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RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
IDENTIFYING TRENDS IN TIER 1 DATA
RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
Materials sponsored by the Office of English Language Learners, New York City Department of Education
RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
Session Goals
RTI Groundwork
Examining Assessment
Systems
Data Analysis and
Instructional Design
Advancing your RTI Model
Link assessment to instruction:
Considering the needs of ELLs’
Working with data:
Organizing data to understand trends
Understanding student performance in context
Analyzing school data for trends and patterns
Materials sponsored by the Office of English Language Learners, New York City Department of Education
RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
Today’s Focus in Relation to an RTI Model
RTI Model Tiered Instruction
Excellent Tier 1 (Core) Instruction
Ongoing student
assessment
• Literacy Block
Tier 1Core of Instruction
• Extra exposure to instruction focused on the student’s needs
Tier 2"Double Dose" of Instruction
• One-on-one Tutoring• Special services
Tier 3
Intensive
Intervention
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RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips GallowayTier 1
Tier 2Tier 3
Architecture of a Tier 1 Literacy System
Formative Measures Screening Measures Outcome Assessment
Code Based
Meaning Based
Data Informs Instruction
Materials sponsored by the Office of English Language Learners, New York City Department of Education
RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
Assessment and Instruction
• In the classroom:• Patterns in the data shape
priorities for the core of instruction
• Students who are struggling receive a “double dose” targeted to their specific needs
• Students who struggle despite intervention are evaluated for increasingly specialized services
The Three-Tiered ModelThe Three-Tiered Model
• Literacy Block
Tier 1Core of Instruction
• Extra exposure to instruction focused on the student’s needs
Tier 2"Double Dose" of Instruction
• One-on-one Tutoring• Special services
Tier 3
Intensive
Intervention
5
Materials sponsored by the Office of English Language Learners, New York City Department of Education
RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
Materials sponsored by the Office of English Language Learners, New York City Department of Education
RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
Principles for Tier 1: ELLs
ELLs in mainstream classroom settings
included in assessments designed for the RTI
system
Assessment used to guide instructional planning and
support – NOT for high stakes decisions or to label
students
ELLs flagged as at-risk or below-benchmark should
receive targeted instructional support
Materials sponsored by the Office of English Language Learners, New York City Department of Education
RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
Instructional Opportunities or Individual Difficulty?
Instructional Opportunity
• More than 20% of class shares the same difficulty
• Limited formal schooling opportunities• Newcomer to the U.S. with
limited schooling• Young child who has just
entered school settings (PreK & K)
• Limited schooling due to health or contextual factors
Individual Difficulty
• Difficulty is different from the performance of most peers
• In addition:• Student has a history of
experience in strong instructional environment
• We have ruled out contextual, emotional, physical, or social impediments to learning
Materials sponsored by the Office of English Language Learners, New York City Department of Education
RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
Today’s Focus• Identifying patterns in a classroom of students
• Shaping the core of instruction to the needs of the group
Tier 1Core of Instruction
Tier 2"Double Dose" of Instruction
Tier 3Intensive
Intervention
8
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RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
ORGANIZING DATA TO UNDERSTAND TRENDS
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RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
Looking at sample data:
Test Report
Student # Score
1 11
2 29
3 6
4 37
5 6
6 41
7 57
8 44
Thinking about the data
• Which students would you worry about?
• What do you need to know before you can fully understand student performance?
Materials sponsored by the Office of English Language Learners, New York City Department of Education
RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
Materials sponsored by the Office of English Language Learners, New York City Department of Education
RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
What scores are reported?Raw Score
• The number of words read correctly -or-
• The number of questions answered correctly
Standard Score
• A score created to show how students perform relative to the mean for that age or grade level. • Standard scores
can be compared over time to see if the student is progressing at a normal developmental rate.
Percentile Rank
• A score that tells what percentage performed more poorly than the student on the test.• Example: if a
student scores 40%, that means that 40% of students score lower and 60% score higher than that child on that test
Formative Screening
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RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
Looking further…
Words Correct Per Minute
Student # Raw ScorePercentile Rank
1 11 7
2 29 27
3 6 5
4 37 37
5 6 5
6 41 42
7 57 66
8 44 48
Flagging students
The Percentile Rank now gives a basis of comparison: 0-25: below average 25-35: low average 35-75: average 75-99: above average
Who do you worry about now? What questions remain?
Materials sponsored by the Office of English Language Learners, New York City Department of Education
RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
Materials sponsored by the Office of English Language Learners, New York City Department of Education
RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
Understanding Scores
Standard Score
Less than 85: below average
85-90: low average
90-115: average
115+: above average
Percentile Rank
0-25: below average
25-35: low average
35-75: average
75-99: above average
Criterion-Referenced
At Risk / Emerging
Some Risk / Developing
Low Risk / Established
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RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
What do we expect to see?
