OSEP Project Directors’ Conference 2016 Washington, DC Implementing Multi-Tiered Systems of Support for English Learners – Part II Lucinda Soltero-González Letti Romero Grimaldo Sylvia Linan Thompson OSEP Project Directors’ Conference 2016 Washington, DC

Project ELITE: Core Instruction Outcomes Students used new vocabulary across contents and at home Increased use of academic vocabulary in writing Increased Vocabulary Use and Awareness Student-Student Teacher-Student Type and Quality of Interactions Increased use of visuals, gestures, sentence stems and frames Increased student engagement Choosing culturally responsive texts Planning for meaningful interactions around topics that relate and connect to students’ experiences helped ELs to connect with the vocabulary Increased Support for Els Image showing 3 main outcomes related to Core Instruction: Increased Vocabulary Use and Awareness Students used new vocabulary across contents and at home Increased use of academic vocabulary in writing Type and Quality of Interactions Student-Student Teacher-Student Increased Support for Els Increased use of visuals, gestures, sentence stems and frames Increased student engagement Choosing culturally responsive texts Planning for meaningful interactions around topics that relate and connect to students’ experiences helped ELs to connect with the vocabulary

Project ELITE: Structured Data Meetings Outcomes Students’ language acquisition important data point when discussing instructional practices and making MTSS decisions Teachers feel a greater “ownership” of all students in their grade-level, as opposed to being divided by their own individual class Teachers feel better informed about students’ needs across classrooms, so they can better group students according to need. Teachers are able to capitalize on their colleagues strengths in different areas Culturally relevant instructional practices discussed when planning for core and intervention instruction Students’ language acquisition important data point when discussing instructional practices and making MTSS decisions Teachers feel a greater “ownership” of all students in their grade-level, as opposed to being divided by their own individual class Teachers feel better informed about students’ needs across classrooms, so they can better group students according to need. Teachers are able to capitalize on their colleagues strengths in different areas Culturally relevant instructional practices discussed when planning for core and intervention instruction

Model Usefulness and Sustainability Model Sustainability: 97% of educators rated the model as Likely to Very Likely to be sustained on their campuses Structured Data Meetings 95% of teachers rated them as Useful to Very Useful in determining intervention needs Core Instruction: Read Aloud Routine 95% of educators rated the model for core instruction as Useful to Very Useful to their students Year 3 Survey data indicated that educators at the three participating campuses believe the model to be useful and sustainable at their respective campuses. 97% of educators rated the model as Likely to Very Likely sustainable on their campuses. They also rated the individual components’ usefulness to students. Data showed that 95% of participating teachers see structured data meetings as useful in accurately determining intervention needs, and 95% also see the model for core instruction as useful to the students they serve.

Sylvia Linan-Thompson Project Estre2lla Sylvia Linan-Thompson Alba Ortiz

ProjectEstre2lla: Two Districts - Three Campuses School A School B School C Type of District Urban Rural Student Population 687 students 91% Hispanic 58.7% ELL 93.3% Econ Disadv 790 students 92.4% Hispanic 78% ELL 97.2% Econ Disadv 812 students 89.9% Hispanic 58.4% ELL 86.1% Econ Disadv Program Enrollment 66.8% Bilingual/ESL 14.3% Special Ed 3.1% G&T 76.6% Bilingual/ESL 7.8% Special Ed .9% G&T 45.4% Bilingual/ESL 5.7% Special Ed .9% G&% Dual language model One-way and two-way dual language One-way dual language Language Arts Focus English literacy* Bi-literacy Image shows a table comparing the three schools where the project ESTRELLA is being implemented. The table shows that the great majority of students in all 3 campuses are Hispanic, qualify for FRL and at least 58% are identified as ELL. The schools follow either a one way or a two way dual language model.

District A (Schools A & B) Project Estre2lla: Districts’ Descriptions of Their Dual Language Models District A (Schools A & B) The Dual Language Instructional Model was implemented in both the One-Way and Two-Way Dual Language classrooms. Reading and Language Arts Pre-K, Kinder, & Grade 1 - in native language only Grade 2 through Grade 4 - in both languages Mathematics Pre-K through Grade 4 - In English Science and Social Studies Pre-K through Grade 4 - In Spanish District B (School C) One-Way Dual Language program classes consist of only students whose primary language is Spanish. The goal of this program is to teach students English in the context of delivering the regular curriculum. Students in this program receive instruction in the curriculum 50% in Spanish and 50% in English.

