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Rti ell
This document discusses Response to Intervention (RTI) approaches for English learners. It notes that implementing RTI for culturally and linguistically diverse students requires understanding their backgrounds and needs. Tier 1 interventions involve classroom modifications and accommodations with documentation. Tier 2 adds further modifications and progress monitoring. Tier 3 provides intensive, small group instruction by highly trained teachers with weekly monitoring. Secondary English learners face challenges with academic literacy, but effective Tier 1 instruction incorporates socioculturally aware practices, rich texts, vocabulary instruction and differentiation. Organizing RTI with options like sheltered instruction observation protocol can help secondary English learners access grade-level content.
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- 1. The Big PictureTheBig Picture Carrie DavenportCarrie Davenport “It’s never just about the child. They bring with them their cultural histories, their own assumptions about what it means to engage in learning, and native languages that must be understood and valued.” - Professor Elizabeth Kozleski
- 2. Chapter’s IntentChapter’s Intent Helpeducators understand that in ourHelp educators understand that in our efforts to assist students in reachingefforts to assist students in reaching benchmarks, attaining standards,benchmarks, attaining standards, and passing standardized tests, weand passing standardized tests, we may loose sight of the whole child.may loose sight of the whole child.
- 3. Realities of ESLEducationRealities of ESL Education Loss of status and difficultyLoss of status and difficulty communicatingcommunicating Impact of PovertyImpact of Poverty Impact of family separationImpact of family separation Household responsibilitiesHousehold responsibilities Teacher attitudesTeacher attitudes Teenage angstTeenage angst
- 4. Issues Faced byEnglishIssues Faced by English Learners in SchoolLearners in School Academic LanguageAcademic Language Background knowledge andBackground knowledge and ExperienceExperience Cultural Values and NormsCultural Values and Norms
- 5. Factors Associated WithFactorsAssociated With UnderachievementUnderachievement Lack of qualified teachersLack of qualified teachers Inappropriate teaching practicesInappropriate teaching practices At risk school environmentsAt risk school environments
- 6. Factors Associated withFactorsAssociated with Educational SuccessEducational Success High Expectations for all studentsHigh Expectations for all students Effective teaching practicesEffective teaching practices Relationships of respectRelationships of respect
- 7. RTI and Culturaland LinguisticRTI and Cultural and Linguistic DiversityDiversity Guided by questions and concernsGuided by questions and concerns – Has adequate support in EnglishHas adequate support in English language development been given?language development been given? – How should we decide what additionalHow should we decide what additional support to provide?support to provide?
- 8. The Important Roleof ParentsThe Important Role of Parents Why don’t they come?Why don’t they come? What can we do?What can we do? Overall RoleOverall Role
- 9. Tier 1 InterventionsTier1 Interventions ?????????????????????????????? “The success of the RTI process for culturally and linguistically diverse students depends on teachers having access to appropriate evidence-based instructional approaches that have been validated with diverse populations” -Klinger & Edwards
- 10. Tier 2 InterventionsTier2 Interventions Shannon UrbanekShannon Urbanek “Focused classroom instruction is not sufficient to meet the needs of some children. To accelerate their progress and ensure that they do not slip further behind, these students require more strategic intervention.” -Vaughn, Wanzek, Woodruff, & Linan-Thompson
- 11. What is Tier2 Intervention?What is Tier 2 Intervention? Supplement InstructionSupplement Instruction Focus and target specific needs to meetFocus and target specific needs to meet the broader academic successthe broader academic success Students who are not developing andStudents who are not developing and acquiring their core skills to meet theiracquiring their core skills to meet their overall academic skills.overall academic skills. Focuses on the instructional skills that ELLFocuses on the instructional skills that ELL needneed ex. Oral language, vocabulary , interactionex. Oral language, vocabulary , interaction Should be 20-25% of students in a gradeShould be 20-25% of students in a grade level/class, or schoollevel/class, or school
- 12. 5 Key Elements5Key Elements Using data to identify Tier 2 interventionUsing data to identify Tier 2 intervention Small groupsSmall groups Conducting interventionConducting intervention Monitoring progressMonitoring progress Reflect on data and make decisionsReflect on data and make decisions
- 13. Tier 2 InActionTier 2 In Action Grade 5Grade 5 – Team meets 2x a monthTeam meets 2x a month – 4 teachers, a bilingual specialist and resource4 teachers, a bilingual specialist and resource specialist(special Education teacher.specialist(special Education teacher. – Decisions for intervention are made in lateDecisions for intervention are made in late OctoberOctober – Data sheet is used by each teacher to monitorData sheet is used by each teacher to monitor the progress of each individual students.the progress of each individual students. Analyzing the dataAnalyzing the data – Discuss and decide who and when theDiscuss and decide who and when the intervention will be provided.intervention will be provided. – Consider others needs of the students such asConsider others needs of the students such as staying on taskstaying on task
