Response to InterventionFor the English Language Learner

Dawn OsborneESUMigrant Consultant

Region 10EducationService Center

This is Carla.

Current grade placement-s'"Current reading level-1st

Difficulty with receptiveand productive languageStruggles with writingLimited English Speaker

What Should Be Done?

Old SchemaWhat is her diagnosis?Does she have averageintelligence?Does she have alearning disability?

New Schema

What are her needs?How can I meet thoseneeds?Where should Ibegin?

1.

2.

3.

3 Types of Failure

Failure due to deficiencies in theteaching-learning environment

Academic difficulties that are notattributed to a learning difference

Students with true learning disabilities(MR, ED, speech or language

disorders, etc.

What isResponse to Intervention (Rtl)?

It's the law?In the newly reauthorized IDEA, eligibility and identificationcriteria for LD have changed [614(b)(6)(A)-(B)]:

When determining whether a child has a specificlearning disability

The LEA is not required to consider asevere discrepancy between achievementand intellectual ability.•The LEA may use a process thatdetermines if a child responds toscientific, research-based intervention'as part of the evaluation.

What Is Rtl?Early identification andintervention

Alternative method offinding students withdisabilities

Effective, intensive,evidence-based EARLYintervention

Progress monitoring withdata-based documentation

Accelerated reading growthto meet AYPMulti-tiered problem solvingteam

High quality staffdevelopment

Response to Intervention: A Three-tiered Model

All students assessed to determine whomight be "at risk".

Students suspected of "at risk" statusremain in general education class, withspecial attention to progress monitoring.

Research-based, high quality, culturally^responsive instruction is provided.

Questions to ConsiderAre students struggling because of limited Englishproficiency?Has adequate support in English language developmentbeen provided?To what extent has the "research-based" instruction beenvalidated with ELLs?Are most of the ELLs in the classroom succeeding, whilejust one or two are not? Or are most ELLs struggling?What additional support should be provided?What types of accommodations might beprovided?

Tier 1 Interventions

1. Focus on Strengths 4. Teach at2,

3,

Use researchbased curriculaappropriate for ELLPlan aroundlinguisticcharacteristics oflearner

7.

appropriate levelConfer with parentsUse interactiveapproachesBuild emotionalsecurity

Tier 1 Interventions

1. Consistent progress monitoring2. Clear, simple directions3. Adjust workload and time requirements4. Model processes and strategies5. Clarify expectations

Tier 1 Lesson Support•Build schemata/'build upon students' linguistic andcultural experiences/present academic vocabulary

•Present concepts experientially, concretely

•Use a variety of reading materials (in L1 and L2)

•Use graphic organizers

•Begin project/research; Use higher level questioning

•Engage in discussions, debates and real-world projects • .

TIER

For students who did not reach expectedbenchmarks using a progress-monitoringassessment.Students receive additional intensive support insmall groups or individually.Support is provided within general education.May receive this additional support in theirclassrooms or in a different setting.Weekly progress/bi-weekly monitoring.

2.

3.

4.

Tier II Interventions

1. Talk to parentsDocument progressEnsure teachershave training towork with ELLsCreate a team forproblem solving

4. Check thatcurriculum andadaptations areeffective for ELLs

5. Intensive smallgroup instruction!

Adaptation of Contentfor Struggling Readers

Graphic organizersOutlinesLeveled studyguidesHighlighted text

Taped textAdapted text marginalnotesNative language textsJigsaw text reading I

Adapting Content

Beginner2 or 3 Key Understandings Several vocabulary words

IntermediateSeveral Key Understandings Core list of vocabulary

Advanced/Advanced HighMost/All Key Understandings Most/All Vocabulary

Tier III

For students whocontinue to struggle afterTier II interventions.

More intensiveinterventions provided.

This tier may includereferral to specialeducation.

Weekly monitoringused to:- Set individualized

education program (IEP)goals

- Design individualizedinstructional program

- Monitor student respon

Tier III Interventions

Must be least restrictiveenvironment

Determined by examiningdata from Rtl practices

Must be linguisticallyappropriateAssess in both native andEnglish language skills

Goals related both todevelopment of Englishand native language

Instructional practiceseffective for ELLs

Focus on outcomes,just process

Goal setting critical

not

What part does theclassroom teacher play in Tier III?

Be familiar with the IEP

Monitor progress towardgoals in the classroom

Collaborate closely withspecialized teachers

Pace the lessons

Include additional practiceactivitiesConsider affective issues

Choose appropriate,leveled reading material

Adapt assignments

Provide cognates, signalwords, and learningstrategies

Teach pre-skills

Provide sentencestems

What Needs to Be DoneFor the English Learner?