Project Estre2lla: MTSS Components System Assessment Instruction Leadership Processes Job-embedded PD Tools Comprehensive plan Decision-making Academic language Differentiation Transfer of literacy skills CLRP Image showing 3 main components and corresponding sub-components: System Leadership Processes Job-embedded PD Assessment Tools Comprehensive plan Decision-making Instruction Academic language Differentiation Transfer of literacy skills CLRP

Project Estre2lla Schools A and B, 2013-2014 Note: No first graders qualified at EOY. K-2 = Tejas Lee and EDL; 3=aimsweb MAZE. Comparing data from Schools A and B within a given year provides some insight into appropriateness of district measures used to screen students. These Data Suggest: Kinder BOY criteria is not useful/does not identify enough students. First grade criteria identifies too many students at BOY and too few at EOY. Second grade identifies different percentages of students at each campus (reflecting instruction?), but pattern is same with spike at MOY, indicating screening criteria may be inappropriate over the course of the year. Third grade screeners at both campuses, while different, overidentifies. Given that same criteria are used in K-2 at both schools and that both show increased percentage of students qualifying between K EOY and 1st BOY, the relatively greater portion of students represented at School B suggests inadequate core instruction in Kinder (compare with School A MOY to EOY, and EOY to 1st BOY – both relative trends and absolute percentages) Note: No EOY benchmark data collected for 3rd grade. K-2 = Tejas Lee and EDL; 3=Flynt Cooter at BOY and schoolnet at MOY (predicts performance on state accountability measure). Image comparing data from Schools A and B within a given year. These data provide some insight into the appropriateness of district measures used to screen students. These Data Suggest: Kinder BOY criteria is not useful/does not identify enough students. First grade criteria identifies too many students at BOY and too few at EOY. Second grade identifies different percentages of students at each campus (reflecting instruction?), but pattern is same with spike at MOY, indicating screening criteria may be inappropriate over the course of the year. Third grade screeners at both campuses, while different, overidentifies. Given that same criteria are used in K-2 at both schools and that both show increased percentage of students qualifying between K EOY and 1st BOY, the relatively greater portion of students represented at School B suggests inadequate core instruction in Kinder (compare with School A MOY to EOY, and EOY to 1st BOY – both relative trends and absolute percentages)

Project Estre2lla School C, 2013-2014 Aimsweb is used at all points at all grades. Normative data reflect appropriate percentage of students identified for supplemental support. Image showing data for School C. At this school, Aimsweb is used at all points at all grades. Normative data reflect appropriate percentage of students identified for supplemental support.

Project Estre2lla: Job-embedded PD Professional Learning Observe Collaborate Modeling and Demonstration Coaching and Feedback Image showing the project Estrella's cycle of Professional Learning, which includes four phases: 1 teacher observation, 2 collaboration, 3 modeling and demonstration, and 4 coaching and feedback

Project Estre2lla: Results Teachers’ content knowledge in reading improved through job-embedded professional development Paired Samples T-tests of Teacher Knowledge Surveys English Overall Scores (M = 68.00, SD = 8.12) pretest; (M = 89.00, SD = 10.30) posttest; t(4) = 3.98, *p = .028 +21.00 difference; +2.17 SD Spanish Overall Scores (M = 87.00, SD = 3.46) pretest; (M = 98.00, SD = 3.46) posttest; +11.00 difference 2) Teachers’ instructional practice in reading Changes Features of effective instruction observed after PD modeling: 16% to 60% brisk pace: 33% to 60% corrective feedback: 50% to 90% individual turns: 33% to 85%

Project Estre2lla: Results (2) All of the teachers reported positive perceptions of job-embedded professional development in reading They identified the following as important components of job-embedded PD: Relevant content Proximity to practice Longer duration Opportunity for team growth Motivating RQ2) How does JEPD in reading impact first grade teachers’ reading instruction for ELLs? individual teacher’s reading instruction improved through JEPD. changes were observed in teachers’ instructional practices in reading from the beginning to the end of the study. Teachers changed the way they thought about and planned instruction. They changed the way they approached instruction for ELLs and how they used data to inform their instruction in preventative approach to school failure for ELLs. They adopted an explicit, systematic approach to reading instruction recommended for students who struggle in reading RQ3) How do first grade teachers of ELLs perceive JEPD in reading? All of the teachers reported positive perceptions of JEPD in reading. T experienced a shift in their perceptions of professional learning and reported how beneficial JEPD was to their overall teaching. T commented that the time commitment to participate in this ongoing PD was paying off. Themes Understanding the context is important Observations (time allocation, features of effective instruction, components of reading instruction) Building trust, developing rapport A comprehensive approach to professional development is beneficial Benefits of Comprehensive Approach-Changes in T content knowledge; Changes in T practice (features of effective instruction, components of reading instruction, preventative approach to teaching ELLs) Factors contributing to change: customized learning (no judgment); comprehensiveness (follow-up, recursive, embedded participation); reflection (dialog, think alouds) Teachers shift their perceptions about professional learning

