November 10, 2011 Ana Sainz de la Pe ña

1. 2011-2012 RtII and ELLs SeriesWebinar 2Foundations of SAS and RtII:Meeting the Needs of ELLS through Effective Implementation of Tiers 1, 2 and 3 November 10, 2011Ana Sainz de la Peña

2. 2011-2012 RtII and ELLs Webinar Series The population of English language learners in Pennsylvania has increased 114% in the past 10 years (OELA Report, 2010). The purpose of these webinars is to address the academic, linguistic and cultural needs of English language learners (ELLs), including ELLs in Special Education, in a Response to Instruction and Interventions (RtII) framework with the intention of building capacity among educators, school administrators, and other professionals who work with ELLs and their families. The webinars will support and empower educators to embrace the beliefs that all teachers must take responsibility for providing an equitable education for all children, to acknowledge that each English language learner has a unique set of academic, linguistic and socio-cultural strengths and needs, and that it is our responsibility to figure out how to use these competencies and skills to lead them to academic success.

3. The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services. PaTTAN’s Mission

4. Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment. PDE’s Commitment to Least Restrictive Environment (LRE)

5. Outcomes • Identify the unique features that SAS and the RtII framework have to provide effective instruction to English language learners. • Develop an understanding of the effective implementation of scaffolding and differentiated instruction in Tiers 1, 2 and 3

6. Clear Standards FairAssessments Interventions StudentAchievement Materials & Resources CurriculumFramework Instruction Standards Alignment System (SAS) http://www.pdesas.org

7. Response to Instruction and Interventions Response to intervention integrates student assessment and evidence-based instructional interventions within a multi-level prevention framework in order to maximize student achievement and reduce behavior problems (NCRTI, 2009)

8. Toward Coherence: SAS-RtII Connection Tier I of the RtII framework provides access to high quality standards (includingELPS) based curriculum and instruction for all students. Research-validated interventions are implemented based on the type, level and intensity of student need (aligned to the ELL’s ELP level ). RtII organizes assessment practices and requires schools to use the four types of assessments to determine the effectiveness of curriculum/intervention and drive instructional adjustments. Examples, Summative: PSSA, ACCESS for ELLs Benchmark: 4 Sight Diagnostic: GRADE, GMADE, W-APT Formative: Formal and Informal (progress monitoring, ticket out the door) RtII organizes curriculum and instruction to ensure all students receive the standards aligned core curriculum (ESL is core). ALL staff (Gen, Sp Ed, Title, ESL) assume responsibility and an active role in instruction in the core curriculum RtII requires the selection and use of materials and resources that align with standards based curriculum and research based standard protocols to address specific skill acquisition (and English language development in listening , speaking, reading and writing for ELLs). High quality culturally responsive instruction is at the heart of RtII (including ESL instruction). The framework organizes instruction to ensure the use of high leverage, research-based instructional practices at each Tier. Processes are in place to ensure instructional fidelity.

9. Premises for Equity All educators must: • Understand that education is a social entitlement achieved only when we provide equitable educational opportunities with high expectations for all students. • Understand the linguistic, cultural and experiential context of every student and how to systematically incorporate this knowledge (including the use of their native language, if necessary) into curriculum and instruction. • Based on students’ unique backgrounds, plan and adapt appropriate assessment and instruction

10. Classrooms as a Setting for Development • Children and youth spend 15,000-20,000 hours of their lives in classrooms -Formal instruction occurs primarily in classrooms • For immigrant students and non-native speakers of English, the classroom is an especially important setting for cognitive, linguistic, and social-emotional development

11. Matching Instruction to Today’s Students: The 21st century Classroom • Treat diversity as a characteristic of the K-12 population -No longer feasible to rely on a specialist model (historically ineffective, anyway) • Need to infuse language and literacy instruction across the school day.

13. Challenges • Most teachers lack the training, expertise, and experience to teach reading and other subjects to culturally and linguistically diverse students. • Most “evidence-based” practices have not been sufficiently validated for diverse populations, but there are some promising practices. • Recommendations for assessing and teaching English language learners do not adequately account for what we know about learning to read in one’s first and in a second language.

14. Tier 1 1st Tier • The foundation of the first tier should be culturally responsive, quality instruction with on-going progress monitoring within the general education classroom. • We see this first tier as including two essential components: • (a) research-based interventions, and • (b) instruction by knowledgeable, skilled teachers who have developed culturally responsive attributes

15. Culturally Responsive is… the valuation, consideration, and integration of individuals’ culture, language, heritage and experiences leading to supported learning and development. www.nccrest.org

16. Culturally responsive educators use their understanding of the experiences lived by students in the design of instruction and interventions (Boesch, 1996, Ladson-Billings, 1992).