- 14. 6 Principles of6Principles of Core Intervention Model (CIM)Core Intervention Model (CIM) Principle 1: Small groupPrinciple 1: Small group Principle 2: Setting ObjectivesPrinciple 2: Setting Objectives Principle 3: Content Materials and programsPrinciple 3: Content Materials and programs are reflective of student abilitiesare reflective of student abilities Principle 4: Skills taught explicitly,Principle 4: Skills taught explicitly, intensely, and quicklyintensely, and quickly Principle 5: Students must be provided manyPrinciple 5: Students must be provided many opportunities to create correct responsesopportunities to create correct responses Principle 6: Corrective Feedback using thePrinciple 6: Corrective Feedback using the staircase approachstaircase approach
- 15. Final ThoughtsFinal Thoughts 5 key components of Tier 2 to assist in deciding5 key components of Tier 2 to assist in deciding who is in need of Tier 2 interventionwho is in need of Tier 2 intervention Teacher who work together in teams and withTeacher who work together in teams and with colleagues including those with second languagecolleagues including those with second language acquisition and special education can makeacquisition and special education can make appropriate informed decisions based on data forappropriate informed decisions based on data for English learners.English learners. Decision made on an individual student base andDecision made on an individual student base and take academic progress, language acquisition,take academic progress, language acquisition, and proficient into consideration.and proficient into consideration.
- 16. Tier 3 InterventionsTier3 Interventions ““A culturally responsive RTI model hasA culturally responsive RTI model has tremendous potential to…moretremendous potential to…more appropriately diffierentiate betweenappropriately diffierentiate between culturally and linguistically diverseculturally and linguistically diverse learners who do and do not havelearners who do and do not have disabilities. Only by doing so can alldisabilities. Only by doing so can all children achieve their full potential.”children achieve their full potential.” -Klinger, Sorrells, & Barrera-Klinger, Sorrells, & Barrera Barbara ShaughnessyBarbara Shaughnessy
- 17. It is difficultto distinguish struggling EnglishIt is difficult to distinguish struggling English learners from those having disabilities because oflearners from those having disabilities because of these several profiles;these several profiles; English learners who are literate and fluent inEnglish learners who are literate and fluent in their home languagetheir home language English learners who speak their native languageEnglish learners who speak their native language fluently but are not literate in itfluently but are not literate in it English learners born in the US but are notEnglish learners born in the US but are not completely fluent in their home language nor yetcompletely fluent in their home language nor yet proficient in Englishproficient in English
- 18. Tier Three isdifferent because….Tier Three is different because…. It is individualized, intensive, explicit ,small groupIt is individualized, intensive, explicit ,small group instruction.instruction. The most intensive level in instruction provided toThe most intensive level in instruction provided to students in general educationstudents in general education The goal is remediation of existing problems andThe goal is remediation of existing problems and prevention of more severe problemsprevention of more severe problems In the best of all worlds, the person deliveringIn the best of all worlds, the person delivering instruction should have an understanding ofinstruction should have an understanding of second language acquisition and be familiar withsecond language acquisition and be familiar with the students culturethe students culture
- 19. What is differentabout Tier Three?What is different about Tier Three? Tier Three is:Tier Three is: Teacher centered, systematic and explicitTeacher centered, systematic and explicit Intended for aIntended for a specificspecific duration of timeduration of time Part of a RTI process where studentsPart of a RTI process where students move in andmove in and outout of tiersof tiers A way toA way to identifyidentify disabilitiesdisabilities Tier Three is not:Tier Three is not: More of the same instruction the student receivedMore of the same instruction the student received in the core curriculumin the core curriculum A life sentenceA life sentence A way to remove challenging students from theA way to remove challenging students from the classroomclassroom Not necessarily special educationNot necessarily special education
- 20. Learning Disability –Hardto DefineLearning Disability –Hard to Define Learning Disability is used to describe a disorder that affectsLearning Disability is used to describe a disorder that affects listening, speaking, reading, writing, reasoning, math, and sociallistening, speaking, reading, writing, reasoning, math, and social skills.skills. More complicated when a student is culturally and linguisticallyMore complicated when a student is culturally and linguistically diversediverse Critical to assess students suspected of learning disabilities bothCritical to assess students suspected of learning disabilities both in the home language and in Englishin the home language and in English English learners with learning disabilities will not make quickEnglish learners with learning disabilities will not make quick progress with exposure to English.progress with exposure to English. Learning disabilities are life long and academic progress will beLearning disabilities are life long and academic progress will be slower than for a student whose only challenge is developingslower than for a student whose only challenge is developing English proficiency.English proficiency.
