Rti ell

The Big PictureThe Big 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

Chapter’s IntentChapter’s Intent

Help educators understand that in our Help educators understand that in our efforts to assist students in reaching efforts to assist students in reaching

benchmarks, attaining standards, benchmarks, attaining standards, and passing standardized tests, we and passing standardized tests, we may loose sight of the whole child. may loose sight of the whole child.

Realities of ESL EducationRealities of ESL Education

Loss of status and difficulty Loss 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

Issues Faced by English Issues Faced by English Learners in SchoolLearners in School

Academic LanguageAcademic Language Background knowledge and Background knowledge and

ExperienceExperience Cultural Values and NormsCultural Values and Norms

Factors Associated With Factors Associated With UnderachievementUnderachievement

Lack of qualified teachersLack of qualified teachers Inappropriate teaching practicesInappropriate teaching practices At risk school environmentsAt risk school environments

Factors Associated with Factors Associated with Educational SuccessEducational Success

High Expectations for all studentsHigh Expectations for all students Effective teaching practices Effective teaching practices Relationships of respectRelationships of respect

RTI and Cultural and Linguistic RTI and Cultural and Linguistic DiversityDiversity

Guided by questions and concernsGuided by questions and concerns– Has adequate support in English Has adequate support in English

language development been given?language development been given?– How should we decide what additional How should we decide what additional

support to provide?support to provide?

The Important Role of 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

Tier 1 InterventionsTier 1 Interventions

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“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


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

What is Tier 2 Intervention?What is Tier 2 Intervention? Supplement InstructionSupplement Instruction Focus and target specific needs to meet the Focus and target specific needs to meet the

broader academic successbroader academic success Students who are not developing and acquiring Students who are not developing and acquiring

their core skills to meet their overall academic their core skills to meet their overall academic skills.skills.

Focuses on the instructional skills that ELL needFocuses on the instructional skills that ELL needex. Oral language, vocabulary , interaction ex. Oral language, vocabulary , interaction

Should be 20-25% of students in a grade level/class, or Should be 20-25% of students in a grade level/class, or schoolschool

5 Key Elements5 Key Elements

Using data to identify Tier 2 interventionUsing data to identify Tier 2 intervention

Small groupsSmall groups

Conducting intervention Conducting intervention

Monitoring progressMonitoring progress

Reflect on data and make decisionsReflect on data and make decisions

Tier 2 In ActionTier 2 In Action Grade 5 Grade 5

– Team meets 2x a monthTeam meets 2x a month

– 4 teachers, a bilingual specialist and resource 4 teachers, a bilingual specialist and resource specialist(special Education teacher.specialist(special Education teacher.

– Decisions for intervention are made in late OctoberDecisions for intervention are made in late October

– Data sheet is used by each teacher to monitor the Data sheet is used by each teacher to monitor the progress of each individual students.progress of each individual students.

Analyzing the dataAnalyzing the data

– Discuss and decide who and when the intervention will Discuss and decide who and when the intervention will be provided. be provided.

– Consider others needs of the students such as staying on Consider others needs of the students such as staying on tasktask

6 Principles of 6 Principles 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 programs Principle 3: Content Materials and programs are reflective of student abilitiesare reflective of student abilities

Principle 4: Skills taught explicitly, intensely, Principle 4: Skills taught explicitly, intensely, and quicklyand quickly

Principle 5: Students must be provided many Principle 5: Students must be provided many opportunities to create correct responsesopportunities to create correct responses

Principle 6: Corrective Feedback using the Principle 6: Corrective Feedback using the staircase approachstaircase approach

Final ThoughtsFinal Thoughts 5 key components of Tier 2 to assist in deciding 5 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 with Teacher who work together in teams and with colleagues including those with second language colleagues including those with second language acquisition and special education can make acquisition and special education can make appropriate informed decisions based on data for appropriate informed decisions based on data for English learners.English learners.

Decision made on an individual student base and Decision 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.


““A culturally responsive RTI model has A culturally responsive RTI model has tremendous potential to…more tremendous potential to…more

appropriately diffierentiate between appropriately diffierentiate between culturally and linguistically diverse culturally and linguistically diverse learners who do and do not have learners who do and do not have

disabilities. Only by doing so can all disabilities. 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

It is difficult to distinguish struggling English It is difficult to distinguish struggling English learners from those having disabilities because of learners from those having disabilities because of

these several profiles; these several profiles; English learners who are literate and fluent in English learners who are literate and fluent in

their home languagetheir home language

English learners who speak their native language English 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 not English learners born in the US but are not completely fluent in their home language nor yet completely fluent in their home language nor yet proficient in Englishproficient in English

Tier Three is different because….Tier Three is different because….

