TBE/TPI Directors’ Mee2ng September 2014
Cris&na Sanchez Lopez, Illinois Resource Center
Culturally & Linguis/cally Responsive MTSS for English Learners (ELs)
Illinois State Board of Educa2on Illinois Resource Center
Understand cri2cal components/concepts of MTSS for all students
Understand factors & considera2ons for ELs when designing & implemen2ng MTSS
Learn about available resources & tools
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Outcomes
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Defining Culturally & Linguis/cally Responsive Teaching & Learning
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Involves the use of cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to, and effec/ve for them.
Teaches to and through the strengths of these students and is culturally valida/ng and affirming.
Means going to where students are culturally and linguis/cally with the aim of bringing them where they need to be academically. (Gay, 2000)
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School-‐Wide Systems for Student Success: A Mul/-‐Tiered System of Supports (MTSS)
Most students
Some students
Few students
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What is MTSS?
Goal = all students successful at Tier 1
Tier 1
Tier 2
Tier 3
> Tier = > Need = > Support
Building a Con/nuum of Support for All Students
Students mee2ng grade level expecta2ons need core curriculum with differen2a2on
Students who are at-‐risk need MORE support
Students with the highest level of need receive the MOST support
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High Quality, Research-‐Based Curricula, Instruc/on &
Interven/on
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Standards of Research-‐Based
Teaching strategies or methods that have been proven to be effec/ve in children learning specific skills
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What are High Quality, Research-‐Based Curricula, Instruc/on & Interven/on?
• How we teach Instruc2on
• What is being taught Curriculum
• Where it is taught Environment
• Who is being taught Learner
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“Learning problems result from a complex
interac/on [among] several factors:
Curriculum, Instruc/on, the Environment and
Learner characteris/cs.” (Kenneth Howell, 1993)
Instruc2on
Environment
Learner
Curriculum
ICEL
We are not just looking at the student, but rather what is taught, how it is taught, etc.
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Reflec2on & Applica2on
• On a scale of 1 to 5 (with 1 being the lowest and 5 the highest), how would you rate your district’s/school’s level of implementa2on of a mul2-‐2ered system for ALL students, including research-‐based curricula, instruc2on, and interven2ons?
• What is one big idea or “burning” ques2on that rises to the top for you when it comes to MTSS?
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Considera/ons for ELs
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Curricular Considera/ons for ELs
• Linguis2cally & Culturally Responsive?
• Across developmental spectrum of language acquisi2on & academic achievement?
• Did research include significant # of ELs?
• Were results disaggregated for subgroups? OR
• Does district have local data?
• Na2onal Reading Panel and
• Na2onal Literacy Panel on Language Minority Children & Youth
• IL College and Career-‐Ready Standards
• WIDA ELD & SLA/SLD Standards
Aligned with state-‐
adopted standards
Aligned with reading research
Appropriate for ELs
Normed and validated for
ELs
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Instruc/on & Interven/ons: Considera7ons for ELs
Effec2veness with similar ELs
supported by peer-‐reviewed research and/or state/regional/ locally-‐obtained
data
Delivered by personnel
qualified in subject mager PLUS those
qualified in instruc2on of ELs
Instruc2on & interven2on in
L1 & L2 For Simultaneous & Sequen2al Bilingual
Learners
TBE/TPI is core
instruc2on, NOT an
interven2on
my cat/mi gato/ my gato / mi cat
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Implementa/on Integrity (Fidelity) of Curricula, Instruc/on & Interven/ons: Considera7ons for ELs
Congruence with EL pedagogy
Adequate opportunity to
learn
Differen2a2on for ELD levels
Classroom environment
conducive to ELs’ learning
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Reflec2on & Applica2on
• Who is currently involved in suppor2ng your district’s/school’s implementa2on of the curricular, instruc2onal, and interven2on considera2ons for ELs that we just discussed?
• Who else should be involved and what next steps might you take to get them involved?