- 21. How do wedistinguish a Disability from a Difference?How do we distinguish a Disability from a Difference? 1. Use records – cumulative files will paint a picture of educational1. Use records – cumulative files will paint a picture of educational historyhistory 2. Interviews – families are our best information source2. Interviews – families are our best information source 3. Observations – in-class observations are critical to see if the3. Observations – in-class observations are critical to see if the student is receiving high quality instruction that meets his needsstudent is receiving high quality instruction that meets his needs 4. Testing – assessments provides valuable information on4. Testing – assessments provides valuable information on performance. However no single test should be used forperformance. However no single test should be used for placementplacement
- 22. A successful IEPMeeting should:A successful IEP Meeting should: Reassure the parent that you are there to helpReassure the parent that you are there to help Have an interpreter available at the meetingHave an interpreter available at the meeting Make sure the parents understand everything being discussedMake sure the parents understand everything being discussed suggest what the parents can do at home to helpsuggest what the parents can do at home to help Offer an “open door” policy for frequent questions andOffer an “open door” policy for frequent questions and communicationscommunications Offer an list of community resourcesOffer an list of community resources
- 23. Wrap UpWrap Up Tier OneTier One Classroom modification, accommodations, andClassroom modification, accommodations, and documentationdocumentation Tier TwoTier Two Further modification, progress monitoring andFurther modification, progress monitoring and documentationdocumentation Tier ThreeTier Three Intensive instruction focusing on specific needsIntensive instruction focusing on specific needs for longer, provided by a highly trained teacher,for longer, provided by a highly trained teacher, monitored weekly.monitored weekly.
- 24. Special Considerations forSpecialConsiderations for Secondary English LearnersSecondary English Learners Cheri ZimmermanCheri Zimmerman “What RTI does is put everybody on the same playing field. It doesn’t matter what your language structure is, whether or not you’re disabled, or whether or not you’re poor. What matters is that you need to progress at a satisfactory pace in the general curriculum.” -Wayne Sailor
- 25. Why do SecondaryEnglish LearnersWhy do Secondary English Learners Struggle with Reading and Writing?Struggle with Reading and Writing? There is a strong relationship between literacy proficiency and academic achievement. Students need to use English to: – 1. Read and understand content – 2. Understand complex expository from textbooks – 3. Read reference material – 4. Write persuasively – 5. Make predictions – 6. Draw conclusions
- 26. Students must usetheir emergingStudents must use their emerging English Knowledge to completeEnglish Knowledge to complete assignmentsassignments Knowledge of EnglishKnowledge of English Knowledge of ContentKnowledge of Content Knowledge of how tasks are to beKnowledge of how tasks are to be completedcompleted
- 27. Major Challenges toimprove literacy ofMajor Challenges to improve literacy of adolescent English Learners are theadolescent English Learners are the following:following: Lack of common criteria for identifying English learners and tracking their academic performance Lack of appropriate assessments for measuring native-language literacy, content knowledge, and English literacy development Inadequate educator capacity for improving literacy in adolescent English learners Lack of appropriate and flexible program options Inadequate use of research-based instructional practices Lack of a strong and coherent research agenda about adolescent English learners literacy *Short and Fitzsimmons (2006, p. 14)
- 28. RTI Effective Tier1 SecondaryRTI Effective Tier 1 Secondary Instruction: Eight PrinciplesInstruction: Eight Principles Assessment-based literacy program Explicit instruction to prepare them from college/work Rich text materials across genres and literacies A curriculum that is socioculturally aware Rich, engaging, motivating instruction Explicit Vocabulary Instruction Instruction in technologies Differentiated instruction
