Presented by:SASED School Improvement / RTI Coaches

Eligibility within a Response to Intervention (RtI) Framework

Feb 2, 2012

8:30-11:30 a.m.

Tiffanie Almeida

Christine Martin

SASED Highland Hills1590 S. Fairfield Ave.Lombard, IL 60148

Workshop Series Overview

• Session 1: Individual Problem Solving & Determinant Factors in Reading & Math

• Session 2: Determinant Factors for Limited English Proficiency & Exclusionary Factors

• Session 3: Inclusionary Factors & Making Special Education Worth Getting

• Session 4: Share case examples (projects)

2

Intended Outcomes for Today’s Session 2

• Understand essential considerations for ruling out Limited English Proficiency (LEP)

• Become familiar with tools for LEP decision making

• Compare & contrast LEP with other determinant factors

• Exclusionary outcomes . . .

3

Definition

Determinant Factors•Rule out lack of

appropriate instruction (in reading and math)

•Rule out Limited English Proficiency

•Include evidence of appropriate instruction &

repeated assessments

Determinant Factors

Jigsaw

Best Practices in Assessing & Improving English Language Learners Literacy Performance

By Michael L. Vanderwood & Jeanie Nam

Determinant Factors

Assessed at district and building level- Scientifically based

- Aligned to state standards - Integrity

- Student outcomes (including sub-groups)

Reading

Math

LEPConcept

Determinant Factor:Lack of Appropriate Instruction

To rule out lack of appropriate instruction in reading, math, & LEP for ELLs

three key factors are examined:

Curriculum is scientifically-based

Implemented with integrity

Positive student outcomes

Curriculum is Scientifically Based

. . . as evidenced by:• Alignment to both ELP & state standards• Inclusive of all essential components of reading, math, & ELP• Successful field test outcomes

Determinant Factor:Lack of Appropriate Instruction

National Literacy Panel on Language Minority Children & Youth (2006)

ELLs:• Benefit from substantial

coverage in 5 big ideas of reading

• Require additional oral language instruction connected to literacy instruction

• Benefit when instruction in native language (oral & literacy) is used to support English literacy development

1-SOCIAL & INSTRUCTIONAL2-ENGLISH LANGUAGE ARTS3-MATH4-SCIENCE5-SOCIAL STUDIES

Standard 1:English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting.

Standard 2:English language learners communicate information,ideas, and concepts necessary for academic success in the content areaof LANGUAGE ARTS.

Standard 3:English language learners communicate information,ideas, and concepts necessary for academic success in the content areaof MATHEMATICS.

Standard 4:English language learners communicate information,ideas, and concepts necessary for academic success in the content area of SCIENCE.

Standard 5:English language learners communicate information,ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.

The ELP Standards

PRIME Correlation Form• Language Complexity• Vocabulary Usage• Language Control/Conventions• Presence of WIDA ELP standards (social & instructional

language)• Representation of Language Domains (speaking, listening,

reading writing)• Levels of Language Proficiency – differentiation for ELP

levels, scaffolding, . . .• Instructional Supports – sensory, graphic, interactive

supports

IIA. Presence of WIDA English Language Proficiency StandardsA. Are social and instructional language and one or more of the remaining WIDA

Standards (the language of Language Arts, of Mathematics, of Science, and of Social Studies) present in the materials?

B. Do the materials systematically integrate Social and Instructional Language and the language of the targeted content area(s)?

Justification: In the box below provide examples from materials as evidence to support each “yes” response for this section. Provide descriptions, not just page numbers.

Yes No

…Communicate information and ideas in narrative, informative and persuasive writing with clarity and effectiveness in a variety of written forms…adapt content, vocabulary, voice, and tone to audience, purpose and situation

AN EXAMPLE OF A LEARNING BENCHMARK (PERFORMANCE INDICATOR) FROM ENGLISH LANGUAGE ARTS ILLINOIS LEARNING STANDARD: GRADE LEVEL CLUSTER 9 12, WRITING 9-

Curriculum match to ELL subgroup• Linguistically appropriate for ELL

subgroups• Validated with students from same

linguistic & socio-cultural background

• District has local evidence of effectiveness for subgroup

• Curriculum materials adequate & appropriate for ELLs across developmental spectrum of language acquisition & academic achievement

Determining Appropriate Instruction

Strongest

• Peer-reviewed journals

• Panels of appropriately credentialed experts

• Independent reviews of alignment to Illinois Learning Standards

Moderate

• Positive outcomes of field studies conducted by the curriculum publisher

Weakest

• Customer testimonials

• Consumer satisfaction surveys

• Local or internal district reviews

• High proportions of district students meeting state standards

Types/Levelof Evidence

. . .We Don’t Have a Research-Based Core Curriculum??