17. Research-based Interventions: What works with whom, by whom, and in what contexts? • It is essential to find out what works with whom, by whom, and in what contexts. • These issues of population validity and ecological validity are essential if research results are to be generalized - yet seem to be ignored.

18. In What Contexts? • It is essential to observe in classrooms. • Is the instruction appropriate for students’ language and learning needs? • What is the relationship between teachers and students? • How does the teacher promote interest and motivation? • We draw different conclusions when several students are struggling rather than just a few ...

19. What do we need to consider when implementing RtII with ELLs? • J. Klingner • http://rtinetwork.org/professional/podcasts/janette-klingner-what-do-we-need-to-consider-when-implementing-response-to-intervention-with-english-language-learners

20. Implementing RtII with ELLs • Quality of core instruction at Tier 1 • Universal screening and progress monitoring bring class-wide data sets to validate appropriate instruction • Have the tools for progress monitoring been validated with similar students?

21. Implementing RtII with ELLs Professional development should be ongoing and should help teachers: • develop the attributes of culturally responsive teachers; • learn about second language acquisition and how to distinguish between language acquisition and learning disabilities; and • learn about instructional methods and assessment procedures for English language learners. • Include ACCESS for ELLs and W-APT scores to make instructional decisions.

22. Tier 1 Robust Instruction • Collaborate and share expertise with other teachers • Build capacity • Strengthen instruction • Maintain strong relationships with students, families and communities • Practice culturally responsive ways to connect to prior knowledge and experiences outside school • Have high expectations – scaffolding, differentiated instruction

23. What should Tier 1 look like for ELLs? • ESL is core instruction. • Content area classes are accommodated to ELP levels. • Instruction is culturally responsive. • The majority of the students reach Benchmarks.

24. ESL Instruction is Core • ESL instruction needs to address the Pennsylvania English Language Proficiency Standards. • Oral language is the foundation upon which literacy skills develop (Snow, 1983; Snow, Burns, & Griffin, 1998; Dickinson & Tabors, 2001). Unlike students who come to school already proficient in English, English language learners (ELLs) depend greatly upon school for interactions that support the development of oral English skills, including academic talk (Bartolomé, 1998; Delpit, 1995; Gutiérrez, 1995; Reyes, 1992; Heath, 1982, 1985).

25. Scaffolding through Questions in ELL Learning - Youb Kim, 2010 • Coaching questions What do you mean by that? • Facilitating questions Can you explain a little more? • Collaborating questions Which character is most like you? Why?

26. ESL Instruction: What does research say about second language development? • Language is a tool for communication • We learn first and second languages because we want to do things with words • The accomplishing of social acts is key in the development of ways of expressing ourselves “Thus, emphasis needs to be placed on meaning making, on getting important things done with English, alongside classmates, and having opportunities to practice and appropriate this system of communication.” (Walqui, 2010)

27. Tier 1 for ELLs • Core ESL Instruction -Planned instruction (written document) by a qualified ESL educator based on English Language Proficiency Standards with a LINK to PA Academic Standards. -Ample opportunities to develop oral English proficiency with a focus on academic language - ACCESS forELLs and W-APT scores drive decisions regarding ESL instruction.

28. Tier One: Core Content InstructionELLs succeed when: They are perceived and treated as capable, legitimate participants They engage in intellectually demanding interactions that have been deliberately crafted and scaffolded Engage in high challenge, high support tasks that provide them with multiple points of entry into the academic community

29. Core Content Instruction • Setting clear language and content objectives for ELLs is critical for effective teaching and learning. • English language learners have to learn not only the content of a subject, but also the language of a subject. • Stimulating English through word selection (vocabulary), modeling, expanding, and helping students develop academic English can make subject learning and language learning happen simultaneously.

30. A Tier 1 Lesson for ELLs • Know your students: ELP levels, assets they bring, prior knowledge and experiences • Address standards: PA Academic and PA ELP • Select a language function objective for oral language development – with the assistance of the ESL teacher and following district ESL planned instruction • Accommodate for students at individual ELP level • Select materials and examples that connect to the culture/prior experience of all student groups.

31. Grade Level: 7th GradeWhat is bias and how do you recognize it?

32. http://www.wida.us/standards/CAN_DOs/

33. Assessing Progress If a child does not make adequate progress with research-based instruction that is presumed “to work,” the assumption is made that the child must have a deficit of some kind. Let’s examine this statement.

34. The Link: Creating a Comprehensive Assessment Battery

35. The Link: Creating a Comprehensive Assessment Battery Preventing the gap between reading words & and understanding what is read Word Reading Word Knowledge Assessment systems need to include a language component.

