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1. Welcome to the RTI for ELLs in Georgia: Research to Practice A professional learning webinar series Spring 2011 • While you are waiting, please do the following: • Enter/edit your profile information by going to: • Tools - Preferences - My Profile… • Fill out the info on the “Identity” tab and click “OK” • To view the profile of another use, hover your mouse over his or her name in the Participants window • Configure your microphone and speakers by going to: • Tools – Audio – Audio setup wizard • Confirm your connection speed by going to: • Tools – Preferences – Connection speed

2. Participants Window

3. Questions and Answers There is one options for asking questions: • Type your question in the chat section. Make sure you send it to “this room” so that all participants can see your question. GaDOE personnel will respond to your question.

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6. RTI for ELLs in Georgia: Research to Practice A professional learning webinar series Session 4 March 31, 2011, 3-4:30pm RTI for ELLs: Culturally & Linguistically Responsive Intervention

7. Welcome and Introductions • Dr. Kimberly Anderson, REL-SE at SERVE Center at UNCG • Cori Alston, GaDOE • LaShaun Odom, GaDOE • Dr. Janette Klingner, U of Colorado • Participants

8. Counting ALL Participants To officially “sign in” to this webinar: • Go to the Chat Window • Type your district name and school name or organization name • Type your name and the names of every person in attendance with you • Send it to “This Room”

9. Who are our participants? • Teachers Pk-5 • Teachers 6-8 or 9-12 • ESOL/Title III coordinators, RTI/SST coordinators, or counselors • Building administrators • LEA Office, RESAs, or GaDOE • Post-secondary IHE • Other?

10. REGIONAL EDUCATION LABORATORY- SOUTHEAST (REL-SE) Serving AL, GA, FL, MS, NC, SC, 2006 – 2011 Executive Director, Dr. Ludwig van Broekhuizen Toll Free: 800-755-3277 www.serve.org Georgia liaison: Dr. Kim Anderson Operated by SERVE Center at UNCG

11. The Regional Educational Laboratory (REL) System

12. REL-SE’s MISSION To serve the educational needs of the Southeast, using applied research, development, dissemination, and training and technical assistance to bring the best available evidence and proven practices into local, district, state, and regional school improvement efforts

13. REL-SE Services • Outreach and Dissemination of Research, Evaluation, and Policy Info. = today’s event • Technical Assistance to SEAs and LEAs • “Issues & Answers” publications • Experimental Studies on interventions of relevance to our region • Quick Turnaround Data Analysis

14. Overview of the Series • Goal is to provide GA educators with increased knowledge of research and practice that can improve RTI for ELLs • Co-hosted by REL-SE and GaDOE, with support from USED Institute of Education Sciences (IES) • The 7 sessions build on trainings that GaDOE and REL-SE have been offering since 2008 • Addresses the GA RTI Guidance Manual and research-based practices for ELL instruction, intervention, assessment, and RTI • Sessions archived at GaDOE website

15. SERIES OVERVIEW

16. series overviewsession 1 session 2 session 3session 4 16

17. SERIES OVERVIEWSESSION 5 SESSION 6 SESSION 7

18. Where the series fitS in the EBDM Cycle (Evidence-Based Decision Making) 18

19. Session Goals • Gain an understanding of key components of a RTI framework that is responsive to the cultural and linguistic needs and strengths of ELLs •  Engage in conversation with the expert and each other about how we can implement the key components of the framework as part of RTI for ELLs at our sites

20. AGENDA • Welcome and introductions • Overview and agenda • Research presentation • Reflection and Q&A • Concluding thoughts • Looking ahead to Session 5 • Evaluation survey

21. Welcome Dr. Klingner,University of Colorado-Boulder!

22. A Culturally and Linguistically Responsive RTI Framework Janette Klingner University of Colorado at Boulder

24. “High above the hushed crowd, Rex tried to remain focused. Still, he couldn’t shake one nagging thought: He was an old dog and this was a new trick.” The Far Side RTI is Fundamentally Different… Klingner (2011)

25. Reflection What is your primary role? Classroom teacher Special education teacher ESL/ESOL teacher Reading specialist or interventionist Other support personnel (e.g., psychologist, counselor, social worker, speech & language therapist) School or district level administrator State level administrator Professional development provider University faculty Parent How has your role changed with RTI? Question and Reflection Klingner (2011)

26. Question and Reflection • What are the greatest challenges you are facing as you implement RTI in diverse schools? • Lack of expertise re: teaching English language learners • Difficulty distinguishing between language acquisition and learning disabilities • Lack of time (for planning, collaboration, assessment) • Insufficient or inappropriate materials (instructional and assessment) • Confusion about how RTI is similar to and different from the pre-referral process used in prior to RTI • Lack of buy in • Other Klingner (2011)

27. Challenge 1:According to progress-monitoring data, more than half of the English language learners are not reaching benchmarks. Klingner (2011)

28. Recommendations • When many students are not progressing, change instruction: • Has the instructional program been validated with students like those in the class? • Is instruction at an appropriate level for students’ language and learning needs? • Is the program well-implemented? • Are teachers sufficiently differentiating instruction to meet diverse student needs? • Is the environment conducive to learning? • This will require: • observing in classroomsand supporting instruction • developing and capitalizing on local expertise. Klingner (2011)

29. The “15%-20%” of students receiving Tier 2 interventions should NOT be mostly just the English language learners in a diverse school—if most English language learners are not progressing, the instruction is not sufficient. • Does any over-representation of particular student sub-groups exist in those students identified at-risk? Is Tier 1 equally effective for different student subgroups? • If evidence of lack of effectiveness or disproportionality exists, then modifications must be made to the core instructional programs. Klingner (2011)

30. Challenge 2: In many cases, our screening and progress monitoring assessment batteries do not provide a comprehensive view of literacy skills or identify our ELLs who are at-risk for later reading difficulties. Klingner (2011)

31. No one literacy assessment is sufficient to screen for early difficulties or monitor progress Many skills go into what we call “literacy,” and we need measurements across different areas to fully gauge student progress Schools may have some data that indicate student progress, but likely lack a complete picture of student progress and achievement. Oral reading fluency does not predict comprehension for ELLs like it does for fluent English speakers (Crosson & Lesaux, 2009). Lesaux The Comprehensive Assessment System Klingner (2011)

32. A Common Scenario: Early Literacy Measures Lesaux Accuracy Letter Names & Letter Sounds Phonological Awareness Word Reading Efficiency READING COMPREHENSION • Background Knowledge • Oral Language • Interest Vocabulary Metalinguistic Skills • Motivation Word Learning Strategies Knowledge of word function or type • Understanding of Purpose • Text Characteristics Organizational structure Sentence structure Klingner (2011)

33. Gaps during Early Childhood Lesaux Percentile Rank Klingner (2011)

34. The Gap between Reading Words & Comprehending Text (Lesaux)

35. George Batsche & David Tilly Klingner (2011)

36. Recommendations • Use multiple assessment methods to provide a comprehensive view of learning. • No single best test or assessment strategy. • Different assessments tap into different skills and knowledge. • Use RTI assessment strategies that reflect the multi-dimensional nature of language and literacy. • Use progress monitoring to ensure that instruction is adjusted to meet the needs of individual students and classrooms of learners. Klingner (2011)

37. Challenge 3:School personnel are confused by what it means for practices to be “evidence-based” for culturally and linguistically diverse students. Klingner (2011)

38. The RTI model is based on the principle that instructional practices or interventions at each level should be based on scientific research evidence about “what works.” However, it is essential to find out what works with whom, by whom, for what purposes, and in what contexts— What Do We Mean by “Evidence-based”? One size does not fit all. Klingner (2011)

39. Experimental research studies tell us what works best with the majority of students in a research sample, not all students. • Some practices that may be effective have not yet been researched. • Qualitative research helps us understand why a practice works or not and factors that can affect implementation. • Observation studies in the classrooms of effective teachers tell us a lot about the attributes of successful teachers and the characteristics of effective instruction. Klingner (2011)

40. With Whom? • When deciding if a practice is appropriate for implementation as part of an RTI model, it should have been validated with students like those with whom it will be applied. • The National Reading Panel report “did not address issues relevant to second language learning” (2000, p. 3). Klingner (2011)

41. With Whom? • English language learners are often omitted from participant samples because of their limited English proficiency. • Yet language dominance and proficiency are important research variables and can affect treatment outcomes. • Leaving students out of studies limits the external validity and applicability of such studies, especially for those who teach culturally and linguistically diverse students. Klingner (2011)

42. For What Purposes? • What is the goal of instruction? • Some widely touted instructional approaches help improve word identification skills, but not necessarily reading comprehension. • According to the Reading First Impact Study: “Reading First did not have statistically significant impacts on student reading comprehension test scores in grades 1-3.” Klingner (2011)

43. In What Contexts? • Variations in program implementation and effectiveness across schools and classrooms are common (see the First Grade Studies for a classic example, Bond & Dykstra, 1967). • When students struggle, is it the program, the teachers’ implementation, or the school context? • What is it about the system that facilitates or impedes learning? • Schools are dependent on larger societal influences that should not be ignored. Klingner (2011)

44. 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 a teacher and students? • How does the teacher promote interest and motivation? • We draw different conclusions when several students are struggling rather than just a few ... Klingner (2011)

45. Opportunity to Learn? All examples are from real classrooms with English language learners, most at beginning levels of English proficiency. Klingner (2011)

46. The whole Class is sitting in a circle. Teacher : “Yesterday, how many of you knew your sight words? One student speaks out, “One?” Another, “Three?” Teacher (with increasing frustration in her voice): “You are right. Three students were able to tell me their sight words. We need to practice these words; we are really behind. Every one of you should know these sight words by now. You need to practice these at home. Don’t you practice these at home?” Teacher : “Only those 3 students will be able to pull from the treasure chest.” … Teacher begins sight words practice and holds up index cards with: Big, My, See, Like, I, At, This, And, Up, Have, Too. Students repeat sight words as Teacher holds up cards and reads them. She then holds up the word “Big” without saying anything. One student says the word… She continues to go through this process with all the words, and says, “Okay guys, you need to practice these at home, you are not paying attention, you should have known these words by now.” (Orosco, 2007) Tier 1 Example: First Grade Klingner (2011)

47. Tier 2 Example Teacher (reading specialist): “Let’s work on our sight words.” She writes “have, many, some” on her dry erase board. She reads the words and has students repeat them. T: “Okay, now can you guys use these words in a sentence? Who would like to try?” No takers. Teacher looks at a student across from her and says, “Pick a word and try.” The student is hesitant. T: “How about if I help you? Can you say this, I have some snow. Repeata (Spanglish).” Student: “I hab… so...mo... s...no.” T., “Good. How about someone else? How about the word many?” Students hesitate. T: “Okay. Here is an example. I have many friends. Can you say this?” Student: “I…hab…ma...ni friend…z.” T., “Good. Next word. Some.” Teacher makes up another sentence, “I have some toys.” Student repeats… The teacher takes them back to class. (Orosco, 2007) Klingner (2011)

48. Tier 3 Example • The teacher has a master’s degree in special education and has been teaching for about 20 years. She noted, “I teach LD by the book.” • 4 second-grade culturally and linguistically diverse students, all determined to have learning disabilities. Klingner (2011)

49. Teacher: “Boys and girls, we need to read our story, ‘Polar Bears’. We need to listen to see what color they are, where they live or what they eat.” Teacher directs students to look at the title page, asks what they think the book is about. No response. Teacher asks, “Are polar bears nice?” No response. Teacher begins to read: “Polar Bears live in the Arctic at the North Pole. The polar bear is a marine mammal… Polar bears are carnivores…” [OC: I wonder how many students know what a marine mammal is, or a carnivore.] … As she is reading students are beginning to check out; one student is playing with the drawstring in his hooded sweater. Another two are whispering to each other. The teacher continues: “The white fur is important camouflage for the bears as they hunt their prey on the ice…” Klingner (2011)

50. [OC: What is camouflage? This story uses tough words for ESL students at this level. I wonder if the teacher knows whether these kids really understand this.] Teacher: “Okay let’s talk about the story now. So what do they smell?” No reply. Teacher, “Anyone?” One student, “People.” Teacher, “Good.” [This was not in the story.] Teacher, “Do polar bears live here in Colorado?” Students, “Yes.” Teacher, “Good. They could if they lived at the zoo.” [Colorado was not in the story.] … Only one student is responding, with one word answers. [OC: I wonder if this book is too difficult for them. However, it would work for these kids if the language was modeled and sheltered for them...] (Orosco, 2007) Klingner (2011)