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Understanding the RTI Model for English Language Learners: Tiers and Targeted Interventions

Response to Intervention (RTI) is crucial for supporting English Language Learners (ELLs) who often face unique educational hurdles. The RTI model includes three tiers: Tier 1 focuses on whole class instruction; Tier 2 provides small group instruction tailored to needs; and Tier 3 offers intensive one-on-one support. With over 4.7 million school-aged children identified as limited English proficient, effective interventions are essential to prevent over-representation in special education. This overview will explore the relevance, benefits, and challenges of implementing RTI with ELLs, alongside evidence-based practices for reading and beyond.

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Understanding the RTI Model for English Language Learners: Tiers and Targeted Interventions

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  1. RTI & ELLs READ 651 Group C Dr. Schneider

  2. The RTI model

  3. 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 • 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

  4. 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)

  5. Relevance of RTI for ELLs • Clearinghouse: http://nces.ed.gov/programs/quarterly/vol_6/6_3/3_4.asp

  6. 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

  7. 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

  8. Pre-requisites for effective RTI • All 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

  9. Benefits of RTI for ELLs • Provides 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

  10. Challenges of RTI for ELLs • Many 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

  11. 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 Naturally English 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 Reading Currently no interventions for ELL in Math achievement (NASP 2008)

  12. CBM Performance Measures for ELLs • IDEL: IndicatoresDinamicos del Exito en la Lectura (Good, Cummins & Baker, 2006) , see http://dibels@uoregon.edu • MedidasIncrementales de DestrezasEssencialeshttp://www.aimsweb.com • (Spanish version of a CBM)

  13. Best progress monitor is…

  14. Selected resources • Other 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.edu • Research Institute on Progress Monitoring www.progressmonitoring.org

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