1. B-ELL Leadership Session
October 24, 2006
Doris Baker
Rachell Katz
Jorge Preciado
© 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
Table 1A Data for K-3 ELL Students in English, Fall 2006
DIBELS Grade/Benchmark Goal Measure
Percent at Low Risk
Fall 2006
Percent at Some Risk
Percent At Risk
Kindergarten-ISF
33/115
29%
36/115
31%
46/115
40%
Kindergarten-LNF
9/115 8%
18/115
16%
88/115
76%
First Grade- NWF
19/97
19%
20/97
21%
58/97
60%
Second Grade-ORF
11/86
13%
23/86
27%
52/86
Third Grade-ORF
8/74
11%
17/74
23%
49/74
66%
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
Percent At Risk
Kindergarten-FNL
16/124
13%
3/124 2%
105/124
85%
Kindergarten-FSF
15/124
12%
19/124
15%
90/124
73%
First Grade-FPS
23/103
22%
20/103
20%
60/103
58%
Second Grade-FLO
30/89
34%
19/89
21%
40/89
45%
Third Grade- FLO
14/75
18%
17/75
23%
44/75
59%

8. Reading Measures in DIBELS and IDEL
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)
Predictive validity of FPS in the middle of first grade on ORF in the end of first grade is .77, n=50
Predictive validity of FPS in the beginning of first grade on ORF in the middle is .85, n=54.
The Spanish alphabet has 30 letters (including “ch”, “ll”, “rr”), and 23 phonemes (based on the pronunciation in Mexico).
The name of the vowel is the sound.
Nonsense words include either one vowel or two vowels.
Alternate-form reliability on IDEL first grade passages:
FPS first grade in the middle: .76
FSF first grade middle: .87
ORF second grade middle: .94
Odds of achieving ORF benchmark goal of 40 at the end of first grade if student can recognize 70 letter sounds or more in the middle of first grade is 89% (N= 1538)

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
Reminder of the importance of team support in order to reach the goals of literacy in two languages for some of the lowest children that enter our buildings. All RF kids are on the half marathon route, our B-ELL children are doing the full marathon.
The coordination that is necessary between English reading teacher, Spanish reading teacher, title one teacher, special education.

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
How have teams been coordinating this data analysis in both languages?
Power of two coaches to support instruction. Can team up to make the most productive coaching pairs possible.

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.
Do you have enough resources to purchase additional materials this year?
Program specific consultants in English are supporting the effective delivery of instruction for English. How can the B-ELL team help support you with this in Spanish?
Materials issue has come up as a problem when lower grade level Lectura materials are needed for intensive students.

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.
How/ Why did your building decide to pursue the B-ELL grant and set goals for your ELLs in both languages?
- First grade phonemic awareness small group instruction. I could observe the number of opportunities to respond… etc..

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).
How have they been received by teachers?
Spanish templates:
How can we support the implementation of the templates for those students struggling in their development of Spanish reading skills?

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
We can anticipate which words students will have trouble with:
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)
banco para sentarse (bench); banco para intercambiar dinero; banco de peces: ( school of fish)
bank of rivers;
dirt: ensuciar, but it can also mean: soil, filth, dirt road (= an unmade road; in mining: useless material from which a useful substance is separated.)

23. Progress Monitoring K-3
Kindergarten
English
Spanish
PSF
(DIBELS: Phonemic
Segmentation
Fluency)
Start in Winter
FPS
(IDEL: Nonsense
Word Fluency)
Start in Winter
JORGE, SOME OF THE SCHOOLS MAY START PROGRESS MONITORING WITH THESE SEGMENTING MEASURES BEFORE WINTER. FPS IS GIVEN IN THE FALL IN SPANISH AND THE PSF IS A MUCH MORE RELIABLE TEST THAN ISF, SO I’VE RECOMMENDED THAT SCHOOLS BEGIN USING PSF AS SOON AS THEY CAN AND NOT CONTINUE WITH ISF ALL THE WAY UNTIL JAN. MAKE SENSE? SO, I’M RECOMMENDING THAT YOU REMOVE THE START IN WINTER PORTION OF THIS SLIDE FOR THESE REASONS.
Stay the course, make minor adjustments, change
instruction and/or increase instructional time
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

24. Progress Monitoring First Grade
English
Spanish
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.

25. Progress Monitoring Second Grade
English
Spanish
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.

26. Progress Monitoring Third Grade
English
Spanish
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

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

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!”
Data Decision Rules
3. If three (3) consecutive data points are below the aimline, change the intervention.
What can you do?
Look at the group as a whole to see if other kids have not made progress either. If that is the case, discuss possible changes in instruction before moving students around.

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?

32. Aprenda Report

33. Discussion and Questions