• Determine where the deficiencies or gaps in the curriculum are and implement supports to address those

Is what you’re currently doing scientifically based?

• Reflect on your current Tier 1 curriculum & instruction for ELLs

• What evidence do you have that it is scientifically based?• Anything you want to add, drop, or modify?• Write down your next steps on your action plan

Implemented with Fidelity

… as evidenced by:• District leadership and improvement processes• Curriculum review and adoption process• Professional development plans• Fidelity checklists• School and classroom walk-throughs

Determinant Factor:Lack of Appropriate Instruction

Methods of Assessing the Provision of Appropriate Instruction

Evidence forFidelity

Principal Walk-Throughs

Integrity Checklists

Direct Observation

Review of Current Processes

Classroom environment is conducive to ELLs– Visuals - Explicit oral language instruction– Teaching of vocabulary & background knowledge– Multiple opportunities to respond - Interaction with non-ELLs- Incorporation of language & content objectives - Comprehensible input– - Opportunities for practice & application

Additional Considerations• Congruent with ELL pedagogy,

including 1st & 2nd language literacy instruction

• Provided adequate opportunity to learn – program is of sufficient length & intensity with the least proficient receiving most support

• Integrity assessed by person knowledgeable of 1st & 2nd language academic instruction & 2nd language acquisition

• Reflect on your current Tier 1 curriculum & instruction for ELLs

• What evidence do you have that it is implemented with fidelity?

• Anything you want to add, drop, or modify?• Write down your next steps on your action plan

Is your Core Curriculum for ELLs Implemented with Fidelity?

Positive Student

Outcomes

. . . as evidenced by: • Most students in our district meet state standards, including ELL subgroups• This school’s SIP plan addresses reading/math and/or ELLs

Determinant Factor:Lack of Appropriate Instruction

Analyzing Student Outcomes for ELLs

• Assess in primary language (as possible/ appropriate) AND in English• Analyze ACCESS data• Analyze other outcome data by subgroups (e.g., ISAT,

screening/benchmark, district assessments)• Compare to like peers

ACCESS data• How many students do you have

at each level?• What progress have they made?• What’s your typical rate of

improvement? – As a district, what is the average length of

time it takes a student to progress from Level 1 (Entering) to Level 2 (Beginning), from Level 2-3, etc.?

• Does your system do better with Level 1-2, 3-4, or 4-5?

Deliver appropriate, scientifically-based instruction to see if student outcomes improve

Primary Reason forDiscrepancy is LEP?

Does your ELL program result in positive student outcomes?

• Reflect on your current curriculum & instruction for ELLs

• What evidence do you have that it results in positive student outcomes?

• Anything you want to add, drop, or modify?• Write down your next steps on your action plan

Documentation of Determinant Factors:Where it Goes on the Forms and

Examples

Resources

• WiDA ELP Standards http://www.wida.us/standards/elp.aspx

• Illinois Resource Center www.thecenterweb.org/irc

• Center for Research on Education, Diversity, and Excellence http://crede.berkeley.edu

• Center on Instruction www.centeroninstruction.org

• National Center for Culturally Responsive Educational Systems (NCCREST) www.ncrest.org

Resources (cont.)Center for Applied Linguistics. (2006). Developing literacy in second-language learners:

Report of the national literacy panel on language-minority children and youth. D. august and T. Shanahan (Eds.). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Cloud, N., Genesee, F., & Hamayan, E. (2009). Literacy instruction for English language learners: A teacher’s guide to research-based practices. Portmouth, NH: Heinemann.

Genesee, F., Lindholm-Leary, K., Saunders, W., & Christian, D. (2006). Educating English language learners: A synthesis of empirical evidence. New York: Cambridge Press.

Genesee, F., Paradis, J., & Crago, M. (2004). Dual language development & disorders. Baltimore, MD: Paul H. Brookes Publishing Co.

Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to academic achievement. CA: Corwin Press.

Hamayan, E., Marler, B., Sanchez-Lopez, C., & Damico, J.S. (2007). Special education considerations for English language learners: Delivering a continuum of services. Philadelphia, PA: Caslon, Inc.