1. Oregon Reading First Evaluating Fall Data and Planning Instruction for ELL Students Receiving Spanish and English Instruction

2. 2 Acknowledgments n Oregon Department of Education n Center for Teaching and Learning, College of Education, University of Oregon n U.S. Department of Education, Office of Special Education Programs n Oregon Reading First Supplemental and Intervention Curriculum Review Panel

3. 3 Content Development Content developed by: Doris BakerScott Baker, Ph.D Oregon Reading First CenterOregon RF CenterUniversity of Oregon Judith Plasencia-Peinado, Ph.D.Lupina Vela Rachell Katz, Ph.D. Oregon Reading First Center University of Oregon Additional support: Sara Castro OlivoFátima RogersUniversity of Oregon

4. 4 Copyright n All materials are copy written and should not be reproduced or used without expressed permission of Dr. Carrie Thomas Beck. Selected slides were reproduced from other sources and original references cited.

5. Oregon Reading First ELL Data From Oregon Reading First Cohort A

6. 6 Student Performance End of First Grade- Year 2 (June 2005) ELLNON-ELL At Risk27%18% Benchmark45%57%

7. 7 Student Performance Beginning of Kindergarten- Year 1 (Sept 2003) ELLNON-ELL At Risk61%27% Benchmark4%31%

8. 8 The Role of PSF in Reading: Kindergarten Outcomes n Percent of Students who met end of Kindergarten PSF Benchmark AND read at Grade Level on Kindergarten SAT-10: 70% n Percent of Students who read at Grade Level on SAT-10 AND who met the Kindergarten PSF Benchmark: 90% n Percent of Students who read at Grade level AND were At Risk on PSF: 1% n Meeting the PSF benchmark is necessary but not sufficient to reach grade level on SAT-10.

9. Oregon Reading First Creating Interaction Tables using DIBELS and IDEL Data

10. 10 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)

11. 11 Preliminary IDEL Benchmarks n Benchmarks for IDEL Fluidez en el Nombramiento de las Letras (FNL) are based on percentiles. Data were taken from the IDEL database (N=3,869) n Benchmark for IDEL Fluidez en las Palabras sin Sentido (FPS) are based on research conducted on the predictive validity of FPS and the analysis of Spanish orthography. n Benchmark for IDEL Fluidez en la Lectura Oral (FLO) is the same as for DIBELS

12. 12 Preliminary IDEL Benchmark Goals and Indicators of Risk Three Assessment Periods Per Year

13. 13 Preliminary IDEL Benchmark Goals and Indicators of Risk Three Assessment Periods per Year Note: NWF benchmark goal (50) is different than FPS benchmark goal (70) in the middle of first grade.

14. 14 Preliminary IDEL Benchmark Goals and Indicators of Risk Three Assessment Periods per Year

15. 15 Preliminary IDEL Benchmark Goals and Indicators of Risk Three Assessment Periods per Year

16. 16 Student Risk Status on IDEL from Fall to Winter of First Grade

17. 17 Student Risk Status on IDEL from Winter to Spring of First Grade First Grade 1538 # of SsFLO End StatusPercent At Risk Total526 0-49209At Risk39.7% 220Some Risk41.8% 97Low Risk18.4% Some Risk Total268 50-6917At Risk6.3% 111Some Risk41.4% 140Low Risk52.2% Low Risk Total744 70+6At Risk0.8% 76Some Risk10.2% 662Low Risk89.0% Total # of students: FPS Middle Status

18. 18 Interaction of DIBELS and IDEL Looking at outcomes for students in both languages to make instructional decisions regarding: 1. What skills do the children in my school have? 2. Are there children that need additional support? 3. How many children need additional support? 4. Which children may need additional support to achieve outcomes? 5. What supports do I need to address the needs of my students?