It is individualized, intensive, explicit ,small group It is individualized, intensive, explicit ,small group instruction.instruction.

The most intensive level in instruction provided to The most intensive level in instruction provided to students in general educationstudents in general education

The goal is remediation of existing problems and The goal is remediation of existing problems and prevention of more severe problemsprevention of more severe problems

In the best of all worlds, the person delivering instruction In the best of all worlds, the person delivering instruction should have an understanding of second language should have an understanding of second language acquisition and be familiar with the students cultureacquisition and be familiar with the students culture

Be able to provide clarification and support in the Be able to provide clarification and support in the students primary language.students primary language.

What is different about 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 a Intended for a specificspecific duration of time duration of time Part of a RTI process where students Part of a RTI process where students move in and outmove in and out of of

tierstiers A way to A way to identifyidentify disabilities disabilities

Tier Three is not:Tier Three is not: More of the same instruction the student received in the More of the same instruction the student received in the

core curriculumcore curriculum A life sentenceA life sentence A way to remove challenging students from the classroomA way to remove challenging students from the classroom Not necessarily special educationNot necessarily special education

Ongoing analysis of performance and collection of data to Ongoing analysis of performance and collection of data to identify successes and failures is critical in Tier Three, so identify successes and failures is critical in Tier Three, so adjustments can be made frequentlyadjustments can be made frequently

Learning Disability –Hard to DefineLearning Disability –Hard to Define

Learning Disability is used to describe a disorder that affects Learning Disability is used to describe a disorder that affects listening, speaking, reading, writing, reasoning, math, and social listening, speaking, reading, writing, reasoning, math, and social skills.skills.

More complicated when a student is culturally and linguistically More complicated when a student is culturally and linguistically diversediverse

Critical to assess students suspected of learning disabilities both Critical 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 quick English 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 be Learning disabilities are life long and academic progress will be slower than for a student whose only challenge is developing slower than for a student whose only challenge is developing English proficiency.English proficiency.

How do we distinguish a Disability from a Difference?How do we distinguish a Disability from a Difference?

1. Use records – cumulative files will paint a picture of educational 1. 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 the 3. 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 on 4. Testing – assessments provides valuable information on performance. However no single test should be used for performance. However no single test should be used for placementplacement

A successful IEP Meeting 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 and Offer an “open door” policy for frequent questions and communicationscommunications

Offer an list of community resourcesOffer an list of community resources

Wrap UpWrap Up

Tier OneTier One Classroom modification, accommodations, and Classroom modification, accommodations, and

documentationdocumentation Tier TwoTier Two Further modification, progress monitoring and Further modification, progress monitoring and

documentationdocumentation Tier ThreeTier Three Intensive instruction focusing on specific needs Intensive 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.

Special Considerations for Special Considerations 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

Why do Secondary English Learners Why 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

Students must use their emerging Students must use their emerging English Knowledge to complete English Knowledge to complete

assignmentsassignments

Knowledge of EnglishKnowledge of English Knowledge of ContentKnowledge of Content Knowledge of how tasks are to be Knowledge of how tasks are to be

completedcompleted

Major Challenges to improve literacy of Major Challenges to improve literacy of adolescent English Learners are the adolescent 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)

RTI Effective Tier 1 Secondary RTI 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

RTI Effective Tier 1 and 2 RTI 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

Putting It All Together:Putting It All Together:Options for organizing a Secondary RTI Options 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: Embedded Strategy Instruction

Use of instructional methods in and across content classes that provide practice in the use of learning strategies in whole-class configurations that allow access to college-ready curriculum

Level 3: Intensive Strategy Instruction

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.

Other OptionsOther OptionsOption 2 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.

Success and Barriers to Success and Barriers to RTI ImplementationRTI Implementation

Christine DiakosChristine Diakos

“The great aim of education is not knowledge, but action.”

-Herbert Spencer (1820–1903)

Goal of RTIGoal of 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.”

6 Elements for 6 Elements 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

How do these elements relate to How 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

Six Principles of Six Principles of Successful RTI ProgramsSuccessful RTI Programs

1. Instruction 2. Responsive Teaching and Differentiation 3. Assessment 4. Collaboration 5. Systemic and Comprehensive

Approaches 6. Expertise