Tesol Rti
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This session present the implementation of a Response to Intervention Model in Urban Education. Teacher perceptions of implementation are presented.
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![Implementing a Response to Intervention Model with ELLS: An Urban Case Study Claudia Rinaldi, Ph.D. Orla Higgins Averill, CAGS Sarah Estabrook [email_address]](https://image.slidesharecdn.com/tesol-rti-100325065922-phpapp01/85/Tesol-Rti-1-320.jpg)
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EDDD 8084/EDSD 7084
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Allison Van Horn
Heather Lang
Katherine Gonzales
Welcome Connor Street Team!
Agenda
Strengths - Families
Strengths - Staff
What was Evaluated
Evaluation Results
Recommendations
Resources
Goals
Thank you for hosting our team of evaluators to better support your program’s educational success. We are looking forward to reviewing the results of the assessments the Connor Street Early Childhood Program participated in with the families, staff, and children. We will also be discussing how to create goals for the program and providing recommendations on how to implement those goals. This will also be a great opportunity to ask questions and discuss your ideas on how you as educators will implement these ideas into your classrooms.
All About Your Program
● Connor Street serves low-income and working-class families.
● Evaluation data is based of four classrooms of 4-year-olds. Each class has one teacher and one assistant teacher.
(Walden University, 2022)
Connor Street Early Childhood Program is made up of 20% Hispanic students, 2 students are Asian, and 3 students are from the Caribbean. The school serves working-class and low-income families and as a result all but three of the students in the program are at school between 7 to 9 hours a day. The evaluation data is based on four classrooms of 4-year-olds with one teacher and one assistant teacher.
Strengths: Families
Positive and respectful relationships with staff
Open communication
Rules, expectations, and procedures are clear for parents
Program invites parents into the classroom and to events
Program connects families and community
(Walden University, 2022)
When looking at the NAEYC Self-Assessment Family Survey, there were many survey questions where all 29 families surveyed acknowledged strengths within the Connor Street program. This reflects many of the wonderful things you as staff are doing at Connor Street! Families noted that the staff at Connor Street were good teachers who cared for their children. Families said staff had a good relationship with the children and parents and are good at communicating what is going on at school and checking in to see how things are going at home. Families acknowledged that they knew the rules and procedures of the school and Connor Street’s mission and philosophy. Families surveyed felt that Connor Street staff actively engaged with families and the community through events. Lastly, families felt they were invited into the classrooms to participate in their child’s learning throughout the year.
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Staff feel supported by the program administration.
Strong, positive relationships between staff, families, and the community
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Teachers collaborate.
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- 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]
- 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
- 12. Assessments Kindergarten Letter-Naming Fluency (LNF), Initial Letter-Sound Fluency (ISF), phonemic segmentation fluency & Criterion-referenced comprehension test 1st Grade Nonsense Word Fluency (NWF), Oral Reading Fluency (ORF), & Criterion-referenced comprehension test 2nd Grade Oral Reading Fluency (ORF) & Criterion-referenced comprehension test 3rd Grade Oral Reading Fluency (ORF) & Criterion-referenced comprehension test 4th Grade Oral Reading Fluency (ORF) & Criterion-referenced comprehension test 5th Grade Oral Reading Fluency (ORF) & Criterion-referenced comprehension test
- 14. Results, Discussion, & Implications School- wide Data Results Teacher Perception Results
- 15. School-Wide Reading Fluency All Schools – First Year Percentage
- 16. School 1- Reading Fluency 2007-2008 Urban Percentage
- 17. School 2 School-Wide Reading Fluency 2009-2010- Urban Percentage
- 18. School 3 School-Wide Reading Fluency 2009-2010- Urban (high poverty) Percentage
- 19. School 4 School-Wide Reading Fluency 2009-2010 (Suburban) Percentage
- 20. School 1- Urban Two Year trajectory
- 26. Teacher Perceptions of RTI
Editor's Notes
- 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.