1. 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

2. 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

3. 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

4. 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.

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

6. 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.

7. 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.

8. 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

9. 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)

10. 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.

11. 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

12. 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
difference; SD
Spanish Overall Scores
(M = 87.00, SD = 3.46) pretest; (M = 98.00, SD = 3.46) posttest; 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%

13. 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

14. 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.

15. Policy Recommendations

16. 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

17. 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

18. 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

19. 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.)

20. Questions?

21. Thank you!!