- 29. RTI Effective Tier1 and 2RTI Effective Tier 1 and 2 Secondary InstructionSecondary Instruction Consider both in-school and out-of-school literacies when designing interventions – *out-of-school internet searches, social networking, hobbies, games etc. Consider the household literacy skills students have developed while helping family members, holding part- time jobs Motivation, identity, choice and engagement are important factors, including self-selection of reading material, vocabulary The schedule
- 30. Putting It AllTogether:Putting It All Together: Options for organizing a Secondary RTIOptions for organizing a Secondary RTI program for ELLsprogram for ELLs Level 1: Enhanced content Instruction with the SIOP Model Use of instructional methods in core subjects that develop language, literacy and content proficiency for all students, regardless of literacy levels, and that provides students the competitive skills they need for post-graduate success Level 2: EmbeddedStrategy Instruction Use of instructional methods in and across content classes that provide practice in the use of learning strategies in w hole-class configurations that allow access to college- ready curriculum Level 3: Intensive Strategy Instru ction Use of instructional methods that develop mastery of specific learning strategies for students needing short-term instruction of the strategies embedded throughout the classroom lessons. Level 4: Intensive Basic Skill Instruction Use of instructional methods that develop mastery of entry-level language and literacy skills for students needing intensive, accelerated language and literacy intervention. Level 5: Therapeutic Intervention Use of instructional methods that develop mastery of language and literacy foundations related to the content and learning strategies that occur in classroom instruction for language-disabled students.
- 31. Other OptionsOther Options Option2 Option 3 Option 4 ELD/ESL, depending on students’ English proficiency. ELD/ESL, depending on students’ English proficiency ELD/ESL, depending on students’ English proficiency Tier 1 and 2 students receive grade-level instruction in heterogeneous classes. Tier 1 and 2 students receive grade-level instruction in heterogeneous classes. All language arts classes are homogenously grouped in 2 period blocks Tier 2 students receive an extra period of strategic intervention Tier 2 students receive an extra period of strategic intervention in homogenous classes. Tier 1 and 2 students receive grade-level instruction plus an extra period for enrichment or strategic instruction Students receive Tier 3 interventions for 2 periods Tier 3 students receive 2 periods of intensive instruction that is either in addition to or replaces the core and an elective class Tier 3 students receive 2 periods of intensive instruction that is either in addition to or replaces grade-level instruction and an elective class. Classes are parallel scheduled to allow student movement based on data. Classes occur throughout the day Reading/language arts classes are parallel scheduled.
- 32. Success and BarrierstoSuccess and Barriers to RTI ImplementationRTI Implementation Christine DiakosChristine Diakos “The great aim of education is not knowledge, but action.” -Herbert Spencer (1820–1903)
- 33. Goal of RTIGoalof RTI RTI is intended to function as a schoolwide approach for maximizing student outcomes and minimizing the number of students who eventually are labeled as “disabled.”
- 34. 6 Elements for6Elements for Effective RTI ImplementationEffective RTI Implementation 1. Professional Development 2. Engaged Administrators 3. District Level Support 4. Willingness of Staff 5. Sufficient Time 6. Grass Roots Buy-In/Participation
- 35. How do theseelements relate toHow do these elements relate to English Language Learners?English Language Learners? Professional Development Best Practice New Hires Redefinition of Roles Time Changing Instructional Practice Voice
- 36. Six Principles ofSixPrinciples of Successful RTI ProgramsSuccessful RTI Programs 1. Instruction 2. Responsive Teaching and Differentiation 3. Assessment 4. Collaboration 5. Systemic and Comprehensive Approaches 6. Expertise