rti & ells
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RTI & ELLs. READ 651 Group C Dr. Schneider. The RTI model. The RTI Model. Tier 1: whole class instruction with classroom teacher or content area teacher; CBM used to ( dis)confirm risk status of a student - PowerPoint PPT PresentationTRANSCRIPT
RTI & ELLsREAD 651Group CDr. Schneider
The RTI model
Tier 3Tier 2Tier 1
The RTI ModelTier 1: whole class instruction with
classroom teacher or content area teacher; CBM used to (dis)confirm risk status of a student
Tier 2: small group instruction with classroom teacher or content area teacher; CBM used to assess responsiveness to intervention
Tier 3: one-one-one instruction for ELL with SPED or TESOL teacher; CBM used to assess responsiveness, to formulate individualized intervention, to establish IEP
Relevance of RTI for ELLs• Summary of Statistics
Over 4.7 million school-aged children were identified as limited English proficient
Nearly 10 percent of K-12 public school population (National Clearinghouse for English Language Acquisition, 2003)
Students with Limited English Proficiency speak over 400 language
Nearly 80% speak Spanish, 2% Vietnamese, 1.6% Hmong, 1% Cantonese, and 1% Korean (Kindler, 2002)
Relevance of RTI for ELLsClearinghouse:
http://nces.ed.gov/programs/quarterly/vol_6/6_3/3_4.asp
Specific aspects to consider for ELLs• Considerations when educating ELLs and
creating interventions for them Difference in language proficiencies in BICS and
CALP Previous educational background and experience Academic expectations in home culture Socioeconomic status Age of arrival in the United States Reasons and conditions under which ELL came to
US Home and second Language proficiency Stage of Acculturation (see culture shock phases) Cultural Competency
Specific aspects to consider for ELLs
Cultural match of intervention and student is important (Tharp, 1991)
Evidence-based practices are not filtered for ELLs and for cultural specifics (Linan-Thompson et al., 2007)
=> overrepresentation of ELLs in SPED may not be achieved
Pre-requisites for effective RTIAll teachers are trained to select
from a variety of evidence-based practices
All teachers are trained to use effective CBM procedures to document results
Interventions are decided as a team
Intervention results for each intervention at each tier are conducted and documented over a 14-16-week period
Benefits of RTI for ELLsProvides focused instruction with
evidence-based materials and methods for remediation by all teachers, not just TESOL or SPED teacher
Helps prevent over-representation of ELLs in SPED if appropriate interventions are used
Provides a framework to address struggling learners’ needs faster than in discrepancy-based models.
Links instructional planning with the identification of students needing services
Challenges of RTI for ELLsMany interventions have been tested with
native speakers only and not with ELLs; thus there are few interventions out there that fulfill the standard of “evidence-based”
No evidence-based interventions available yet for math, social studies, sciences
Not enough evidence-based strategies available for secondary school where there are different teachers for different subjects
Most teachers are not trained in ELL-specific RTI intervention techniques
What evidence-based practices for ELLs are available?
Reading Achievement (What Works Clearinghouse, 2008) Eight total interventions with “Potentially positive
effects” Examples: Enhanced Proactive Reading, Instructional
Conversations and Literature Logs One intervention with “No discernable effects”
Example: Read NaturallyEnglish Language Development
Only one with “Positive effects” Example: Peer Tutoring and Response Groups
Four with “Potentially positive effects” Examples: Arthur, Bilingual Cooperative Integrated
Reading and Comprehension One intervention with “No discernable effects”
Example: Enhanced Proactive ReadingCurrently no interventions for ELL in Math
achievement (NASP 2008)
CBM Performance Measures for ELLsIDEL: Indicatores Dinamicos del
Exito en la Lectura (Good, Cummins & Baker, 2006) , see http://[email protected]
Medidas Incrementales de Destrezas Essenciales http://www.aimsweb.com
(Spanish version of a CBM)
Best progress monitor is…
Selected resourcesOther internet CBM resources (30 years of
research)Intervention Central-CBM Warehouse:
www.interventioncentral.org/htmdocs/cbwarehouse.shtml
National Center on Student Progress Monitoring: www.studentprogress.org
Big Ideas in Beginning Reading: www.reading.uoregon.eduResearch Institute on Progress Monitoring www.progressmonitoring.org