THis session will provide present the implementation of an RTI model in urban schools with large percentage of ELL. Student Achievement in reading and teacher perceptions of implementation will be presented.
Implementing a RTI Model for ELL: An Urban Case Study
1. Implementing a Response to Intervention Model with ELLS: An Urban Case Study Claudia Rinaldi, Ph.D. Orla Higgins Averill, CAGS Sarah Estabrook [email_address]
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6. Tier 1 – Primary Prevention Universal screening (CBM) of all students Progress monitoring of ELLs: oral language proficiency & academic language development Progress monitoring of high-risk students Collaborative Problem Solving- School & Grade level Tier 2 – Secondary Prevention 15-20 weeks of small group instruction & Progress Monitoring & Collaborative Problem Solving Team decision to Add, change and/or refer to Multidisciplinary Team Evaluation (MDT) for Special Education Tier 3 – TeRTIary Prevention 1:1 and PM using CBM MDT evaluation Eligibility and IEP Oral English proficiency Academic language proficiency Increasing needs-based intervention Response to Intervention Model for English Language Learners (Rinaldi & Samson, 2008) TIER 3 One-on-One Referral to Special Ed. TIER 2 Additional EIRP Pre-referral Intervention TIER 1 Evidenced-based instructional reading program (EIRP) Universal Screening
Model implementation Teacher Perceptions of implementation Implications for practice
The growth of ELLs in schools + limitations around teachers’ preparation in teaching ELLs coupled with the prevalence of learning disabilities = Complicated student profiles for teachers, schools, and states Imisidentification and referral of ELL for special education Leos and Demilio--2005 reported that while special education training averaged 40 hours, 60% special education teachers who also worked with at least 3 ELL only received an average of 3 additional hours of training
Thus applyig this model to schools with this growing population of students…. We must think ….Beyond the one teacher… one classroom…to school wide systems…. I developed this description of RTI as a conceptual model for my research work in addressing the needs ELL in urban settings/
All grades 3 times a year except K- only winter & spring
Ad current year plus YA, FES, HA
After the first year- school rates decreased from 10- 5%
(MaRTInez, Graves and Heckman 2008, March Communique): “However, in the case of RTI successful collaboration can serve the immediate needs of both schools and universities while further advancing the common goal of widespread RTI implementation and a greater awareness of the importance of research based educational practice.” Revisit this idea.