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Best Practices in Assessment and Intervention for ELL Mike Vanderwood, Ph.D. University of California-Riverside [email_address]
ELL Growth ,[object Object],[object Object],[object Object],[object Object],[object Object]
Current Practice ,[object Object],[object Object]
Foundation Of Practice ,[object Object],[object Object],[object Object],[object Object]
Foundations: Test Standards and ELL
LEP Assessment (English language learners) ,[object Object],[object Object],[object Object],[object Object]
Standards ,[object Object],[object Object],[object Object]
Standards (cont) ,[object Object],[object Object]
Test Bias for LEP (ELL) ,[object Object],[object Object],[object Object],[object Object]
Foundations: Research Standards
Scientifically Supported Interventions ,[object Object],[object Object],[object Object],[object Object],[object Object]
What Works ELL Report
ELL Literacy Assessment
Prevention is Critical ,[object Object]
RTI Defined ,[object Object],[object Object]
Quick Summary of What We Know for NS ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Does this literacy knowledge apply for ELLs? ,[object Object],[object Object],[object Object],[object Object]
Language Proficiency ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Language of Instruction ,[object Object],[object Object],[object Object],[object Object],[object Object]
Critical Point ,[object Object],[object Object]
Previous ELL Reading Research ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Lesaux & Siegel (2003) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Literacy Research with typical RtI measures ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Nonsense Word Fluency (NWF) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
NWF Study # 1: Purpose of Study ,[object Object]
Site Demographics ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
EL Status (Determined by CELDT): ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Mean Differences (All Signficant)
Measuring Growth
Results of Study ,[object Object],[object Object],[object Object],[object Object]
NWF Study # 2: S AMPLE ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Correlation of Grade 1 Measures to Grade 3 Measures CAT6 ORF MAZE .36 .38 .34 .17 .50 .57 .64 .25 .26 .24 .14 .23
Specificity and Sensitivity Analysis ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Specificity and Sensitivity of NWF to ORF Hit Rate = 75% Neg. PV =  84% Pos. PV = 51% Specificity = 82% VN =82 FP =18 CBM ORF > 25 th  percentile Sensitivity = 55% FN = 15 VP = 19 CBM ORF < 25 th  percentile Indices NWF Not at Risk NWF At Risk  Outcome Measure
Specificity and Sensitivity of NWF to Maze Hit Rate =  65% Neg. PV = 59% Pos. PV = 81% Specificity =  89% VN = 57 FP = 7 Maze > 25 th  percentile Sensitivity = 43% FN = 40 VP = 30 Maze < 25 th  percentile  Indices NWF Not at Risk NWF At Risk  Outcome Measure
Specificity and Sensitivity of NWF to CAT6 Hit Rate = 71% Neg. PV = 81% Pos. PV = 43% Specificity = 79% VN = 79 FP = 21 CAT6 > 25 th  percentile Sensitivity = 47% FN =  18 VP =  16 CAT6 < 25 th  percentile Indices NWF Not at Risk NWF At Risk  Outcome Measure
Progress Monitoring - Intervention Study #1: Research Question ,[object Object],[object Object],[object Object]
Methods ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Methods (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object]
Results ,[object Object],[object Object],[object Object],[object Object],[object Object]
Example of PSF scores of a participant who was exited from the intervention
A participant’s NWF scores who met the exit criteria for PSF, but not NWF
A participant’s PSF scores who met the exit criteria for NWF, but not PSF
Progress Monitoring/Intervention Study #2: ,[object Object],[object Object],[object Object],[object Object]
Method ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Procedures ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Results ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Conclusion ,[object Object],[object Object],[object Object],[object Object]
Oral Reading Fluency and Middle School Students, including EL Learners
CBM per Week Gains by English Fluency
Assessment Conclusions ,[object Object],[object Object],[object Object]
Instructional Practices for ELL (Gersten & Geva, 2003) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Vanderwood et al. English Intervention studies  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Experimental ELL PA Intervention ,[object Object]
Sessions 1-3 ,[object Object],[object Object],[object Object],[object Object],[object Object]
Spanish Intervention (Vaughn et al., 2006a) ,[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object]
Vaughn et al., 2006a Results ,[object Object],[object Object],[object Object],[object Object],[object Object]
Intervention Starting Points (Vaughn, et al., 2006b) ,[object Object],[object Object],[object Object],[object Object]
Instructional Design  (Vaughn, et al., 2006b) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Population ,[object Object],[object Object],[object Object],[object Object],[object Object]
Screening Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Intervention Structure ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Intervention implementation ,[object Object],[object Object]
Results ,[object Object],[object Object]
Evaluating Interventions for ELL ,[object Object],[object Object],[object Object],[object Object]
Special Ed Eligibility Issues for ELL
Special Ed Assessment Issues ,[object Object],[object Object],[object Object]
IQ/ Processing Assessment Techniques ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Testing Options ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Non-verbal for ELL ,[object Object],[object Object],[object Object]
Issues related to LD identification for ELL ,[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object]
RTI special education decision making ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What about culture? ,[object Object],[object Object]
Conclusions ,[object Object],[object Object]
What we don’t know ,[object Object],[object Object],[object Object]

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