36. When students do not progress with interventions, we need to consider other factors: • language acquisition • ESL Program • prior school experience • L1 literacy • acculturation • effective instruction and assessment

37. Tier 2 and Tier 3 Intervention The “20%” of students receiving Tier 2 or Tier 3 interventions should NOT be primarily ELLs—if most ELLs are not progressing, the instruction in ESL and content is not sufficient. Tier 2 or Tier 3 interventions: Supplement the core curriculum Are determined by examining students’ rate of growth based on their levels of English language proficiency in listening, speaking, reading and writing. as well as whether they meet benchmarks

38. When ELLs have not made adequate progress and achievement continues both at a lower level as compared to “true-peers” and occurs at a substantially slower rate This tier is characterized as providing a level of intensive support that supplements the core curriculum and is based on student needs as identified through progress monitoring. 2nd Tier

39. Tier 2 –Questions for the RtII Team • Will instruction in a small group setting lead to success? • Has the student’s progress been compared to him or herself using data collected over time and across settings? • Does the child’s learning rate appear to be lower than that of an average learning “true peer”? • Is the child responding to interventions based on his/her level English language proficiency? • Are educators making instructional decisions versed in second language acquisition, ESL instruction and assessments that measure English language development? • Is scientifically-based instruction in place for the target student and consideration given to his/her cultural, linguistic, socioeconomic and experiential background?

40. Tier 2 INSTRUCTION/INTERVENTION • Option of receiving different curriculum from Tier I (time and intensity) which would be systematic and explicit instruction with modeling, multiple examples, and feedback • This supplemental instruction is in addition to the time allowed for core reading and core ESL instruction in general education • Progress is carefully monitored and examined by educators who have expertise in ESL education • Observations should occur across settings and be of various activities/tasks

41. 3rd Tier Tier 3 • Achievement continues both at a lower level than like-peers, occurs at a substantially slower rate, and the student needs individualized instruction in order to learn • Interventions are more intensive and may be delivered individually or in small groups (2/3 students). • The student’s progress continues to be closely monitored and analyzed based on the student’s level of ELP. • This step should overlap with the second tier

42. Tier 3- Questions for the RtII Team • How many rounds of Tier II instruction has the student had? • Is there evidence of progress from previous interventions? • Is the student successful with different curriculum, teaching approaches and an individualized setting? • Does the student differ from like "true peers" in the following: Level of performance? Learning slope? • What are the child’s functional, developmental, academic, linguistic, and cultural needs?

43. Tier 3 • If additional assessments are used, are the instruments technically sound, valid, and used appropriately for the ELL? • Are test results interpreted in a manner that considers student’s language proficiency in L1 and L2 and their level of acculturation? • Do assessments include information in the student’s home language and English? • Has the student received continuous instruction (i.e., absences do not make up a good portion of the student’s profile)?

44. Progress Monitoring “Kovaleski and Prasse (2004) noted that fairness in the assessment process, particularly for language minority students, is one of the potential benefits of RTI. If RTI is to fulfill this promise, it will be necessary to provide a firm grounding in how language and culture interact with education and cognition to produce the development, growth, and high achievement desired for ELLs.” National Center on Response to Interventions

45. RtII has the potential to improve educational opportunities for culturally and linguistically diverse students. RtII offers a new way of conceptualizing how we support student learning, along a continuum rather than categorically. Yet we must ensure that students truly receive appropriate instruction and an adequate opportunity to learn. RtII CAN Make a Difference

46. Resources RTI Network http://www.rtinetwork.org/ Quality Teaching for English Learners http://www.wested.org/cs/tqip/print/docs/qt/resources.htm National Center on Response to Intervention http://www.rti4success.org The National Center for Culturally Responsive Educational Systems (NCCRES) www.nccrest.org/professional/culturally_responsive_response_to_intervention.html Center on Instruction (COI) http://www.centeroninstruction.org/

47. Thank You!

48. Ana Sainz de la Peña Educational Consultant asainzdelapena@pattan.net Connie Cochran RtII and ESL Technical Assistance Facilitator ccochran@pattan.net Paula Zucker RtII and ESL Technical Assistance Facilitator pzucker@pattan.net Contact Information www.pattan.net Commonwealth of Pennsylvania Tom Corbett, Governor Pennsylvania Department of Education Ronald J. Tomalis, Secretary Carolyn C. Dumaresq, Ed. D., Deputy Secretary Office of Elementary and Secondary Education John J. Tommasini, Director Bureau of Special Education Patricia Hozella, Assistant Director Bureau of Special Education