RESPONSE TO INSTRUCTION AND INTERVENTION (RtII)

Special Considerations to Improve Instructional Outcomes for English Language Learners

The School District of Philadelphia

Office of Multilingual Programs

Meeting NormsPost questions on the parking lot

Please be respectful of the speaker by avoiding extra conversations in the room

Please turn cell phones to vibrate and/or take calls in the hall

Respect each others’ thoughts

Agenda Introductions

Objectives

Ice BreakerSpecial Considerations for ELLs in the

RtII models

Key Components of RtII for ELLS

Wrap-Up: Questions & Answers

Desired Outcomes Gain increased knowledge of a Response to

Intervention Model for ELLs

Gain increased knowledge of culturally and linguistically responsive, appropriate, quality instructional practices at all levels of RTII

Gain a deeper understanding of key components of the RTII framework for ELLs

Helpful Definitions ELLs – native speakers of another language who

are learning English

L1 and L2 – native language and second language

BICS vs. CALP – “playground language” vs. “classroom language”

CUP – skills learned in one language can be transferred to another

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Why RtII for ELLs?

“RTII has the potential to affect change for ELLs by requiring the use of research-based practices based on individual children’s specific needs.”

(Brown & Doolittle, 2008)

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The Key Components of RtII

Courtesy of the National Center on Response to Intervention

ELL FactorsHow are our students impacted by new cultural norms or expectations?

How do you address culture in your classroom?

The Iceberg Model of Culture

What do we mean when we say Culturally Responsive Instruction?

Positive Perspectives on Parents and Families

Communication of high expectations

Student- centered instruction

Culturally mediated instruction

The Key Components of RtII

Courtesy of the National Center on Response to Intervention

Multi-level Prevention

System

Tier 3Few students

at this level

Tier 2Some students at this level

Tier 1ALL English Language Learners at

this level

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Core Curriculum & Instruction for ALL students: school-wide reading, behavior, math and literacy, include sheltered instructional practices and Culturally and Linguistically Appropriate Instruction

Multilevel Prevention System-an ecological framework

Overarching Thoughts…

Language development must be the shared responsibility of all teachers, not only those in bilingual and ESOL classes.

Cummins, 1994; Krashen, 1991, Thomas and Collier, 1997

Tier 3Few students

at this level

Tier 2Some students at this level

Tier 1ALL English Language Learners at

this level

Issu

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Core Curriculum & Instruction for ALL students: school-wide reading, behavior, math and literacy, include sheltered instructional practices and Culturally and Linguistically Appropriate Instruction

Tier 1 –Strong Core Program with Sheltered Instructional Practices : Culturally & Linguistically Appropriate

Office of Multilingual Programs

It is the expectation that all ELLs will receive a strong core program that will facilitate their social and academic language acquisition both in the ESOL class and in the general education curriculum classes. It is the expectation that accommodations and modifications will be made by teachers for all ELLs based on their level using the WIDA Can Do descriptors for each grade and language proficiency level.

What Does Instruction Look Like for ELLs in Tier I?

All students receive high quality and appropriate instruction, behavioral support as well as regular progress monitoring (universal screening)

All students are provided additional appropriate instruction or support in the general education setting

Core program implementation is standards driven and must show evidence of explicit linguistically appropriate instructional strategies as well as culturally responsive instruction.

Instruction should be interactive and rigorous

Direct and explicit instruction using the Gradual Release of Responsibility

Model :

I do, we do together, you do.

What do we mean by linguistically appropriate instruction?

Uses ACCESS data (WAPT) to determine student’s English proficiency level

Plan targeted instructional goals based on those levels

Differentiate using the Can Do descriptors and performance definitions to accommodate students at all proficiency levels

Focal ELLs placed on WIDA Can-do Descriptors for ELP Levels, PreK-12

Case Studies

Case studies

ELL Case Studies Marco is a Level 1 ELL from Brazil who speaks Brazilian Portuguese. Marco arrived in the

United States earlier this year. The ESL teacher determined informally that Marco can read and write in Portuguese, but probably below grade level. According to the district’s ESL placement test, Marco is a Level 1 Listening, Level 1 Speaking, Level 1 Reading, and Level 1 Writing.

Julia is a Level 3 ELL who was born in the United States into a Mexican family that speaks mostly Spanish at home and in the neighborhood. Julia has attended school in the US since kindergarten, and she has been in pull-out ESL each year. There is no bilingual program at the school, and Julia has not learned to read and write in Spanish. According to the ACCESS for ELLs, Julia is a Level 5 Listening, Level 4 Speaking, Level 3 Reading, and Level 2 Writing. Her levels are indicated on the Can-do descriptors

Hassan is a Level 3 ELL from Sudan who speaks Arabic. Hassan is a refugee and has been in the United States for two years. He had no formal schooling before coming to the United States, nor had he learned to read or write. When Hassan arrived, he was placed in a newcomer/port of entry class that focused on literacy and numeracy development, with attention to the cultural norms of US schools and society. According to the ACCESS for ELLs, Hassan is a Level 4 Listening and Speaking, and a Level 2 Reading and Writing.

Amitabh is a Level 3 ELL from India who speaks Gujarati. Amitabh arrived in the United States in the middle of last year. He has a strong educational background which included English instruction every year in India. However, Amitabh’s English instruction gave him little opportunity to speak English at school, and he has had little exposure to American English prior to his arrival. According to the ACCESS for ELLs, Amitabh is a Level 2 Listening, Level 1 Speaking, Level 5 Reading, and Level 4 Writing

SIOP Instructional ModelSheltered

Instruction

Observation

Protocol

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What is Sheltered Instruction ?

