1. Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway IDENTIFYING TRENDS IN TIER 1 DATA RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway

2. Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Session Goals RTI Groundwork Examining Assessment Systems Data Analysis and Instructional Design Advancing your RTI Model  Link assessment to instruction:  Considering the needs of ELLs’  Working with data:  Organizing data to understand trends  Understanding student performance in context  Analyzing school data for trends and patterns

3. Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Today’s Focus in Relation to an RTI Model RTI ModelTiered Instruction Excellent Tier 1 (Core) Instruction Ongoing student assessment Tiered instruction for struggling students Literacy Block Tier 1 Core of Instruction Extra exposure to instruction focused on the student’s needs Tier 2 "Double Dose" of Instruction One-on-one Tutoring Special services Tier 3 Intensive Intervention

4. Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Architecture of a Tier 1 Literacy System Formative Measures Screening Measures Outcome Assessment Code Based Meaning Based Data Informs Instruction

5. Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Assessment and Instruction In the classroom: Patterns in the data shape priorities for the core of instruction Students who are struggling receive a “double dose” targeted to their specific needs Students who struggle despite intervention are evaluated for increasingly specialized services The Three-Tiered Model Literacy Block Tier 1 Core of Instruction Extra exposure to instruction focused on the student’s needs Tier 2 "Double Dose" of Instruction One-on-one Tutoring Special services Tier 3 Intensive Intervention 5

6. Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Principles for Tier 1: ELLs ELLs in mainstream classroom settings included in assessments designed for the RTI system Assessment used to guide instructional planning and support – NOT for high stakes decisions or to label students ELLs flagged as at-risk or below-benchmark should receive targeted instructional support

7. Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Instructional Opportunities or Individual Difficulty? Instructional Opportunity More than 20% of class shares the same difficulty Limited formal schooling opportunities Newcomer to the U.S. with limited schooling Young child who has just entered school settings (PreK & K) Limited schooling due to health or contextual factors Individual Difficulty Difficulty is different from the performance of most peers In addition: Student has a history of experience in strong instructional environment We have ruled out contextual, emotional, physical, or social impediments to learning

8. Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Today’s Focus Identifying patterns in a classroom of students Shaping the core of instruction to the needs of the group Tier 1 Core of Instruction Tier 2 "Double Dose" of Instruction Tier 3 Intensive Intervention 8

9. Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway ORGANIZING DATA TO UNDERSTAND TRENDS

10. Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Looking at sample data: Test Report Student #Score 1 11 2 29 3 6 4 37 5 6 6 41 7 57 8 44 Thinking about the data Which students would you worry about? What do you need to know before you can fully understand student performance?

11. Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway What scores are reported? Raw Score The number of words read correctly -or- The number of questions answered correctly Standard Score A score created to show how students perform relative to the mean for that age or grade level. Standard scores can be compared over time to see if the student is progressing at a normal developmental rate. Percentile Rank A score that tells what percentage performed more poorly than the student on the test. Example: if a student scores 40%, that means that 40% of students score lower and 60% score higher than that child on that test FormativeScreening

12. Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Looking further… Words Correct Per Minute Student # Raw Score Percentile Rank 1 117 2 2927 3 65 4 37 5 65 6 41 42 7 5766 8 4448 Flagging students  The Percentile Rank now gives a basis of comparison:  0-25: below average  25-35: low average  35-75: average  75-99: above average  Who do you worry about now? What questions remain?

13. Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Understanding Scores Standard Score Less than 85: below average 85-90: low average90-115: average 115+: above averagePercentile Rank0-25: below average25-35: low average35-75: average 75-99: above average Criterion-ReferencedAt Risk / Emerging Some Risk / Developing Low Risk / Established

14. Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway What do we expect to see? Norm-Referenced Assessment  Most students score around the 50 th percentile  Very few students score above the 90 th percentile or below the 10 th  What is the distribution in your classroom? Criterion-Referenced Assessment  Nearly all or all of students meeting the benchmark

15. Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway UNDERSTANDING STUDENT PERFORMANCE IN CONTEXT The case of Carter

16. Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway The Case of Carter Carter is from a Puerto Rican family, but has lived his whole life in New York City with his mother and grandmother, both of whom are fully bilingual and switch easily between English and Spanish in their daily conversations. Carter was a bit shy when he entered kindergarten, and his father died tragically that year. However, like many children, he displayed resiliency. His dimpled smile and good-natured way made him a favorite among teachers and his classmates, and he continued to have a warm and loving home life. He did very well in his mainstream classrooms in the primary grades; he was considered a strong student and read far more fluently than his peers, even though his expression and phrasing were a bit off. Still, it came as a surprise when he scored a 1 on the New York ELA exam at the end of 3 rd grade. Now, as a 4 th grader, he seems to encounter challenges on a regular basis. He has not done well on comprehension tests at the end of units or chapters, and is often found talking with peers rather than doing the work he is supposed to be doing. The other day his teacher noticed that he has a bunch of magazines hidden in the back of his desk, and that he hasn’t yet started their latest class novel, Charlotte’s Web. Many other students are well into the book and have started their book reports.

17. Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Case Analysis

18. Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Carter’s Classroom What domains of literacy are being measured? What types of assessments are in place? How is the overall group of students fairing? Is Carter’s performance unusual?

19. Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Analyzing Classroom Data Fill out the matrix for Carter’s classroom – 4 th Grade What do you notice?

20. Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Percent of Students at Risk PPVT: Receptive Vocabulary DIBELS: Passage Fluency TOWRE: Sight Word and Decoding Fluency NYS ELA Test: Comprehensio n Percentage of students identified as “at risk” 60% 52%82%

21. Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway A Common Scenario Calling for Tier 1 Instruction In isolation, Carter’s vocabulary scores are concerning In the context of his peers, they are typical In high-risk settings, we often need to focus on intensifying Tier 1 instruction

22. Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Other Students in Carter’s Classroom Look for student cases where their challenges appear unusual given the performance patterns of the group Can you identify any potential small groups of students who might benefit from the same instructional approach?

23. Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway ANALYZING OUR SCHOOL’S DATA FOR TRENDS

24. Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Identifying the Trends at Our School 1. Each classroom or grade-level team should fill out the percentage of students flagged as at-risk for each measured domain of literacy 2. As a group we will come together to fill out the entire table for our school RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway

25. Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway For Discussion: What major trends do we see in the data? What are the trends over time? What are the connection between scores in early grades and later grades? What data is missing or needed to have a complete picture? Is there a school-wide priority area that emerges from the data?

26. Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway CLOSING AND REFLECTION RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway

27. Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Closing Discussion: What are the priority areas for instruction for Tier 1, given the student population and the needs uncovered by data? What are the “next steps” in the classroom? What questions do you have? RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway