fostering ells’ achievement in middle schoollesaux, marietta, & phillips galloway materials...
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Fostering ELLs’ Achievement in Middle School Lesaux, Marietta, & Phillips Galloway
Materials sponsored by the Office of English Language Learners, New York City Department of Education
USING DATA TO SUPPORT STUDENTSNonie K. Lesaux, PhD
Sky Marietta, MAT, EdD
Emily Phillips Galloway, MsEd
Fostering ELLs’ Achievement in Middle School Lesaux, 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 School Lesaux, 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 School Lesaux, 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 School Lesaux, 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 progressDiagnostics & Progress
Monitoring
Individualized to better understand persistent difficulties and adjust
intervention
Fostering ELLs’ Achievement in Middle School Lesaux, 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 studentsTier 3
Intensive Intervention
Fostering ELLs’ Achievement in Middle School Lesaux, Marietta, & Phillips Galloway
Materials sponsored by the Office of English Language Learners, New York City Department of Education
Tier 1
Tier 2
Tier 34 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 School Lesaux, 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 School Lesaux, 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 School Lesaux, 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 School Lesaux, 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 School Lesaux, 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 School Lesaux, 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 School Lesaux, Marietta, & Phillips Galloway
Materials sponsored by the Office of English Language Learners, New York City Department of Education
SEE YOU IN JANUARY9:00 AM, Larsen 214