1 October 24, 2006 Doris Baker Rachell Katz Jorge Preciado B-ELL Leadership Session © 2006 by the Oregon Reading First Center Center on Teaching and Learning

2 Objectives Understand and discuss fall DIBELS/IDEL data Supporting and coordinating instructional delivery Role of leaders: coaches, principals,district leaders Critical features of Spanish instruction Critical features of English instruction: transferable and nontransferable skills Progress monitoring

3 Cohort B-ELL All Schools DIBELS Grade/Benchmark Goal Measure Percent at Low Risk Fall 2006 Percent at Some Risk Fall 2006 Percent At Risk Fall 2006 Kindergarten-ISF33/11529%36/11531%46/11540% Kindergarten-LNF9/1158%18/11516%88/11576% First Grade- NWF19/9719%20/9721%58/9760% Second Grade-ORF11/8613%23/8627%52/8660% Third Grade-ORF8/7411%17/7423%49/7466% Table 1B Data for K-3 ELL Students in Spanish, Fall 2006 IDEL Grade/Benchmark Goal Measure Percent at Low Risk Fall 2006 Percent at Some Risk Fall 2006 Percent At Risk Fall 2006 Kindergarten-FNL16/12413%3/1242%105/12485% Kindergarten-FSF15/12412%19/12415%90/12473% First Grade-FPS23/10322%20/10320%60/10358% Second Grade-FLO30/8934%19/8921%40/8945% Third Grade- FLO14/7518%17/7523%44/7559% Table 1A Data for K-3 ELL Students in English, Fall 2006

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8 Reading Measures in DIBELS and IDEL DIBELSIDEL Phonemic Segmentation Fluency (PSF) Fluidez en la Segmentación de Fonemas (FSF) Nonsense Word Fluency (NWF)Fluidez en las Palabras sin Sentido (FPS) Oral Reading Fluency (ORF)Fluidez en la Lectura Oral (FLO) Letter Naming Fluency (LNF)Fluidez en el Nombramiento de las Letras (FNL)

9 Supporting and Coordinating Instructional Delivery Team approach to improving classroom instruction. This is especially critical when supporting instructional delivery in Spanish and English for ELL students. Teamwork is a must! Role of Coaches Role of Principal Role of District

10 Role of Coaches in B-ELL School Analyze English and Spanish data for ELLs at grade level team meetings Coordinate the focus of instructional time for English and Spanish Work collaboratively to support instruction May involve “English coach” supporting English instruction for ELLs

11 Role of Coaches Providing necessary training to teachers and instructional assistants on the use of Spanish and English instructional materials. Follow up on training and provide necessary support for effective delivery of instruction. Accessibility of materials for instructors.

12 Role of Principal Review goals with staff Fluency in both languages for all ELL students Drop in on Spanish and English instruction Classroom management and student engagement can be observed regardless of the language of instruction. Communicate the expectation of using Spanish templates particularly for strategic and at risk students.

13 Role of District Leader Set specific and non-negotiable goals with your B- ELL teams. Monitor the progress of your ELL students towards goals of achieving reading proficiency in BOTH languages Plan for necessary professional development to support effective instruction (i.e. training for instructional assistants who deliver Spanish reading instruction)

14 District Support of Teacher’s Language Development How can we ensure that ELLs are receiving high quality Spanish reading instruction? Supporting teachers and assistants who are not fluent in the language by: Providing language development classes focused on teacher academic language Help teachers use effective features of instruction (minimize teacher talk, consistent language, etc.)

15 Critical Features of Spanish Instruction Effective signals for unison responding Model, Lead, Test Error correction (follow Model, Lead, Test) Teach to mastery phonemic awareness, phonics, and fluency. (Vocabulary, and comprehension have to be taught with a high level of student success).

16 Critical Features Continued Review behavioral expectations (praise 4:1 ratio; specific praise) Provide a phonics skill warm up (students read 6-10 previously taught words the fast way) Pre-teach 3-5 vocabulary words from basal reader During lesson pay attention to pacing and providing opportunities to respond

17 Critical Features of English Instruction for ELLs Integrated with Native English Speakers ELLs require more structured support and explicit instructions with no room for misinterpretation. Non-examples Where is my class? Give me your eyes and ears. Front row you all did such a good job blending. Would you do it again and show everyone how good you are?

