Oregon Reading First and English Language Learners Cohort

Oregon Reading First and English Language Learners Cohort B Options Reading First Orientation Meeting November 30, 2004

Context for Cohort B Options 1. Equity and excellence -- high standards in both languages (English and Spanish) 2. Measurable goals in both languages 3. Federal approval of Cohort B plan 4. Use data and research evidence to guide decisions. Data source examples: a. Oregon Reading First data from year 1 b. Report from National Literacy Panel on reading instruction for English language learners 2

Oregon Reading First English End-of-Year Reading Goals Grade Kindergarten DIBELS Spring Goal PSF > 35 Outcome Spring Goal SAT-10 > 40 th Grade 1 ORF > 40 SAT-10 > 40 th Grade 2 ORF > 90 SAT-10 > 40 th Grade 3 ORF > 110 OSA > 201 3

Risk of NOT reaching these goals at the beginning of the year Fall Performance on Screening Measures 4

Students Who Met DIBELS Benchmark Goals by Spring 5

Students Who Met DIBELS Benchmark Goals The Influence of Fall Performance 6

Oregon Reading First Reducing Reading Risk Initial Assessment (e. g. , Fall) Benchmark (Low Risk) Strategic (Some Risk) Intense (At Risk) Subsequent Assessment (e. g. , Spring) Benchmark Positive Risk Reduction Benchmark Significant Strategic Benchmark Significant Substantial Meaningful 7

Reading First and English Language Learners Students At Highest Level of Risk in the Fall who made Meaningful progress by Spring 8

Reading First and English Language Learners Students At Highest Level of Risk in the Fall who made Substantial progress by Spring 9

Reading First and English Language Learners Using DIBELS as an Indicator of Overall Reading Performance 10

Reading First and English Language Learners Using DIBELS as an Indicator of Overall Reading Performance 11

Reading First and English Language Learners Using DIBELS as an Indicator of Overall Reading Performance 12

Reading First and English Language Learners Using DIBELS as an Indicator of Overall Reading Performance 13

Reading First & ELLs The relation between DIBELS and SAT-10 14

Summary of Year 1 Data 1. More ELLs begin the year at-risk, and end the year at-risk, than non-ELLs 2. Degree of Reading Risk is being reduced as effectively for ELLs as non-ELLs 3. There is no evidence that reading goals, or measures, are inappropriate or too challenging for ELLs 15

Framework for English and Spanish Instruction in Cohort B Schools English Component 1. Measurable student reading goals at each grade (e. g. , DIBELS, SAT-10, OSA) Spanish Component 1. Measurable student reading goals at each grade (e. g. , IDEL; SAT-10 [in Spanish]) 16

Framework for English and Spanish Instruction in Cohort B Schools English Component 2. Benchmark assessments 3 times per year to identify at-risk students and monitor progress Spanish Component 2. Benchmark assessments 3 times per year to identify at-risk students and monitor progress 17

Framework for English and Spanish Instruction in Cohort B Schools English Component Spanish Component 3. Differential instruction to increase progress of at-risk students 18

Framework for English and Spanish Instruction in Cohort B Schools English Component Spanish Component 4. Use of a Core Reading Program evaluated and selected based on principles of SBRR 19

Framework for English and Spanish Instruction in Cohort B Schools English Component Spanish Component 5. Use of supplemental and intervention materials evaluated and selected based on principles of SBRR 20

Framework for English and Spanish Instruction in Cohort B Schools English Component 6. Ongoing PD to ensure high quality implementation of all RF objectives Spanish Component 6. Ongoing PD to ensure high quality implementation of all RF objectives 21

Cohort B Options for English and Spanish Instruction: Option 1 English Instruction 90 minutes per day minimum (adjustments for kindergarten) Spanish Instruction 45 minutes per day minimum (adjustments for kindergarten) 22

Cohort B Options for English and Spanish Instruction: Option 2 English Instruction 45 minutes per day minimum (adjustments for kindergarten) Spanish Instruction 90 minutes per day minimum (adjustments for kindergarten) 23

Cohort B Options for English and Spanish Instruction: Option 3 English Instruction Kindergarten: small amount of English reading instruction Spanish Instruction Kindergarten: 45 -90 minutes per day minimum Grade 1 -3: Implement Grades 1 -3: Option 1 or 2 Implement Option 1 or 2 24

Cohort B Options for English and Spanish Instruction: Critical Considerations Options 1 & 2 At all grades (K-3), when students are not reading at benchmark levels in English and/or Spanish, the amount and intensity of instruction must be increased to improve reading achievement 25

Cohort B Options for English and Spanish Instruction: Critical Considerations Option 3 In K, when students are not reading at benchmark levels in Spanish, the amount and intensity of Spanish reading instruction must be increased to improve reading achievement 26

Cohort B Options for English and Spanish Instruction: Critical Considerations Option 3 (continued) In grades 1 -3, when students are not reading at benchmark levels in English and/or Spanish, the amount and intensity of instruction must be increased to improve reading achievement 27