What Needs to Be Done?Prevention andintervention services

Improved referralprocessesMultidisciplinary teams

Reviews to ensureprogress

Use qualified bilingualevaluators who provide:- Instruments and

procedures for ELL- Data about native language

and English performance- Modifications of instruction

methods and materials- Data to rule out LEP,

culture, economic andopportunity to learn ascauses of problems

Know Your StudentsWhat country are they from?What languages do they and their family speak?Are they immigrants or refugees?What is their native country like?What is their level of literacy in they nativelanguage?What are some of the cultural aspectsthat may impact school success?What was their previous schooling?

Provide Instruction That..

Is high qualityIs researched basedRecords successHas valid evidenceDifferentiates learningIs responsive and adaptable

Use Clear, Concise LanguageFold paper in half horizontally.

Introduce yourself to a partner.

Now, you have 2 minutes to draw ananimal described by your partner.

Guess the animal based on your drawing.g

Switch roles.

Assessment Should...

Reflect multidimensional nature oflanguage and literacy learning.Be authentic activities.Not be used as sole mechanismfor interventions.Include progress monitoring.

Progress Monitoring

Data is continuously collectedAddresses the targeted, intervention skillsMust be administered repeatedly (weekly or biweekly)

Is sensitive to small changes in studentperformanceMeasures must be reliable, valid, and briefWebsite for list of tools:

as.org/chart/chart.asp

Assessing Prior Knowledge

QuestioningKWLObservation withAnecdotal Notes

Student JournalsPortfoliosChartsRubrics

Building Background - Content

Read AloudDiscussionsProcess GridGraphic organizersPrevious class notesUsing picturesVideosWord banks or walls

OutlinesChartsMapsReview prior lessonReading articles,picture booksVocabularyGames

Special Education Referral

Student has not responded well to interventions.Interventions were well implemented forsufficient period of time.Additional assessment may be necessary.Team of school professionals and parents gatherto look at data and decide placement.

s.i\Always include bilingual/ESL service

provider as part of team.

Creating a Welcoming Environment

Use activities that promote successProvide ample practice and carefulcorrectionsActivate background knowledgeActively engage learnersUse alternate grouping strategies

Creating a Welcoming Environment

Provide native language support.Focus on content and activities that aremeaningful to the student.Create roles in the classroom for familymembers.Hold high expectations for ALL learners. s

Be responsive to cultural andpersonal diversity.

ReferencesEnglish Language Learners with Special Education Needs, ByAlfredo J. Artiles and Alba A OrtizImplementing Response-to-intervention in Elementary andSecondary Schools, By Matthew K Burns and Kimberly A. Gibbons

Making Content Comprehensible for English Learners- The SIOPModel by J. Echevarria, M.Vogt, and D. Short, Person Allyn andBacon

Sheltered Content Instruction, Teaching English Language Learnerswith Divers Abilities, By Jana Echevarria and Anne Graves

The Texas Education Agency, "Texas Student Assessment ProAccommodations Manual, 2008-09

ReferencesWhat Really Manors in Response to Intervention, By Richard L.AllingtonWhy are so Many Minority Students in Special Education ? By BethHarry and Janette Klingner

JournalsEducational Leadership, Supporting English Language Learners,"The Demographic Imperative by Eugene E Garcia, Bryant TJensen, and Kent P. Scribner (April, 2009)The Reading Teacher, "Response to Intervention (Rtl). WhatTeachers of Reading Need to Know. By Eric M. Mesmer andMesmer (Jan. 2009)Reading Today, "IRA Commission on RTI Working draft of <Principles (March 2009}

References-WebsitesNational Center for Education Evaluation and Regional Assistance, U.S.Department of Education "Assisting Students with Reading; Response toIntervention (Rtl) and Multi-Tier Intervention in the Primary GradesntUj:/.';^ •:.: .;•:•,• ;.(i w^.pui.pi^iiu-y^Je^u. r-^OiiHj. pa...021B£i9.i}dfCenter for Applied Linguistics, "English Language Learners with SpecialNeeds Effective Instructional Strategies", By Alba Ortiz

. - -,,v yia;roiourowij,-t^aeai''OiQ&a:ti^iU^;iHarvard Graduate School of Education, 'Reading Instruction and Literacy inEnglish Language Learners and other At-Risk Children", By Carol P. ChoyHttp .'.''vvww yi.eJ juv7^vd.c.^i-'riew/teai.ui*;iv'ie6-:tL;,r.1tO:20Q3.iitn\~What Curriculum Strategies and Classroom Practices Meet these SpNeeds?"

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Eric Digest "ESLI A • I