Norm-Referenced Assessment
Most students score around the 50th percentile
Very few students score above the 90th percentile or below the 10th
What is the distribution in your classroom?
Criterion-Referenced Assessment
Nearly all or all of students meeting the benchmark
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RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
UNDERSTANDING STUDENT PERFORMANCE IN CONTEXTThe case of Carter
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RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
Materials sponsored by the Office of English Language Learners, New York City Department of Education
RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
The Case of CarterCarter is from a Puerto Rican family, but has lived his whole life in New York City with his mother and grandmother, both of whom are fully bilingual and switch easily between English and Spanish in their daily conversations. Carter was a bit shy when he entered kindergarten, and his father died tragically that year. However, like many children, he displayed resiliency. His dimpled smile and good-natured way made him a favorite among teachers and his classmates, and he continued to have a warm and loving home life. He did very well in his mainstream classrooms in the primary grades; he was considered a strong student and read far more fluently than his peers, even though his expression and phrasing were a bit off. Still, it came as a surprise when he scored a 1 on the New York ELA exam at the end of 3rd grade. Now, as a 4th grader, he seems to encounter challenges on a regular basis. He has not done well on comprehension tests at the end of units or chapters, and is often found talking with peers rather than doing the work he is supposed to be doing. The other day his teacher noticed that he has a bunch of magazines hidden in the back of his desk, and that he hasn’t yet started their latest class novel, Charlotte’s Web. Many other students are well into the book and have started their book reports.
Materials sponsored by the Office of English Language Learners, New York City Department of Education
RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
Materials sponsored by the Office of English Language Learners, New York City Department of Education
RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
Case AnalysisTier 1
1. Is the reading difficulty this student is experiencing different in type or severity than the difficulty experienced by his or her classmates?
If the answer is NO, engage with these questions: 1. How might regular classroom instruction be altered to support this student and his
or her classmates experiencing similar difficulties? 2. For what period of time will we provide this whole-class instruction before we
evaluate its success? (X weeks)
Materials sponsored by the Office of English Language Learners, New York City Department of Education
RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
Materials sponsored by the Office of English Language Learners, New York City Department of Education
RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
Carter’s Classroom
What domains of literacy are being measured? What types of assessments are in place? How is the overall group of students fairing? Is Carter’s performance unusual?
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RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
Analyzing Classroom Data• Fill out the matrix for Carter’s classroom – 4th Grade
• What do you notice?
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RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
Materials sponsored by the Office of English Language Learners, New York City Department of Education
RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
Percent of Students at RiskPPVT:
Receptive Vocabulary
DIBELS:Passage Fluency
TOWRE:Sight Word and
Decoding Fluency
NYS ELA Test:
Comprehension
Percentage of
students
identified as
“at risk”
60% 60% 52% 82%
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RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
Materials sponsored by the Office of English Language Learners, New York City Department of Education
RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
A Common Scenario Calling for Tier 1 Instruction
In isolation, Carter’s vocabulary scores are concerning
In the context of his peers, they are typical
In high-risk settings, we often need to focus on
intensifying Tier 1 instruction
Materials sponsored by the Office of English Language Learners, New York City Department of Education
RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
Materials sponsored by the Office of English Language Learners, New York City Department of Education
RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
Other Students in Carter’s Classroom
Look for student cases where their challenges appear unusual given the performance patterns of the group
Can you identify any potential small groups of students who might benefit from the same instructional approach?
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RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
ANALYZING OUR SCHOOL’S DATA FOR TRENDS
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RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
Identifying the Trends at Our School1. Each classroom or
grade-level team should fill out the percentage of students flagged as at-risk for each measured domain of literacy
2. As a group we will come together to fill out the entire table for our school
RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
Materials sponsored by the Office of English Language Learners, New York City Department of Education
RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
Materials sponsored by the Office of English Language Learners, New York City Department of Education
RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
For Discussion:What major
trends do we see in the data?
What are the trends over time? What are the connection between scores in early grades and later grades?
What data is missing or needed to have a complete picture?
Is there a school-wide priority area that
emerges from the data?
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RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
CLOSING AND REFLECTION
RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
Materials sponsored by the Office of English Language Learners, New York City Department of Education
RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
Materials sponsored by the Office of English Language Learners, New York City Department of Education
RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
Closing Discussion:
What are the priority areas for instruction for Tier 1, given the
student population and the needs uncovered by data?
What are the “next steps” in the
classroom? What questions do you have?
RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway
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