Transcript RtI for ELLs - California Reading Association

RtI for ELLs
Considerations for Success with
Diverse Learners
Objectives
• Content Objective:
– Participants will be able to demonstrate
knowledge of the RtI process for ELL’s by
identifying specific interventions for Tiers One,
Two and Three.
• Language Objective:
– Participants will be able to explain and plan
instructional approaches to accommodate
instruction for ELLs at various levels of
intervention using the RtI process.
Critical Factors
Language Proficiency Levels
• Beginning ELL
• Intermediate ELL
• Advanced ELL
• Advanced High ELL
• English Proficient
Academic Background
• Student with Interrupted
Formal Education (SIFE)
• Limited Academic
Background Knowledge
• Standard Academic
Background Knowledge
• Extensive Academic
Background Knowledge
RtI: A Multi-tier Model
RtI is a Problem Solving Process
What is the child’s area of need?
Why is it
happening?
Did the
intervention
work?
What should be done about it?
RtI
• To help educators determine if the ELL’s
academic problems stem from an issue with
acquisition of the English language or a true
academic disability.
Considerations
• Language proficiency in both the native and
English
• Student’s specific needs
• Research-based interventions
RtI and Special Education?
• It should not be
considered a pathway
to Special Education.
It should be used as a vital
tool in the
documentation that
informs the decision
making process.
The RtI Process
1. Universal Screening: Involves using instruments
for school-wide screening
2. Progress Monitoring: Uses data to identify
students with poor learning outcomes
3. Tiered Instruction/Intervention System: Provides
evidence-based interventions
4. Data-based Decision Making: Adjusts
interventions based on responsiveness
5. Fidelity of Implementation: Ensures that all
decisions are informed by process monitoring data
Universal Screening
• Choose the instrument to be used for schoolwide screening.
• Decide when during the year the screening
will occur.
• Create a team to review data and determine
who needs interventions.
• Set a “cut” score that will indicate the need for
intervention.
Universal Screening
Universal Screening
Universal Screening Checklist
Considerations:
Processes
Interventions
Individual student needs
Progress Monitoring
• Identify students who are failing to meet
benchmarks.
• Monitor interventions through formal and
informal assessments.
• Understand that ELLs may have oral fluency,
but not have comprehension.
Tiered Instruction
• Students move through tiers (usually 3).
• Each successive tier involves smaller groups of
students, is more intensive, and involves
greater amounts of time.
Data-Based Decision Making
• Use the data from on-going assessments to
plan instruction.
• Perform the instruction.
• Use the data to make decisions involving time
and resources.
Fidelity of Instruction
• Ensure integrity of screening and progress
monitoring.
• Deliver instruction according to the design of
the selected intervention.
• Ensure that appropriate materials are
available.
• Graph and monitor results.
• Ensure all decisions are informed by progress
monitoring data.
RtI for ELLs
• Needs to consider language acquisition
• Needs to consider cultural background
• Needs to consider language proficiency and
literacy in both the native language and
English
• Needs to include interventions which focus on
the ELL’s specific needs
Moving through The RtI Process for
ELLs
• Simultaneous focus on
Language and Literacy
• Sheltered Instruction
• Systematic and
consistent assessment
of student learning
TIER ONE
TIER TWO
• Systematic and
continuous
assessment
• Targeted instruction in
small groups for areas
of need
• Identification of
student gaps
• Potential for referral
of special education
• Individualized
instruction and
support in and out of
the classroom
• Identification of needs
not being addressed in
Tier Two
TIER THREE
ACOMMODATIONS BY
PROFICIENCY LEVELS
Tier One
The goal is..
• To create an effective program of literacy instruction
that includes specific strategies to promote success
for ELLs
• How can this be done?
– Implement Sheltered Instruction (SIOP) as WholeClass Tier One support
– focusing on…
Social and academic language development
Differentiated instruction
Listening/Speaking
*Using Sentence Stems and
Paragraph Frames
One thing ELLs need to achieve success is…
In my classroom, I am using ___to help my
students be successful.
Progress Monitoring
•
For all students
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Quick Reads
Running records
DIBELS
Edcheckup
•
For ELLs
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AimSweb
Spanish EDL
Spanish PAPI
•
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What else do you use?
Informal Observations
Additional Strategies for Tier 1
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Listening/Speaking
Taped Text
Expert/Novice
Think Alouds
List Stressed Words
Oral Scaffolding
Reading
Adapted Text
Concept Attainment
Cognates
Writing
Word Analysis: Homophone/homograph sort
Sentence Sort
Cognates
Reading/Writing - KIDS
Key word,
Important
Information,
Drawing to
Remember,
Sentence
Writing – Word Analysis
Use riddles: The Dove Dove or Eight Ate by
Marvin Terban.
• Homographs: wind/wind, wound/wound,
bow/bow
• Homophones: their/there, see/sea
Tier Two…What next?
Goal is..
• To establish individually targeted interventions for
students not responding to Tier One research-based
literacy instruction and progress monitoring.
• What to consider
– Students falling behind on benchmarks.
– Students struggling with the development of the
second language.
Tier Two for All Students
•
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Typically lasts 10-14 weeks
Group size is 3-8 students
Multisensory instruction
Progress is monitored every two weeks
Data is recorded and compared to same age
peers
• Rate of improvement is tracked
Tier Two for ELLS
• Consider English language development and use
specific second language intervention strategies
• Begin reading interventions
• Plan small group instruction
• What are the unique needs of ELLs at this stage of
the RtI Process?
• What are the strengths and weaknesses of your Tier
Two process?
RtI… Caution!
One size does not fit all. Be careful when comparing
results on Curriculum Based Measures(CBMs) for all
students the same way.
Don’t compare:
– ELLs and non ELLs at the same grade level
– ELLs and other ELLs who speak different languages
– ELLs and other ELLs who speak the same language
from different socioeconomic/cultural
backgrounds
Tier Three
Goal is..
• To establish intensive individual instruction for
students not progressing with Tier Two
interventions.
• What to consider
– Criteria for identifying students who are continuing to fall
behind on CBM and/or benchmarks that assess language and
literacy
Tier Three for All Students
– Establish criteria for identifying students who are
continuing to fall behind.
– Develop an individualized plan including one-on-one
instruction with the support of literacy and or ELL
specialist.
– Collaborate with a team to gather data specific to the
student in order to make an appropriate analysis of
gaps in learning and conditions necessary for the
learner to be successful .
– Notify parents of the possibility of a referral for special
education evaluation.
Table Talk
• What are the strengths and weaknesses of
your current RtI process?
– A strength of our current RtI process is ____
because…
– A weakness of our current RtI process is
____ because…
Wrap-up…What is the same? What
is different?
Tier One
Tier Two
Tier
Three
Ticket Out
• This session…
• I will…