18 Critical Features cont… Positive Examples of explicit instruction for ELLs Directions need to be clear and explicit Front row you all did such a good job blending. Can you blend all these sounds again? (If necessary, remind students to wait for the signal). Eyes on me Let’s segment words together (Ensure that students understand the meaning of “segment” and “blend”).

19 English Instruction for ELLs Separated from Native English Speakers Need to maintain high standards for adequate progress of ELLs on English DIBELS measures Target specific skills, particularly phonics, and vocabulary building. Anticipate student phonics errors, and preteach words that have those sounds Ex: silent “e”; letter combinations: kn, oo, ea, au, etc.

20 Transfer of skills Reminder of the importance of explicit English instruction. Which skills transfer and which skills don’t, must be taught explicitly during English reading time.

21 Evidence of PA Transfer Strong phonological awareness (PA) skills are good predictors of reading in the first and second languages. (Durgunoglu, Nagy, and Hancin-Bhatt, 1993; Lindsey, Manis, & Bailey, 2003). Ceiling effect of PA in Spanish Spanish has phonemes and 30 letters (including ll, rr, and ch). English has phonemes and 26 letters

22 What does NOT transfer from Spanish to English? *Vowel Sounds (e.g., long /e/ in eat or short /i/ in it, etc.) *English consonant sounds in the beginning or ending of words (e.g., /sp/, /h/, /th/, etc.) *Grammar Features (e.g., definite articles, subject omission, adjective after noun, etc.) False cognates (e.g., realize vs. realizar (Sp), gas (En), etc.) Polysemus words (e.g., “banco,”(Sp.) “dirt”(En.)) *Reference: Handbook for English Language Learners. Boston, MA: Houghton Mifflin; pp R5-R15)

23 Progress Monitoring K-3 Kindergarten PSF (DIBELS: Phonemic Segmentation Fluency) Start in Winter FPS (IDEL: Nonsense Word Fluency) Start in Winter  Progress monitor at least 10 intensive students three times a month  After collecting three data points compare results with aim line  Decision making: Discuss Progress Monitoring at GLT EnglishSpanish

24 Progress Monitoring First Grade First Grade PSF and NWF* (DIBELS: Phonemic Segmentation Fluency and Nonsense Word Fluency) FPS (IDEL: Nonsense Word Fluency)  Progress monitor at least 10 students three times a month  After collecting three data points compare results with aim line  Decision making: Discuss Progress Monitoring at GLT Progress monitor on at least one measure in each language depending on fall benchmark score. EnglishSpanish

25 Progress Monitoring Second Grade Second Grade NWF and ORF* (DIBELS: Nonsense Word Fluency and Oral Reading Fluency FPS and FLO* (IDEL: Nonsense Word Fluency and Oral Reading Fluency)  Progress monitor at least 10 students three times a month  After collecting three data points compare results with aim line  Decision making: Discuss Progress Monitoring at GLT Progress monitor on FPS and ORF one measure depending on fall benchmark score. EnglishSpanish

26 Progress Monitoring Third Grade Third Grade NWF and ORF* (DIBELS: Nonsense Word Fluency and Oral Reading Fluency FPS and FLO* (IDEL: Nonsense Word Fluency and Oral Reading Fluency)  Progress monitor at least 10 students three times a month  After collecting three data points compare results with aim line  Decision making: Discuss Progress Monitoring at GLT * Progress monitor on FPS and ORF measures depending on fall benchmark score English Spanish

27 1.If three (3) consecutive data points are above the aimline, student is making adequate progress towards the benchmark goal. Data Decision Rules

28 Stay the Course! Data Decision Rules 2. If the date points align with the aimline, student is making adequate progress towards the benchmark goal.

29 Decisions Rules- Basics “Don’t Wait!” 3. If three (3) consecutive data points are below the aimline, change the intervention. Data Decision Rules

30 Logistics Are materials (DIBELS and IDEL) available? Have teachers and educational assistants been trained on progress monitoring? Where should teachers enter IDEL progress monitoring data?

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32 Aprenda Report

33 Discussion and Questions