low Risk 24+

FIRST GRADE - IDELDecision Criteria – Beg of Yr Luis Fluidez en nombrar letras (FNL) Letter Naming Fluency At Risk 0-19 Some Risk Low Risk 35+ Fluidez en la Segmentación de Fonemas (FSF) Phoneme Segmentation Fluency Deficit 0-34 Emerging Established 50+ Fluidez en las Palabras sin Sentido (FPS) Nonsense Word Fluency At Risk 0-24 Some Risk Low Risk 35+

Mid-year cutoff at risk Mid-year cutoff low risk Continue intensity of instruction, and frequency of PM 1. Identify Need for Support2. Validate Need for Support 3. Plan and Implement Support 4. Evaluate and Modify Support 5. Review Outcomes Luis – Fluidez en las Palabras sin Sentido Research-based intervention program for PA and Phonics in L1 – Monitor progress 1 x / 2 weeks Adapted from DIBELS/IDEL Research Team 2006

Mid-year cutoff at risk Mid-year cutoff low risk Increase intensity of Intervention: 1) Increase intervention fidelity 2) Increase time 3) Smaller Group Size 4) Increase Frequency of Monitoring 1. Identify Need for Support2. Validate Need for Support 3. Plan and Implement Support 4. Evaluate and Modify Support 5. Review Outcomes Luis – Fluidez en las Palabras sin Sentido Research-based intervention program for PA and Phonics in L1 – Monitor progress 1 x / 2 weeks Adapted from DIBELS/IDEL Research Team 2006

 Margarita came to the United States at the age of one. She attends a bilingual school with an early- exit program model; thus, she is transitioning to English literacy instruction. Her language proficiency scores on the Woodcock Muñoz indicate she is a level 2 in English and level 3 in Spanish.

FIRST GRADE - DIBELS Decision Criteria – Beg of Yr Margarita Letter Naming Fluency (LNF) At Risk 0-24 Some Risk Low Risk 37+ Phoneme Segmentation Fluency (PSF) Deficit 0-9 Emerging Established 35+ Nonsense Word Fluency (NWF) At Risk Some Risk Low Risk 24+

FIRST GRADE - IDELDecision Criteria – Beg of Yr Margarita Fluidez en nombrar letras (FNL) Letter Naming Fluency At Risk Some Risk Low Risk 35+ Fluidez en la Segmentación de Fonemas (FSF) Phoneme Segmentation Fluency Deficit Emerging Established 50+ Fluidez en las Palabras sin Sentido (FPS) Nonsense Word Fluency At Risk Some Risk Low Risk 35+

Nonsense Word Fluency Mid-year cutoff at risk Mid-year cutoff low risk Continue intensity of instruction and monitoring 1. Identify Need for Support2. Validate Need for Support 3. Plan and Implement Support 4. Evaluate and Modify Support 5. Review Outcomes Margarita – Nonsense Word Fluency Tier 2+ Research based intervention L2; monitor weekly Adapted from DIBELS/IDEL Research Team 2006

Nonsense Word Fluency Mid-year cutoff at risk Mid-year cutoff low risk Increase intensity of Intervention: 1) Increase intervention fidelity 2) Increase time 3) Smaller Group Size 1. Identify Need for Support2. Validate Need for Support 3. Plan and Implement Support 4. Evaluate and Modify Support 5. Review Outcomes Margarita – Nonsense Word Fluency Tier 2+ Research based intervention L2; monitor weekly Adapted from DIBELS/IDEL Research Team 2006

 Team Meetings 106

 Brown & Sanford (2010) Practitioner’s Brief learners-appropriately-using-screening-and-progress-monitoring-too  Brown & Sanford (2010) At-a-Glance language-learners-ELs  Brown & Doolittle (2008) Practitioner’s Brief  Sanford, A., Brown, J. E., & Turner, M. (2012). Enhancing Instruction for English Learners in RTI Systems: The PLUSS Model. Multiple Voices for Ethnically Diverse Exceptional Learners (13),

Dr. Amanda Sanford Dr. Julie Esparza Brown Maranda Turner