19. 19 Three Levels of DIBELS Instructional Support Instructional Recommendations Are Based on Performance Across All Measures n Benchmark: Established skill performance across all administered measures n Strategic: One or more skill areas are not within the expected performance range n Intensive: One or many skill areas are within the significantly at-risk range for later reading difficulty

20. 20 Three Risk Levels on IDEL: Low Risk: Established skill performance in one measure. The odds of a student achieving benchmark goals at the end of the year depends on quality instruction in the core program. Some Risk: The measured skill area is not within the expected performance range. The odds of achieving benchmark goals will depend on the quality of strategic instruction and alterable variables (time, group size, intensity, etc.). At Risk: The measured skill area is significantly below the expected performance range. The odds of achieving benchmark goals will depend on direct, explicit, systematic, and intensive instruction and alterable variables (time, group size, intensity, etc.)..

21. 21 Measures to determine Risk Status on IDEL in the Fall n Kinder: FSF (Fluidez en la Segmentación de Fonemas) n First Grade: FPS (Fluidez en las Palabras sin Sentido) n Second Grade: FLO (Fluidez en la Lectura Oral) n Third Grade: FLO (Fluidez en la Lectura Oral)

22. 22 Interaction Table of DIBELS/IDEL

23. 23 Initial Grouping Activity Use the Interaction Table to identify: n Students with similar instructional recommendations and risk level n Students with similar performance on the DIBELS and IDEL measures (Screening)

24. Developed by Doris Luft Baker Adapted by Judith Plasencia-Peinado Review of Cross-Linguistic Transfer of Reading Skills for Children Learning to Read in English and Spanish

25. 25 Objective n Review cross-linguistic transfer based on the 5 Big Ideas n Phonological Awareness (PA) n Phonics n Fluency n Vocabulary n Comprehension

26. 26 Phonological Awareness n 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).

27. 27 PA cont... n Spanish and English are both alphabetic languages n PA develops in stages in both languages n PA skills are transferable from Spanish to English (e.g., segmenting, blending)

28. 28 Phonics n Decoding nonwords in Spanish is strongly correlated with decoding nonwords in English (r = 0.73, p <.01; Bialystok, Luk, and Kwan, 2005).

29. 29 Phonics cont... n What transfers from Spanish to English? n Reading goes left to right n Blending n Phonological recoding n Most consonant sounds n Spanish has 22-24 phonemes and 30 letters (including ll, rr, and ch). n English has 43-46 phonemes and 26 letters

30. 30 Phonics cont... n What doesn’t transfer from Spanish to English? n Vowel sounds (e.g. long /e/ in eat or short /i/ in it...) n English consonant sounds in the beginning or ending of words (e.g. /sp/, /h/, /th/, etc.) n Grammar features (e.g. definite articles, subject omission, adjective after noun, etc.) Reference: Handbook for English Language Learners. Boston, MA: Houghton Mifflin; pp R5-R15)

31. 31 Fluency n Common patterns: n Students with reading difficulties in English have poor accuracy and slow rate. n Students with reading difficulties in Spanish have high accuracy and slow rate (Jong & Leij, 1999; Wimmer & Mayringer, 2002).

32. 32 Vocabulary n Vocabulary is a strong predictor of reading comprehension in both English and Spanish (Nagy et al. 1993; Geva & Petrulis-Wright, 1999).

33. 33 Vocabulary cont... n Cognate recognition depends on similar spelling and morphological patterns (e.g. cafeteria vs. cafetería; respond vs. responder). n Students know the word in Spanish and can identify the word as an English cognate. n Difficult words in English are related to frequently known words in Spanish (e.g. encounter vs. encuentro).

34. 34 Vocabulary cont… n Teach informal and formal definitions n I nformal Definitions (e.g. A knife is sharp and we can find it in the kitchen.) n Formal Definitions(e.g. A knife is a tool for cutting food.)

35. 35 Comprehension n Use orthographic, phonetic, semantic, or syntactic cues to derive word meaning. n Read aloud, question what doesn’t make sense, integrate relevant prior knowledge.

36. 36 Instructional Recommendations n Focus on non-transferable English phonemes during English literacy instruction. n Teach letter-sounds explicitly. n Keep in mind that if children can decode in Spanish they probably can decode in English.

