2. 1 Oregon Reading First Cohort B-ELL Coaches’ Meeting April 25, 2008 © 2008 by the Oregon Reading First Center Center on Teaching and Learning

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4. 3 Any Questions?  Scientifically based reading research  Consumer’s Guide  Scientifically researched interventions  What Work’s Clearinghouse  What to look for in research studies with ELs  Follow up on Tim Shanahan  Resources to keep us up to date on research

5. 4 Evaluating Core Programs 1. Does it teach all the relevant essential elements? 2. Are the design and delivery adequate for the majority of learners? 3. Consumer guides: Oregon and Florida Reading First websites provide information and a review of core reading programs. 4. Other sources: Institute of Education Sciences.

6. 5 Research Studies: Critical Features  Research question/Purpose of study  Research design  Description of intervention  Intervention providers  Participants  Intervention group  Comparison group  Measures to determine effectiveness of intervention  Results

7. 6 Research Evidence to Improve Quality Instruction for ELs*  Little relevant instructional research for ELs because of focus on language of instruction.  Systematic and explicit instruction is effective for ELs and for English only students.  Few studies have looked at language of instruction AND instructional variables. *Baker, S., & Baker, D. L. (2007). ELs and Response to Intervention: Improving Quality of Instruction in General and Special Education. In Grigorenko, E. (Ed.) Educating Individuals with Disabilities: IDEA 2004 and Beyond. NY: Springer Publishing Company (in press).

8. 7 Ramírez Study (1992)  “students are limited in their opportunities to produce language and in their opportunities to produce more complex language. Direct observations reveal that teachers do most of the talking in classrooms, making about twice as many utterances as do students. Students produce language only when they are working directly with a teacher, and then only in response to teacher initiations.... Of major concern is that in over half of the interactions that teachers have with students, students do not produce any language as they are only listening or responding with non-verbal gestures or actions. (pp. 9-10)”

9. 8 Gersten & Baker Synthesis (2000)  Gersten and Baker (2000a, 2000b) reviewed 15 studies that described and analyzed actual practices observed during instruction and found that oral language use by ELs in the classroom was consistently low. The most problematic practices were (a) asking questions that required one-and two-word answers, (b) exclusive use of whole-class instruction with no opportunities for students to work in pairs or small groups, and (c) a stress on low cognitive tasks, such as copying, and on surface features of language learning, such as literal comprehension. This was equally true whether the language of instruction was English or Spanish.

10. 9 Other Research with English Language Learners  Understanding Social Forces in the School community  Multi-cultural Perspective  Social Justice  Providing English language development before teaching reading  Culturally Diverse Instruction

11. 10 Concerns  Mostly theory driven  Little or no data is provided  Research Design  Talks about the problem, but offers few viable solutions (based on empirical evidence)  Measures  Are students performing better socially and academically?

12. 11 What do we know about effective interventions?  Extensive structured interventions delivered in a small group.  Follow up assessment is what determines gains that are long lasting.  Essential elements of all successful interventions include the five Big Ideas.  Group size, frequency, and early identification.  Emphasis on early intervention (prevention).  More research is needed for students who are not responding to the intervention.

13. 12 What do we know about Spanish interventions?  The five Big Ideas in reading are applicable to Spanish reading instruction.  Systematic and explicit instruction is as important in Spanish as it is in English.  No need to wait until students fully develop language proficiency in their native language.  Not all students learn to read in their native language at the same rate  Independent reading needs to be done at the students instructional level.  Early identification of students helps prevent later reading problems.  Progress monitoring is essential.

14. 13 Debriefing Dr. Jimenez Presentation  Phonological awareness is as important in Spanish as it is in English  The syllable is easy in Spanish. Should we teach it?  Initial sounds and deletion are good activities to develop phonological awareness  Print awareness has an effect on word reading  Spanish has a transparent orthography. A code-approach allows children to read text very early  Vocabulary development and comprehension should always follow a decodable activity  A psycho-linguistic approach shows the largest effect on reading

15. 14 Literacy Plan: A Sample Reading Plan for Kindergarten through Third Grade

16. 15 Structural Components of Effective RTI for ELs English ModelBilingual Model Tier 1 90 minutes of English reading instruction in core program 90 minutes of Spanish reading instruction and 45 minutes of English reading instruction Tier 2 Additional 30 minutes of reading instruction using a supplemental program Re-teaching main part of the lesson in smaller groups in Spanish. Increase time in English; focus on key elements that don’t exist in Spanish. Tier 3 Substituting the core and providing small group instruction Re-teaching main part of the lesson in smaller groups in Spanish. Using an intervention program in English.

