Fostering ELLs’ Achievement in Middle SchoolLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education USING DATA TO SUPPORT STUDENTS Nonie K. Lesaux, PhD Sky Marietta, MAT, EdD Emily Phillips Galloway, MsEd

Fostering ELLs’ Achievement in Middle SchoolLesaux, 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 SchoolLesaux, 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 SchoolLesaux, 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 SchoolLesaux, 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 progress Diagnostics & Progress Monitoring Individualized to better understand persistent difficulties and adjust intervention

Fostering ELLs’ Achievement in Middle SchoolLesaux, 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 students Tier 3 Intensive Intervention

Fostering ELLs’ Achievement in Middle SchoolLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education 4 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 SchoolLesaux, 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 SchoolLesaux, 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 SchoolLesaux, 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 SchoolLesaux, 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 SchoolLesaux, 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 SchoolLesaux, 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 SchoolLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education SEE YOU IN JANUARY 9:00 AM, Larsen 214