a system for supporting service delivery to ell students

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A System for Supporting Service Delivery to ELL Students. IF Carol wont give you the answer, try the Tara, the ELL Director. Past Practice. Call Carol. Or a crystal ball. We dont have a magic wand. To every complex problem, there is a simple solution... that doesnt work! ~Mark Twain. - PowerPoint PPT Presentation

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A System for Supporting Service Delivery to ELL StudentsPast Practice

Call Carol. IF Carol wont give you the answer, try the Tara, the ELL Director.

We dont have a magic wand.Or a crystal ball.To every complex problem, there is a simple solution...that doesnt work!

~Mark Twain

RTI Scaling Evidence Based PracticeDr. Kevin Feldman kfeldman@scoe.org www.scoe.org/readingThe ChallengeTo create a way to monitor and support schools in implementing the RTI model with ELL students.

Special Education/ELL Team

Collective WisdomTara Black, ELL DirectorCarol Kinch, Special Education Pam Harrell, ELL TOSAGail Wilkinson, Literacy CoordinatorSally Helton, EBIS CoachJulie Walker, Metzger Literacy CoachLisa Bates, RTI projectDavid Putnam, RTI projectWho could be on your team?Talk Time

Initial MeetingsDo we agree?

Brainstorm the issues: progress monitoring, decision rules creates confusion, newcomers and interventions, and core instruction.We agreed on core principlesIf your students have been in the country only a short time and have limited English proficiency, not meeting grade-level benchmark is an indication that they need more instruction. It does not mean that they have a learning difficulty.Linan-Thompson & Vaughn, 2007Information GatheringCase-studies

Observation

Feedback from other groups (ie. Literacy Specialists)What we learnedConfusionThe CoreLanguage DevelopmentDecision RulesFearMaking a Mistake

ApprehensionProgress MonitoringIntervention

ConfusionThe CoreLanguage DevelopmentDecision RulesFearTimelines for InterventionMaking a MistakeApprehensionProgress Monitoring

12Why meeting the needs of ELLs so hard?Talk Time

Our Action PlanProvide technical assistance and support to schools.

Review LD evaluations and provide feedback.

Review case-studies with Special Education, ELL, and Literacy staff.

Action PlanProgress monitor ELD.

Train staff on language development and interpretation of language assessments.

Come to consensus about newcomers and intervention.

Action PlanContinue to review research.

Consider ELL reading protocol.

Train EBIS teams in collaboration, including defining the role of the ELL teacher.

Challenge #1: Do we have the answers?Research reviewEnglish Language DevelopmentReadingProgress monitoringBilingual educationEach member brings research article or topic to meeting

On our bookshelves

Journal ArticlesGunn, Biglan, Black and Blair (2005). Fostering the Development of Reading Skill Through Supplemental Instruction Results for Hispanic and Non-Hispanic Students.Results support the value of supplemental instruction focused on the development of word recognition skills for helping students at risk for reading failure.19We do the research ourselvesProgress monitoring ELD

Collaboration with Universities

Action research

EXAMPLEAssessmentWe must think carefully aboutIES Recommendation #1: Screen and Monitor in EnglishGrades K-1:phonological processingletter knowledgeword and text readingGrades 2-5ORFLevel of Evidence: Strong

Screening and Progress MonitoringUse the same measures and procedures that you would with native English speakersUse these data to identify English learners who require additional instructional support and to monitor their reading progress over time Monitor frequently

Schools can use the same benchmarks for English learners and make adjustments in instruction when progress is insufficient.

It is the opinion of the panel that 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

Native Language AssessmentAssess in the students native language if they are receiving native language instruction (i.e., IDEL)

Continue to monitor in EnglishMultiple sources of data are very important!DIBELSDiagnostic reading dataClassroom dataFunctional language dataELPA/L.A.S. OAKSCBM WE

The Holy Grail of Monitoring Language Development: WE CBMCWS, TWW & TUWWhat does CWS assess?Fluency with:Spelling, conventions, syntax, semanticsCWS and other measures of writing and readingCorrelations Between CWS and Measures of Reading and WritingGrade 1 Grade 2Grade 3Grade 4Grade 5CWSCWSCWSCWSCWSCWS11111TWW0.904**.733**.831**.846**.873**TUW0.687**.759**.795**.800**.847**ELPA.477**.447**.452**.530**.533**OAKS Read.384**.428**.401**OAKS Write.434**IPAS

WE CBM in TTSD w/ ELLsDevelopment of normsScreening & Progress MonitoringAs a measure of writing and overall language developmentVery well received by teachers of ELLsCream Which assessments do you feel give you information about your ELL students?Coffee How can you use DIBELS as a tool to provide more support to ELL students?Talk time

Challenge #2: How do we provide technical assistance? Side by side file reviews

On-site observations

Join EBIS meetings

Provide recommendations

Example: Cohort groupLook at cohort group

A cohort group is defined as at least three students with similar language levels, educational experiences, and cultural backgrounds (such as length of time in country, language in the home, language of instruction, and length of time in ELL).

Monitor progress carefullyLook at progress in English language development3410203040Dec.ScoresFeb.ScoresJan.ScoresMarchScoresAprilScoresMayScoresJuneScores6050AimlineAmyChaseMaryIsaiah(Generally) Effective Intervention343510203040Dec.ScoresFeb.ScoresJan.ScoresMarchScoresAprilScoresMayScoresJuneScores6050AimlineAmyMaryIsaiahIneffective InterventionChase35Challenge #3: Are we telling schools to do the right thing?Annual review of the EBIS handbook.Now reviewing reading protocol and decision rules.Should we have a separate one for ELLs?To eliminate curricular chaos

Review of 3rd tier intervention students, curriculum, and referral rates.

Fidelity to curriculumIs the most qualified teacher teaching the kids who need to learn the most. Fidelity to research-based instructional proceduresHigh pacing (high rate of student opportunities to respond)Corrective feedbackBehavior management system evidentStudents are accurate before moving on to new material

Fidelity of ImplementationNot a child issue!!Fidelity to programCurriculum decision rules followed (lesson checkouts, mastery tests, etc)Is the teacher trained in the curriculum?

What do you do in your district? How do you support ELLs within our system?Talk Time

Biggest Challenge #4: How do we empower staff? Case-studies at Literacy Specialist meetingsGoal is to expand to ELL specialists and Learning SpecialistsBiggest Challenge #4: How do we empower staff? Continue to provide training, assistance, and coachingELD, Sheltered InstructionCollaboration and teaming for ELL, Learning and Literacy SpecialistsLanguage development

Staff need toThinkWhat do we know about this student?What do we know about learning disabilities?Problem-solveIs the intervention matched to student need?How does the intervention fit with core and ELD instruction?CoordinateHow can we connect ELD, interventions, and core program instruction so we dont confuse the student?Painting the wall

Blue is core

Red is ELDYellow is interventionSo what color is the outcome?Be sure to coordinate your instruction to avoid curricular chaos!

Areas of ImprovementCore program

Eliminating curricular chaos

Building knowledge and understanding of language development and assessment

Collaboration and discourse between staff

How do you assure the best decision making process with ELLs?Talk Time

Remember to think carefully!This is a continued conversation that will go on for a VERY LONG TIME.

Accept non-closure and continue to do you best work.

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