17. 16 Structural Components in a Bilingual Model Spanish for ELsEnglish for ELs Tier 1 90 minutes of Spanish instruction. Focus on vocabulary development and academic language in Spanish. 45 minutes of English instruction using the core program in English. Focus on key phonics elements that do not exist in Spanish, and on development of vocabulary and academic language. Tier 2 Re-teach key components of core in small groups Use supplemental program. Focus on key phonics elements that don’t exist in Spanish Tier 3 “Double-dose.” Use explicit and systematic routines. May use below grade level materials Use intervention program.

18. 17 Six Critical Components  Goal  Assessments  Instruction  Leadership  Professional Development  Commitment

19. 18 Goals  Why is reading development one of the most important goals at your school?  Tell us about staff commitment.  Why is your primary reading goal to implement the School-wide Reading Model (SWRM) in Spanish and English at K-3?  For some children, physiological, medical, or attendance issues may interfere with the goal of grade level reading. What will you do about this ?

20. 19 Example: Goals  Oregon Elementary School is committed to providing English language learners with the opportunity of becoming bi-literate by the end of third grade. Thus, the goal of the Oregon Elementary School School-wide Beginning Reading Model implies that ELs will be reading at grade level in the native language and in English by the end of third grade. If physiological, medical, or attendance issues interfere with this bilingual goal, every effort will be made to provide ELs with the best reading instruction possible in Spanish and in English. Oregon Elementary School will provide documentation of instruction, and clearly indicate the progress children are making toward this challenging goal.  For English language learners (ELs) achieving grade level reading may depend on the length of time the student has been in the school, length of time the student has been in the country, and reading proficiency in the child’s native language and in the second language. However, our school commitment is to provide these students with all the tools current research indicates will increase students reading proficiency in English or in the native language and in English.

21. 20 Assessment  Reading assessments are necessary to (a) determine if children are reading at grade level, (b) monitor reading progress, and (c) plan instruction.  All children will be assessed at the beginning, middle, and end of the year to determine if they are reading at grade level.  Children not reading at grade level will be assessed regularly to monitor their reading progress.  At the end of the year, all children will be assessed on a standardized reading test to determine if they are reading at grade level.

22. 21 Instruction  All children in K-3 will receive 90 minutes of reading instruction each day. Reading instruction will begin during the first week of school and will continue through the last week of school. Children not reading at grade level will receive more than 90 minutes of reading instruction each day.  A common core reading program will be used in K-3 with children reading at or above grade level.  For children reading below grade level, some combination of the core reading program with additional highly specific supplemental reading materials and intervention programs will be used for reading instruction.  All programs and materials used will be constructed according to principles of scientifically-based reading research.  Effective reading instruction for all children is achieved through differentiated instruction.

23. 22 Leadership  Effective leadership is essential in the implementation of our School- wide Beginning Reading Model.  To the greatest degree possible, leadership support will also involve a reading coach, specialists, and targeted grade level teachers.  Our school will operate as one cohesive system where all teachers are aware of how Spanish and English instruction is taught to best meet the needs of all of our students rather than as a group of isolated programs.  For students receiving Spanish and English instruction, identified building leaders will have a deep knowledge of the transferable and non-transferable skills in English and Spanish. They will ensure that teachers and instructional assistants are using scientifically-based reading programs in both languages, and that all teachers and IAs working with ELs collaborate to ensure that ELs are meeting reading goals in both languages.

24. 23 Professional Development  The effective use of reading assessments and instructional programs and materials requires high quality professional development for teachers and other staff members, including the principal, specialists, instructional assistants, and the reading coach.  The building principal will be responsible for making sure all staff members have the training they need to use reading assessments and instructional materials appropriately.  All Spanish teachers and instructional assistants will participate in all the professional development activities planned school-wide.  Time will be allocated at every grade level team meeting to discuss, monitor, and plan reading instruction and achievement for students participating in the bilingual model (i.e., in Spanish and English).

25. 24 Commitment  As a school, we are committed to making decisions about reading assessments, instructional programs and materials, and professional development on the basis of rigorous scientific research, to the greatest degree possible.  We will ensure continuance of the School-wide culture through the implementation of the above components and through leadership hiring practices that are based on the School-wide Beginning Reading Model.  We are committed to ensuring that ELs will be reading at grade level in Spanish and in English by third grade.  For struggling students who are not reading at grade level in neither language by the end of second grade, we will carefully consider a plan that will help them reach grade level reading performance in English only by the end of third grade.