Student Data Image showing a table with 2 sets of data: Percentage of students who enter Tier 2 at the beginning of the year Grade Year 1 Year 3 1 68% 39% 2 36% 10% Percentage of students who exit Tier 2 by the end of the year 51% 83% 17% 67% Image showing a table with 2 sets of data: At the top, there is the percentage of students who enter Tier 2 at the beginning of the year. At the beginning of year 1, 68% of first graders entered Tier 2 and in year 3, thirty nine % of first graders entered Tier 2. Data for 2nd graders show that 36% of them entered Tier 2 in year 1, and 10% in year 3. At the bottom, there is the percentage of students who exit Tier 2 by the end of the year. Tabla shows that 51% of first graders exited Tier 2 by the end of year 1 and 83% exited Tier 2 by the end of year 3. Also, 17% of Second graders exited Tier 2 by the end of year 1 while 67% of them were exited by the end of year 3.

Policy Recommendations

MTSS for ELs: Lessons learned Importance of leadership at the district and school level Data-based decision-making that draws upon appropriate measures and longitudinal data High-quality core literacy instruction for ELs An effective partnership that targets content and knowledge specific to ELs with coaching and follow-up Systematic look at language and literacy together Core literacy instruction wasn’t meeting the needs of ELs Importance of leadership at the district and school level Data-based decision-making that draws upon appropriate measures and longitudinal data High-quality core literacy instruction for ELs An effective partnership that targets content and knowledge specific to ELs with coaching and follow-up Systematic look at language and literacy together

Policy Recommendations (2) System Assist districts and administrators in establishing systems and procedures that incorporate CLR as the foundation to a school-wide MTSS model Promote collaboration between grade level and the school-wide MTSS team Support job embedded PD (self-observation, reflection & coaching are key) Assessment and data-based decision making Promote district- and school-wide assessment policies and practices responsive to the needs of ELs Apply a wider lens for data interpretation (rather than a monolingual lens) Use multiple, varied and appropriate assessment data SYSTEM: 1.Systems and procedures for an effective school-wide implementation of MTSS; assist in defining what the systems and procedures will look like so MTSS is not a parallel system, identify what resources they have 2. Promote collaboration between grade level and school0wide MTSS team for the delivery of MTSS, rather than relying solely on the school team, to increase ownership and deliver a more seamless process that is understood by all school staff, students, and parents 3. Job embedded PD: Self-reflection and coaching are a key elements to improve teacher transfer of literacy practices to meet the needs of ELs into core general education instruction. Supporting teacher self-reflection can include teacher self-identified action items, using videotaping for teacher self-observation and reflection. ASSESSMENT: 3. Use multiple, varied and appropriate assessment data to examine an EL’s progress in the same skill, rather than multiple similar measures, to generate a more accurate picture of ELs’ progress System Assist districts and administrators in establishing systems and procedures that incorporate CLR as the foundation to a school-wide MTSS model Promote collaboration between grade level and the school-wide MTSS team Support job embedded PD (self-observation, reflection & coaching are key) Assessment and data-based decision making Promote district- and school-wide assessment policies and practices responsive to the needs of ELs Apply a wider lens for data interpretation (rather than a monolingual lens) Use multiple, varied and appropriate assessment data

Policy Recommendations (3) Core literacy instruction Ensure effective core literacy instruction by incorporating teaching methods and strategies validated with ELs Support for the use of CLR materials and teaching methods CLR referrals for ELs Use a simple checklist to gather body of evidence -See Hoover & Erickson, 2015, Rural Special Education Quarterly, 34(4) Evidence collection should be shared among several educators Involve and train school referral team in evidence collection Work towards a less preconceived referral process by using both confirming and disconfirming perspectives CORE LITERACY INSTRUCTION Effective core instruction: include the 4 language domains (L,S, R, W), development of academic language, addressing the needs of students transitioning to English only instruction CLR materials and methods: using authentic and quality multicultural children’s literature, promoting school-home connections, incorporating students’ funds of knowledge into the curriculum REFERRALS SUSTAINABILITY Core literacy instruction Ensure effective core literacy instruction by incorporating teaching methods and strategies validated with ELs Provide support for the use of CLR materials and teaching methods CLR referrals for ELs Use a simple checklist to gather body of evidence - See Hoover & Erickson, 2015, Rural Special Education Quarterly, 34(4) Evidence collection should be shared among several educators Involve and train school referral team in evidence collection Work towards a less preconceived referral process by using both confirming and disconfirming perspectives

Policy Recommendations (4) Sustainability Assist districts and schools in the development of a sustainability plan Work with an existing system and respond to district/school conditions (demographics, district/school size, policies, etc.) Sustainability Assist districts and schools in the development of a sustainability plan Work with an existing system and respond to district/school conditions (demographics, district/school size, policies, etc.)

Questions?

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