materials developed in collaboration with the office of english language learners, new york city...

Materials developed in collaboration with the Office of English Language Learners, New York City Department of Education

RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway

WHAT IS RTI AND WHAT DOES IT MEAN FOR ELLS?




Session Goals

RTI Groundwork

Examining Assessment

Systems

Data Analysis and

Instructional Design

Advancing your RTI Model

1. Overview of the RTI model

2. Role of ELLs in an RTI system



What are your goals for your students as readers?

To use print as a tool in a lifelong journey of learning

To use new words to convey ideas

precisely

To use language to

explore new ideas




What is RTI?

Excellent Tier 1 (Core) Instruction

Ongoing student

assessment

Tiered instruction for

struggling students



Assessment and Instruction

• In the classroom:• Patterns in the data shape

priorities for the core of instruction

• Students who are struggling receive a “double dose” targeted to their specific needs

• Students who struggle despite intervention receive increasingly specialized services

The Three-Tiered ModelThe Three-Tiered Model

• Literacy Block

Tier 1

Core of Instruction

• Extra exposure to instruction focused on the student’s needs

Tier 2

"Double Dose" of Instruction

• One-on-one Tutoring• Special services

Tier 3

Intensive Intervention

5



RTI Assessment SystemTier 1

Universal / school wide system to inform instructional planning and support all

students’ learning

Tier 2

Targeted for a smaller subset of students to inform

intervention and monitor progress

Tier 3

Individualized to better understand persistent difficulties and adjust

intervention




New Perspective on Student Performance

Following up with struggling students

Screening all students in literacy



Student Pathway: Tier 1

Initial Screening

Outcome Tests

Assessments in One Academic Year



Alternative Pathways for Struggling Students

Screening

Outcome Tests

Student Difficulty Surfaced

Is this problem different from what peers are

facing? Has the student had sufficient

opportunities to learn?

How can we layer instructional

supports throughout the

day?

Is the problem persistent,

despite instruction?

Process of Hypothesis Testing



The Two Needs of ELLsExplicit English

Language

Instruction

Explicit Literac

y Instruct

ion

Academic Reading,

Writing, and Speaking

Skills



Principles for Tier 1: ELLs

ELLs in mainstream classroom settings included in the RTI system

Assessment used to guide instructional planning and support – NOT for high stakes decisions or to label students

ELLs flagged as at-risk or below-benchmark should receive targeted

instructional support



RTI and Best Practices: An Overlap

RTI: A school-wide system to periodically

screen for student risk, provide supplemental instruction for

students needing Tier 2 or 3 supports, and

tailor Tier 1 instruction

Best practices in literacy assessment: Using a variety of data sources to design tailored instruction, facilitate student learning, and monitor progress over time



CLOSING AND REFLECTION




For Discussion:


See• What did you notice about RTI from today’s

presentation? Was anything new or surprising?

Think• What are your ideas about implementing RTI,

particularly with ELLs?

Wonder• What questions or concerns do you have? What

are you curious about? Excited to try?

materials developed in collaboration with the office of english language learners, new york city...

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