We must consider data in light of students' language proficiency and their opportunities to learn. We must also consider the norming sample of the assessments, and with whom the interventions have been used.
A transition plan is a process that provides ELs with the instruction needed so they can learn English pfoficiently enough to access the regular curriculum (see slides 12-13). An exit plan is the termination of special support for ELs and indicates they are now proficient in English (see slides 14-15).
This means that their parents did not learn enough English to lose the ESL designation. This suggest we need to improve on transtion and exit plans for ELs.
Assess ELs in both their native language and English for placement decisions. When they lose the ELD designation, assess only in English. Slide 17 provides a web address for a screening tool chart that includes evaluations of various assessments.
In addition to using screening data, RTI monitors students' progress in tier 1 to determine if they are learning and are able to learn. The effectiveness of a district's tier 1 instruction, however, will effect the percent of students who are learning.
Slide 30 shows that despite a high score on oral reading fluency (130 correct words per minute), low English proficiency greatly decreases students' chances of passing a state's high-stakes reading tests in grades 3 and 5 when compared to students with high English proficiency. Slide 32 gives the reasons why: the level of a student's language skills (background knowledge, vocabulary knowledge, and language structure knowledge) effect how well they comprehend. Thus, getting ELs to benchmark ORF targets is only part of what is necessary for passing state outcome reading tests. ELs also need strong knowledge of English language.
To understand the English language deeply, ELs will need more than vocabulary instruction. They need to learn the meaning of groups of words and concepts. ELs need to learn the structure of English and to have many opportunities to express ideas in English orally and in writing.
Structured learning in pairs forces ELs to respond in English more often than they had previously.