April 26, 2012 Lexie Domaradzki

 Key principles  Comprehensive Assessment System  Strong Core Instruction for all kids  Supplemental or Intervention for those students who need  Data-driven collaborative meetings

 Understanding your model for supporting English Language Learners  What model is used in your district/school?  How are students enrolled in your model?  How is native language involved?  How is English proficiency assessed and monitored?  What literacy instruction do your students receive?

 Strong knowledge and skills in first language/learning English  Low knowledge and skills in first language/learning English (academic)  Have not received adequate instruction in either language  Low knowledge and skills in first language/learning English (academic)  Have received adequate instruction in either first language or English

 First language is shared by many students in the school  First language is not shared by other students in their school  First language has little print to support instruction  First language teacher is not available to provide instruction

Universal Screening Tiered instruction matched to student need Scientific research-based practices Progress monitoring Data-based problem solving Collaboration “Shared Ownership” Strong Leadership Professional Development Parent/Community Engagement RTI is the practice of: - providing high quality instruction -matching to student needs -using a 3-tiered model -using rate of learning over time and level of performance for making important educational decisions (Batsche et al., 2005).

Universal Screening Tiered instruction matched to student need Scientific research-based practices Progress monitoring Data-based problem solving Collaboration “Shared Ownership” Strong Leadership Professional Development Parent/Community Engagement Problem Identification Problem Analysis Planning Solutions Implementation & Monitoring Review Outcomes

10 Assessment System Outcome Screening Diagnostic Progress Monitoring Content

11 Outcome Assessment Screening Assessment Diagnostic Assessment Progress Monitoring Program Measure against standards Examines who is at risk, compared to peers of same age Answers “why is this student struggling” Is this intervention working? Is the student growing? Is the student learning what has been taught? Each part of the system is important! Comprehensive Assessment System

 Administered to all students at least 3 times per year  Purposes of Universal Screening:  Evaluate the effectiveness of tiered instruction  Identify at risk students in need of intervention Universal Screening Tiered instruction matched to student need Scientific research-based practices Progress monitoring Data-based problem solving Collaboration “Shared Ownership” Strong Leadership Professional Development Parent/Community Engagement

 Grade Level/Department-Cross Department teams The purpose of GLC teams is to utilize data to provide tiered instruction.  Inform Tier 1 standards-based core instruction to meet the needs of the class  Target Tiers 2 and 3 group interventions to meet the academic and behavioral needs of students who need more than Tier 1 core instruction;  Review student progress in response to Tiers 2 and 3 interventions (i.e., intervention group response and individual response); and  Modify instruction as needed based on student needs. Recommended team members: grade level teachers and support staff (e.g., special education teacher, ELL teacher, school psychologist, reading coach, etc.) and principal as needed Meet weekly to monthly

Focus : Tier 1 core literacy instruction for ELLs Handout

 Teach content, literacy, and language in an integrated and meaningful way.  Scaffold language based on student English proficiency to make sure it is comprehensible.  Build on what students already know and help them develop background knowledge they need.  Explicitly teach vocabulary and academic language (formal language required to be successful in school settings).  Provide ample opportunities for carefully designed interaction with teacher and peers.  Strategically provide native language supports.  Teach reading comprehension strategies explicitly.

Scaffold language based on students’ English proficiency to make sure it is comprehensible using: − visuals and realia (objects from real life) − hands-on materials − graphic organizers − gestures − modified speech − adapted text (i.e., simple sentence structure, elaboration) − leveled readers − repetition / rereading − narrow reading (reading several texts about the same topic)

Science Unit Key Vocabulary Life Cycles Metamorphosis egg, larva, caterpillar, pupa, adult. observe / observation record, document first, second, then, next, finally cycle (bicycle, recycle) butterfly, wings, change, circle Key Vocabulary: -Content words (Tier 3) -Academic word list word (Tier 2) and process/function words -Words that teach English structure -Common words (Tier 1) words Content Concepts

Focus : Tier 2 intervention for ELLs Handout

 Decision-making team should include someone with expertise in the language acquisition process, cultural variables, and how to distinguish between language acquisition and LD.  Schools should use multiple assessment methods to provide a comprehensive view of learning. There is no single best test or assessment strategy. Different assessments tap into different skills and knowledge.  In a diverse school, the students receiving intensive, supplemental interventions (Tier 2) should NOT be just the ELLs. If most ELLs are not progressing, the core instruction is not appropriate for ELLs.  Tier 2 interventions are only for those ELLs who need targeted support.

Focus : Tier 3 intervention for ELLs Handout

 Tier 3 may be provided as a replacement to core classroom instruction. Tier 3  Instruction is more intensive than Tier 2 because it is provided in smaller groups and with a more specific skills focus. (Vaughn, Wanzek, Murray, Scammacca, Linan-Thompson, & Woodruff, 2009).  Whatever the format, all interventions provided in Tier 3 must be research based (Klingner, Sorrells, & Barrera, in press).

August, D., & Shanahan, T. (Eds.) (2008). Developing reading and writing in second- language learners. Lessons from the report of the National Literacy Panel on Language-Minority Children and Youth. Florence, KY: Routledge. The Center for Applied Linguistics and the International Reading Association. August, D., Carlo, M., Dressler, C., & Snow, C. (2005). The critical role of vocabulary development for English language learners. Learning Disabilities Research & Practice, 20(1), 50–57. Calderon. (2008, April). ESL Strategies for teaching vocabulary and reading. Paper presented at the annual meeting of Teachers of English to Speakers of Other Languages (TESOL), New York, NY. Carlo, M.S., August, D., McLaughlin, B., Snow, C.E., Dressler, C., Lippman, D., Lively, T., White, C. (2003). Closing the gap: Addressing the vocabulary needs of English language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39(2),