37. 37 Instructional Recommendations cont…. n Teach cognate awareness explicitly. n Teach vocabulary systematically and explicitly (from concrete use of words in multiple contexts to formal definitions). n Integrate relevant prior knowledge to text content.

38. Interpreting the Interaction Between DIBELS and IDEL Fall Data

39. 39 Objectives You will learn: n About the Big Ideas in relation to assessment and instruction for each grade level, K-3rd. n About instructional priorities for each grade level, K-3rd. n How to analyze DIBELS and IDEL results for instructional purposes.

40. 40 Fall Focus on Big Ideas in Kindergarten n Big Ideas Assessed with DIBELS and IDEL n Phonemic Awareness n Alphabetic Principle: Phonics n Critical Big Idea that must also be taught n Vocabulary

41. 41 Instructional Priorities in Kindergarten Based on Fall Data n Most students are at the intensive/at risk level n English reading instruction n Increase instructional time and intensity. n Use of Core Program n Use of ELL Handbook and Extra-Support Handbook. n Possible use of a strong intervention program focusing on phonemic awareness and phonics. n Spanish reading instruction n Focus heavily on phonemic awareness and phonics activities during Lectura.

42. 42 Kindergarten Scenario: Fall scores on DIBELS/IDEL

43. 43 What can we conclude from the data? Diana and Luis are not likely to meet the winter goals in DIBELS or IDEL unless we provide intensive instruction in PA and Phonics. Alicia requires supplemental instruction in both languages in order to meet the winter goals in DIBELS and IDEL -Phonics in English - PA and Phonics in Spanish Vocabulary instruction is a priority for all students in English and Spanish

44. 44 Activity 1. Get into groups of 3 2. Get your school’s “Kindergarten Beginning of Year DIBELS and IDEL Results” table 3. Fill out the “Interaction:Priorities for small group instruction” in English and Spanish for each student

45. 45 Fall Focus on Big Ideas in First Grade n Big Ideas Assessed with DIBELS and IDEL n Phonemic Awareness n Alphabetic Understanding: Phonics n Critical Big Idea that must also be taught n Vocabulary

46. 46 Instructional Priorities in First Grade Based on Fall Data n Most students are at the intensive/at risk level n English reading instruction n Increase instructional time and intensity. n Use of Core Program n Use of ELL Handbook and Extra-Support Handbook. n Possible use of a strong intervention program focusing on phonemic awareness and phonics. n Spanish reading instruction n Focus heavily on phonemic awareness and phonics activities during Lectura.

47. 47 First Grade Scenario: Fall scores on DIBELS/IDEL

48. 48 What can we conclude from the data? Dora and Raul are not likely to meet the winter goals in DIBELS or IDEL unless we provide intensive instruction in PA and Phonics. Dora has some skills in PA and needs intensive phonics instruction. Raul needs intensive instruction in both PA and Phonics. Fer requires supplemental instruction in both languages -PA in Spanish and Phonics in English in order to meet the winter goals in DIBELS and IDEL Vocabulary instruction is a priority for all students in English and Spanish

49. 49 Activity 1. Get into groups of 3 2. Get your school’s “First Grade Beginning of Year DIBELS and IDEL Results” table 3. Fill out the “Interaction:Priorities for small group instruction” in English and Spanish for each student

50. 50 Fall Focus on Big Ideas in Second Grade n Big Ideas Assessed with DIBELS and IDEL n Alphabetic Understanding: Phonics n Fluency & Accuracy n Comprehension n Critical Big Idea that must also be taught n Vocabulary

51. 51 Instructional Priorities in Second Grade Based on Fall Data n Most students are at the intensive/at risk level n English reading instruction n Increase instructional time and intensity. n Use Extra-Support Handbook. n Consider a strong intervention program that emphasizes phonics. n Spanish reading instruction n Consider teaching Phonics and Fluency with Lectura at an accelerated pace with lower grade level materials until student has mastered the specific skill.