26. 25 Conclusion Whether teaching in (a) English or (b) English and Spanish requires high quality instruction in both languages  All schools should be able to provide effective reading instruction in English for English learners An English-only model requires a carefully developed and long-term plan for the effective application with ELs  Schools with the commitment and resources should be able to provide effective reading instruction in both Spanish and English for Spanish-speaking ELs A bilingual model requires a carefully developed and long- term plan for the effective application with Spanish-speaking English learners (or other languages if applicable)

27. 26 Looking at Data

28. 27 Use of DIBELS for ELs and Non ELs

29. 28 % of ELs at Benchmark in Spanish in Fall of Year 2 Who Maintained Benchmark Status End of Year 2

30. 29 % of ELs at Some Risk in Spanish in Fall of Year 2 Who Made Adequate Progress through End of Year 2

31. 30 % of ELs at Risk in Spanish in Fall of Year 2 Who Made Adequate Progress through End of Year 2

32. 31 What about ELs who are intensive in both languages?  Consider:  How long has the student been in the country and/or in the bilingual program?  What evidence is there that quality of instruction has been strong in both languages?  Can the quality or intensity of instruction (in both languages) be increased?  Is the student receiving many and engaging opportunities to practice newly learned skills?  Is the student’s progress in Spanish and English being measured regularly on formative assessment? (Progress monitoring) Are the progress monitoring data being used to plan instruction?

33. 32 Kindergarten EL Performance on NWF in Spring ES =.02 ES =.44*** Y3 - Y1 ES =.46***

34. 33 Grade 1, 2, 3 EL Performance on ORF in Spring ES =.18*** ES =.06 Y3-Y1 ES =.24*** ES =.21*** ES =.23*** ES =.06 ES =.22*** Y3-Y1 ES =.28*** Y3-Y1 ES =.44***

35. 34 Grade K, 1, 2 EL Performance on SAT-10 in Spring ES =.07 ES =.16** Y3-Y1 ES =.09* ES =.14* ES =.02 ES =.15* ES =.12* Y3-Y1 ES =.27*** Y3-Y1 ES =.12

36. 35 Grade 3 EL Performance on OAKS in Spring ES =.27*** ES =.08 Y3-Y1 ES =.35***

37. 36 Celebrating our Successes!!

38. 37  1. More than 80 percent of ELLs across the 4 B-ELL schools are reading above the 40th percentile in Spanish in first and second grade as measured by Aprenda (the Spanish version of the SAT-10).

39. 38 After two years of implementation of the B-ELL model, ELLs in the B-ELL schools are doing as well in English as ELLs in Cohort B schools with an English only model even though they are receiving less English reading instruction

40. 39 Every single B-ELL school has increased the percent of ELLs who have made adequate progress from fall to winter of third grade from 06-07 to 07- 08 in English and Spanish. 2 1 3 33.3 58.8 57.1 54.5 13.3 25.0 43.3 60.6 71.4 68.2 61.1 50.0 0 10 20 30 40 50 60 70 80 90 100 (n=30) (n=34) (n=33)(n=21) (n=22) (n=15) (n=18)(n=16) (n=20) ORFFLOORFFLOORFFLO School and Assessment Percent of Students Making Adequate Progress Fall Instructional Recommendation to Winter ORF (FLO) % Adequate Progress 06-07% Adequate Progress 07-08

41. 40 Mc Nary Heights, a B-ELL school received the 2008 Celebrating Student Success Rising Star School recognition from State Superintendent Susan Castillo. (Only two RF schools received this recognition).

42. 41 Out of the 50 RF schools, Liberty, a B-ELL school, is the 6th school with the largest percent of students at low risk in the winter of third grade, 2008. (62%). (All other schools that have a larger percent of students at low risk are cohort A schools.

43. 42 91% of ELs in first grade made adequate progress in Spanish at Fern Hill; 77% are at low risk in Spanish on FLO, 49% are at low risk in English on ORF

44. 43 Rigler has a strong principal that is committed to ensuring student success Rigler has 59% of all their students at low risk in first grade and 54% of all their students at low risk in third grade.

45. 44 ¡La Lectura es Primero! Reading First!