1 October 24, 2006 Doris Baker Rachell Katz Jorge Preciado B-ELL Leadership Session © 2006 by the Oregon Reading First Center Center on Teaching and Learning.

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October 24, 2006

Doris Baker

Rachell Katz

Jorge Preciado

B-ELL Leadership Session

© 2006 by the Oregon Reading First Center Center on Teaching and Learning

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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

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Cohort B-ELL All Schools

DIBELS Grade/Benchmark Goal

Measure

Percent at Low Risk

Fall 2006

Percent at Some Risk

Fall 2006

Percent At Risk

Fall 2006

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 60%

Third Grade-ORF 8/74 11% 17/74 23% 49/74 66%

Table 1B Data for K-3 ELL Students in Spanish, Fall 2006IDEL Grade/Benchmark

Goal MeasurePercent at Low Risk

Fall 2006

Percent at Some Risk

Fall 2006

Percent At Risk

Fall 2006

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%

Table 1A Data for K-3 ELL Students in English, Fall 2006

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Risk Status of Cohort B-ELL Kindergarten Students on Letter Naming Fluency in English and Spanish,

Fall of 2006.

8%

16%

76%

13%

2%

85%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Low Risk Some Risk At Risk

Per

cent

age

of S

tude

nts

Englishn= 115Spanish n =124

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Risk Status of Cohort B-ELL First Grade Students on Nonsense Word Fluency in English and Spanish,

Fall of 2006.

19% 21%

60%

22% 20%

58%

0%

10%

20%

30%

40%

50%

60%

70%

Low Risk Some Risk At Risk

Per

cent

age

of S

tude

nts

Englishn= 97

Spanishn = 103

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Risk Status of Cohort B-ELL Second Grade Students on Oral Reading Fluency in English and Spanish,

Fall of 2006.

13%

27%

60%

34%

21%

45%

0%

10%

20%

30%

40%

50%

60%

70%

Low Risk Some Risk At Risk

Per

cent

age

of S

tude

nts

Englishn = 86Spanishn = 89

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Risk Status of Cohort B-ELL Third Grade Students on Oral Reading Fluency in English and Spanish,

Fall of 2006.

11%

23%

66%

18%23%

59%

0%

10%

20%

30%

40%

50%

60%

70%

Low Risk Some Risk At Risk

Per

cent

age

of S

tude

nts

Englishn = 74

Spanishn = 75

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Reading Measures in DIBELS and IDEL

DIBELS 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)

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Supporting and CoordinatingInstructional 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

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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

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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.

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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.

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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)

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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.)

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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).

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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

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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?

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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”).

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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

Ex: silent “e”; letter combinations: kn, oo, ea, au, etc.

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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.

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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 22-24 phonemes and 30 letters (including ll, rr, and ch).

• English has 42-44 phonemes and 26 letters

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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)

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Progress Monitoring K-3

Kindergarten

PSF(DIBELS: Phonemic

Segmentation Fluency)

Start in Winter

FPS (IDEL: Nonsense

Word Fluency)

Start in Winter

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

English Spanish

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Progress Monitoring First Grade

First Grade

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.

English Spanish

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Progress Monitoring Second Grade

Second Grade

NWF and ORF*(DIBELS: Nonsense

Word Fluency and OralReading 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.

English Spanish

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Progress Monitoring Third Grade

Third Grade

NWF and ORF*(DIBELS: Nonsense Word

Fluency and OralReading Fluency

FPS and FLO*(IDEL: Nonsense Word

Fluency andOral 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

English Spanish

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

Data Decision Rules

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Stay the Course!

Data Decision Rules

2. If the date points align with the aimline, student is making adequate progress towards the benchmark goal.

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Decisions Rules- Basics “Don’t Wait!”

3. If three (3) consecutive data points are below the aimline, change the intervention.

Data Decision Rules

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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?

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Aprenda Report

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Discussion and Questions