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Assessment to Determine Student Needs,
Progress & Outcomes
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Assessment for Different Purposes
Screen to iden2fy students in need of addi2onal supports
Monitor and evaluate how students are responding to instruc2on/interven2on
Iden2fy student strengths and
weakness of skills 19
Context for Data Collec/on & Analysis
• Learning environment • Personal/family background • Previous schooling • Oral language & literacy in L1 & L2
• Cross-‐cultural factors
Collect & analyze data on areas impac2ng
ELs’ learning
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Considera/ons for Assessment of EL Student Progress & Outcomes
Focus on closing gap between target student & “like peers”
Assessment in L1 to degree appropriate or possible & in L2
For state assessment data, include results from ACCESS for ELLs®
Consider typical rate of English language acquisi2on & factors impac2ng progress
Data: Valid & reliable for ELs; cau2ons in applying norma2ve data
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Implica/ons of Language Development & Cultural Factors
Mul2ple factors impact progress in L2 acquisi2on
Consider simultaneous & sequen2al bilingual development -‐ Mixed proficiency Disability manifests across languages &
contexts Consider where student is in U.S.
accultura2on experience
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Reflec2on & Applica2on
• On a scale of 1 to 5 (with 1 being the lowest and 5 the highest), to what extent do you think your district’s/school’s current assessment process addresses the factors and considera2ons for ELs that we just discussed?
• What next steps might you take to improve this process?
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Tools/Resources
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Disclaimer: The tools and resources shared on the following slides are offered as examples, and their inclusion in this presenta:on should not be construed as an endorsement by the Illinois State Board of Educa:on. It is the responsibility of each district to review such resources and tools and make decisions about their appropriateness in mee:ng local needs.
WIDA Resources
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W-‐APT, MODEL,
ACCESS, Alt. ACCESS Scores
ELD, SLD & Early ELD, Early SLD Standards
Model Performance Indicators (MPIs)
CAN DO Descriptors & Name Charts
Percen2le Growth Charts
ACCESS for ELLs Growth Reports
Wri2ng & Speaking Rubrics
RtI2 Planning Form
ELD & SLD Standards
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WIDA ELP & ELD Standards
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MPIs – 3 Elements
• Describes how students use language to demonstrate proficiency
Language Func/on
• Specifies context for language instruc2on • Derived from state content standards
Content Stem/Example Topic
• Sensory, graphic, or interac2ve resources • Embedded in instruc2on & assessment • Help students construct meaning from language & content
Support
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CAN DO Descriptors
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CAN DO Name Charts
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Percen/le Growth Charts
31 Focus Bulletin June 2013 http://www.wida.us/resources/
ACCESS for ELLs Growth Reports
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Growth from 6th to 7th grade Total Number of Students: 36
WIDA Wri/ng Rubrics PreK
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WIDA Wri/ng Rubrics – Grades 1-‐12
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WIDA Speaking Rubric
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WIDA RtI2 Document Overview To download WIDA’s RtI2 document,
please visit: http://www.wida.us/rtI2
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*World Class Instruc:onal Design & Assessment
WIDA* RtI2 Document Overview
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www.wida.us/rti2
RtI2 Planning Form
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• Protocol for Gathering Data
• Guiding Questions
• Goal-Setting Forms
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Goal Seing Example
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Special Educa2on Considera2ons for English Language Learners: Delivering a Con2nuum of Services (2nd ed.)
(Hamayan, Marler, Sanchez-‐Lopez, & Damico, 2013)
ADDITIONAL RESOURCES
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Dual Language Development and Disorders: A Handbook on Bilingualism and
Second Language Learning
(Paradis, Genesee, & Crago, 2011)
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Why Do English Language Learners Struggle With Reading? Dis2nguishing Language Acquisi2on From Learning
(Klingner, Hoover, & Baca, 2008)
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http://www.equityallianceatasu.org/
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THANK YOU – GRACIAS – OBRIGADO – GRAZIE – MERCI – DANKA
Cris2na Sanchez Lopez, IRC: [email protected]
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