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Making Progress with English Language Learners

Making Progress with English Language Learners. Nancy Frey & Douglas Fisher www.fisherandfrey.com. District Demographics. 27,000 students in 44 schools 65% of the students are Latino/Hispanic, 16% are Asian/Pacific Islander, 14% are white, and 5% are African-American 72% English learners

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Making Progress with English Language Learners

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  1. Making Progress with English Language Learners Nancy Frey & Douglas Fisher www.fisherandfrey.com

  2. District Demographics • 27,000 students in 44 schools • 65% of the students are Latino/Hispanic, 16% are Asian/Pacific Islander, 14% are white, and 5% are African-American • 72% English learners • 1999, 37% of students were proficient in reading • One school > 800 Academic Performance Index

  3. Instructional Model Gradual Release of Responsibility Model • Focus - purpose and modeling • Guided - strategic use of questions, prompts, and cues • Collaborative - productive group work • Independent - both in-class and out-of-class application

  4. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY Source: Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: ASCD.

  5. Interaction Involves Talk Source: Fisher, D., Frey, N., & Rothenberg, C. (2008). Content area conversations How to plan discussion-based lessons for diverse language learners. Alexandria, VA: ASCD.

  6. Outcomes • District API > 800 (833 in 2009) • 32 schools with API > 800 (of 44) • Only three schools remain in PI, two of which made AYP in 2008 • 73% of the schools made growth targets for English learners (up from 21% in 2004) • 61% of the students reached proficiency

  7. Response to Instruction and Intervention (RtI2) • Tier 1: Quality core instruction • Tier 2: Supplemental intervention • Tier 3: Intensive intervention Tier 2: 20-30% Tier 1: 70+% Tier 3: 5-15% Manipulate variables…

  8. What Variables Can You Control? • Frequency (time) • Duration (time) • Assessment (instruction) • Group size (instruction) • Access to expertise (instruction) • Staff collaboration (instruction) • Student Monitoring Team (instruction) • Others?

  9. Tier 1: Quality Core Instruction • Based on a Gradual Release of Responsibility • Formative assessments (feed forward, not just feedback) • Push-in supports and incidental benefits

  10. Tier 2: Supplemental • Increase guided instruction within the school day and beyond the school day • Small groups (no more than 5) • Recruit additional staff members to provide supplemental instruction • Increase progress monitoring and assessment

  11. Examples of Tier 2 Supplemental Instruction and Intervention • Additional guided instruction • Lower group size (2-5 students) • Lunch Bunch book discussions • Afterschool tutorials • Increased expertise (teacher, S/LP, reading specialist, etc.) • Curriculum Based Measures (CBM) for progress monitoring • Family involvement • Student Monitoring Team feeds forward to improve instruction

  12. Tier 3: Intensive • Individual • 30 minutes at least three times per week • Increase assessment and monitoring frequency • Increase expertise • A whole school focus

  13. Examples of Tier 3 Intensive Instruction and Intervention • One-to-one instruction before/after school • Increased duration and frequency • Frequent CBM for progress monitoring • Experts provide instruction--every certificated adult on campus has students • Specialized assessments • Increased family involvement • Student Monitoring Team feeds forward to improve programmatic efforts Teacher remains central figure in these efforts

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