Transcript Bells ESL
TESOL Presentation March 2010 RTI is about “Systems Change” It is not a program. It is not strictly an alternative method of SLD determination. It IS a restructuring of current instructional practices based on years of research in the field. Then special education regulations allow for that structure to be used in the identification of SLD. What’s the General Ed/Special Ed Connection ? Tennessee Reading Policy (State Board Policy 3.104, 2005) (go to Tennessee State Board of Education Policies) recommends use of a threetiered reading model. “To ensure the prevention and correction of reading difficulties as well as improving reading instruction for all students, districts and schools must adopt a three-tier reading model for reading instruction.” The Special Ed/Reading First Connection The same body of research used for Reading First with basically the same recommendations. Numbers of Tiers may vary, but basics do not: Scientifically-based Delivered with fidelity Interventions/Differentiated Instruction Progress monitoring and data-based decisionmaking Special Ed/RTI Facts RTI is not mandated by special education. RTI may be used to identify SLD if that school district has an approved plan. Progress monitoring, exposure to highquality instruction, differentiated instruction, and interventions prior to referral are required as part of the evaluation process for any child being considered for the SLD category. Not just in systems with RTI plans. Something we tend to forget when a child is being considered for Special Education: Prior to referral for special education services attempts should be made to meet the needs of that student in the general education setting. This includes delivering high quality instruction, monitoring progress, delivering interventions in an effort to meet that child’s needs prior to referring to special education. Help! What resources are available to us? IRIS Center at Vanderbilt http://iris.peabody.vanderbilt.edu/ Standards based Grade-level instruction RTI is here because… Too many students being identified as LD Ongoing questions about discrepancy formula Referral process didn’t have enough teeth to it – No longer individual decision; team decision NOW – has to be data-driven, have to really think about other issues: “Disorders not included. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.” (from Federal Definition of LD) Learning Disability inability to read, do math Affects learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. POPULATION Bells Elementary Crockett County Tennessee Number of Students Percentage of Percentage of Limited English Hispanic Proficient students 390 15.1% 23.8% 1,733 3.9% 11.8% 930,525 3.5% 5.2% Bells City School RTI and ESL Bells Demographics White 208 57% African American 65 18% Hispanic 87 24% Asian/Indian 6 1% Total 366 ELLs K-5 35 21 32 88 active ELLs T1s and T2s NELB Total ESL and RTI Bells Elementary School Three Stages to Implementation 1. 2. 3. Planning Breaking In Implementation Planning 2007-2008 Leadership team researched RTI Talked to and visited schools already implementing RTI Breaking In November 2009 Reworked our schedule to allow every student 90 minutes uninterrupted Reading/Language Arts instruction. Breaking In November 2009 Staggered reading blocks so that interventionists and ESL could work around and within these blocks. Breaking In RTI January 2009 Began intentional differentiated instruction schoolwide. -workstations, small groups Began universal screenings (AimsWeb) for every student. Began Tiered instruction. Universal screening Benchmark tests are given to all students with no modifications or accommodations. This gives a picture of how well the student is achieving compared to his/her peers. Implementation School year 2009-2010 2 hour Reading/LA Block for all students Each grade level has same reading block time; on same lesson each week. 2 hour Core Reading Block Tier 1 -20 minutes whole group -15-20 minutes small homogeneous groups -10-15 minute whole group wrap up During Reading BlockGeneral Education Teacher fully includes ELLs in whole group, small group and wrap up. -uses intervention, modified on-level or ESL materials from basal for small group. General Education Teacher plans small group time with ELLs included at the beginning or end of small group teaching. Pull out ESL instruction takes place in the middle hour. Reading block from the ELL’s point of view 20 minutes with whole group 20 minutes small group with homeroom teacher 1 hour in ESL 20 wrap-up in whole group During Reading Block- For ESL instruction, we cover the same content. We work on Vocabulary Fluency Comprehension skills -using the content from their reading class. We are also teaching ESL standards According to their needs Developing speaking and reading competency Writing and reading This way the material is contextualized and comprehensible. It supports what they do in their grade level classroom. This is all part of Tier 1. RTI Tier 2 Tier 2 is 30 minutes in addition to the two hours reading block with an RTI interventionist. Small groups that include ELLs and others. Determined by universal screening (BCS uses AimWeb) ELL & RTI 73% of grades K-3 ELLs - Tier 2 intervention. 29% of ELLs in grades 4-5 - Tier 2 intervention. Students in these groups work on core areas of instruction to promote reading accomplishments whether they are ELLs or not. phonemic awareness phonics fluency vocabulary comprehension Tier 3 If, after no less than 8 weeks of Tier 2 intervention, the student makes limited progress according to benchmark test and mastery test, the BESTeam and parent will consider: Continue with Tier 2 for another 8 weeks; or Move into Tier 3 with 60 minutes of intensive instruction in a small group setting for no less than 6 weeks. ESL Teacher’s Role Advocate ELLs are to be fully included in all parts of RTI and fully in ESL. Assist general education teachers with differentiated instruction (techniques and materials) for ELLs. Assist interventionists with insights to ELLs. Be at the team meetings for the ELLs that are needing intervention. For More Information Contact Kandy Smith, SIG School Consultant [email protected] Anita Kail, ELL Instructor, Bells Elementary School [email protected] Veronica McDonald, Director of Program Improvement, Division of Special Education [email protected] Melanie Patton, Director of Assessment Services, Division of Special Education [email protected]