52. 52 Second Grade Scenario: Fall scores on DIBELS/IDEL

53. 53 What can we conclude from the data? Lupe and Mario need differentiated intensive instruction in both languages. -Phonics in English and Phonics in Spanish for Lupe -Phonics in English and Fluency in Spanish for Mario Lisa may benefit from supplemental fluency instruct. in English and Spanish Vocab. & comp. instruction is a priority for all students in English and Spanish

54. 54 Activity 1. Get into groups of 3 2. Get your school’s “Second Grade Beginning of Year DIBELS and IDEL Results” table 3. Fill out the “Interaction:Priorities for small group instruction” in English and Spanish for each student

55. 55 Fall Focus on Big Ideas in Third Grade n Big Ideas Assessed with DIBELS and IDEL n Alphabetic Understanding: Phonics n Fluency and Accuracy n Comprehension n Critical Big Idea that must also be taught n Vocabulary

56. 56 Instructional Priorities in Third Grade Based on Fall Data n Most students are at the intensive/at risk level n English reading instruction n Increase instructional time and intensity. n Use Extra-Support Handbook. n Consider a strong intervention program that emphasizes phonics. n Spanish reading instruction n Consider teaching Phonics and Fluency with Lectura at at an accelerated pace with lower grade level materials until student has mastered the specific skill.

57. 57

58. 58 What can we conclude from the data? Alex and Lola need differentiated intensive instruction in both languages. Alex needs an intensive intervention program in English. Lola needs a fluency program in English and assessment in FPS to determine phonics skills in Spanish. Maria may benefit from supplemental fluency interventions in English and Spanish Vocabulary & comprehension instruction is a priority for all students in English and Spanish

59. 59 Activity 1. Get into groups of 3 2. Get your school’s “Third Grade Beginning of Year DIBELS and IDEL Results” table 3. Fill out the “Interaction:Priorities for small group instruction” in English and Spanish for each student

60. Creating a CSI Map for ELL Students Receiving Spanish and English Reading Instruction

61. 61 Three Levels of Instructional Support for Spanish and English: Summary of CSI Map Guidelines n One instructional support map per grade level. n Each grade level map addresses DIBELS’ instructional recommendations (benchmark, strategic and intensive) and IDEL’s risk levels (low risk, some risk, and at risk). n All teachers/specialists should work from the same map. n Data will direct changes as necessary. n Each map is a work in progress. n Use alterable variables to assist in increasing/decreasing intensity for varying levels of support. n Alter the fewest number of variables that impact reading progress.

62. 62 Planning Initial Grouping n These plans are for initial grouping--use progress monitoring and program assessment to revise grouping plans in a timely manner

63. 63 Steps to Develop the CSI Map n 1. Fill in the data in the Interaction Table n 2. Fill in the Instructional Priorities n 3. Fill in the number of students in the CSI map based on the Instructional Recommendations for DIBELS and Risk Status for IDEL n 4. Create small groups based on the Instructional Priorities on the Interaction Table. n 5. Define activities for whole group instruction and small group instruction n 6. Define additional time and activities for intensive and strategic students n 7. Define frequency of progress monitoring and determine instructional effectiveness

64. 64 Re-Evaluate Grouping n Groups will change depending on students’ response to instruction and further assessment n What other information do you need to collect? n Re-testing for students “on the cusp” or surprising scores (Validating the information is accurate.) n Specific Placement Information n Diagnostic Information n Progress Monitoring

65. 65

66. 66 CSI Map for Benchmark and Strategic Instructional Support: Kindergarten Example

67. 67 CSI Map for Intensive Instructional Support: Kindergarten Example

68. 68 CSI Map for Benchmark and Strategic Instructional Support: First Grade Example

69. 69 CSI Map for Intensive Instructional Support: First Grade Example

70. 70 Application Activity: Grade-Level CSI Maps n Plan instruction for your benchmark, strategic, and intensive students in English and low risk, some risk, and at risk students in Spanish. n Meet with your grade-level team. n Using the CSI Map, document for each level of support: programs, instructors, time, grouping, and assessment. That is, the specific information that communicates your plan to teach all children to attain critical benchmarks by January.