Sheltered instruction includes strategies such as –

Interactive Teaching

Explicit, targeted vocabulary development

Slower speech with clear enunciation and fewer idiomatic expressions

Visuals, demonstrations and hands-on learning

Text adaptations

Homework adaptations

Content objectives AND language objectives for each lesson

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Big Four of SIOPVisuals- makes content more comprehensible

Vocabulary- implicit and explicit instruction

Student conversations- to increase interaction

Sentence frames –scaffolding output

ESL Look for… available at http://webgui.phila.k12.pa.us/offices/c/curriculum/interventions/rtii

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Tier 3Few students

at this level

Tier 2Some students at this level

Tier 1ALL English Language Learners at

this level

Lower achieving students when compared to peers of similar language ability, and cultural background

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Core plus strategic evidenced based instruction

Tier 2 Intervention- Using the concept of “ true peers”

Tier 2- Students Who Need Different and More Intensive Instruction than Tier

I

Students who do not make progress in Tier 1 are provided more intensive support through intensive interventions (double dose) still as part of general education

What intervention models do we suggest?

District approved interventions for Literacy

http://webgui.phila.k12.pa.us/offices/c/curriculum/interventions/rtii

Jigsaw:

Group 1: Read Phonemic Awareness and Phonics

Group 2: Read Vocabulary

Group 3: Read Fluency and Comprehension

Share out!

Creating a Framework to Navigate School District Approved Interventions for ELLS

The PLUSS Model for Interventions (Brown & Sanford, in preparation)

P: Preteach critical vocabulary

L: Language modeling and opportunities for using academic language

U: Use visuals and graphic organizers

S: Systematic and explicit instruction in reading components and strategies

S: Strategic use of native language32

Tier 3Few students

at this level

Tier 2Some students at this level

Tier 1ALL English Language Learners at

this level

• Linguistically and culturally appropriate strategies and interventions, implemented with fidelity

• Very frequent progress monitoring in areas of concern as well as listening, speaking, reading, and writing

• Heterogeneous and flexible grouping

• Cultural adaptations and culturally appropriate alternatives to suspension and expulsion

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Tier 3 Intervention for ELLs

Tier 3- Students Who Need Different and More Intensive Instruction

Ensure that appropriate instructional strategies were implemented in RTII Tiers I and 2

Accurately monitor student’s progress

Develop culturally and linguistically appropriate plan for appropriate individualized instruction

All specialists must collaborate with the ELL teacher or specialist

The Key Components of RtII

Courtesy of the National Center on Response to Intervention

Data-Based Decision Making

Assessments DRA

WRAP

Gates

DRA

AIMSWEB

ACCESS

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Data to Use for ELLsWAPT and ACCESS data

PSSA data

Progress in relationship to ELD level

Data regarding former educational experiences

Data regarding student’s background

Word of Caution for ELLs An ELL who does not make adequate progress

with research-based instruction does NOT necessarily have a learning disability

Consider:

Did the child receive culturally and linguistically responsive, appropriate, quality instruction?

Was the child taught using the instructional

strategies which are proven to work best with ELLs?

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The Key Components of RtII

Courtesy of the National Center on Response to Intervention

Progress Monitoring

What is Progress for ELLs?

– It’s Not Teaching as Usual How do you determine what is legitimate progress with ELLs?

Rigorous instruction must consider students‘ cultural and linguistic needs and adjust accordingly

Set the same goals – grade level standards

Short and long term goals may need to be set

It may take longer for instruction to have desired impact, but this does not necessarily mean a disability

40Courtesy of the National Center on Response to Intervention

What does progress monitoring look and sound like for ELLs?

On-going progress monitoring must be implemented with fidelity

The Key Components of RtII

Courtesy of the National Center on Response to Intervention

Screening

Unique Considerations for Screening ELLs moving along the continuum…

1.Use tools with demonstrated reliability and validity to identify and monitor students’ needs for instructional support in reading in both L1 and L2.

2.Assess students’ language skills in L1 and L2.

3.Plan instruction based on what you know about the student’s performance and literacy experiences in L1 and L2 and teach for transfer if needed.

43Courtesy of National Center for Response to Intervention

Additional Screening Needed for ELLs

Evaluate the potential effect of the process of L1 and L2 acquisition on current performance.

Plan instruction based on what is known about the student’s current level of performance and the literacy experiences in L1 and L2.

*TBE and Dual Language ProgramsAdapted from National Center on Response to Interventionwww.rti4success.org

LEARN MORE ABOUT TEACHING ELLS!!

Look at webinars posted on the Office of Multilingual Curriculum and Programs website http://webgui.phila.k12.pa.us/offices/m/multilingual-education/professional-development

Look at the Sheltered Instructional Observation Protocol (www.cal.org/siop) and start practicing some of the key strategies SIOP promotes for classroom teachers

Links to Standards:

www.wida.us

www.pdesas.org/standards/views

www.pdesas.org/standards/standardsdownloads(English Language Proficiency Standards)

http://www.pdesas.org/module/sas/curriculumframework/elloverlay.aspx

RtII School Leadership Team

Principal & Assistant Principal

“RtII Champion”

Teachers

Counselor

Technology Teacher Leader - TTL

Attendance Designee

Student Discipline Designee

Special Education Liaison – SEL

ESOL Teacher

Bilingual Counseling Assistant - BCA

School Psychologist

Contact Information

Thank You!

For access to the OMCP Handbook and other professional development resources to support all ELLs, please visit-

http://webgui.phila.k12.pa.us/offices/m/multilingual-education