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RtI for ELLs

RtI for ELLs. Considerations for Success with Diverse Learners. Objectives. Content Objective : Participants will be able to demonstrate knowledge of the RtI process for ELL’s by identifying specific interventions for Tiers One, Two and Three. Language Objective :

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RtI for ELLs

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  1. RtI for ELLs Considerations for Success with Diverse Learners

  2. Objectives • Content Objective: • Participants will be able to demonstrate knowledge of the RtI process for ELL’s by identifying specific interventions for Tiers One, Two and Three. • Language Objective: • Participants will be able to explain and plan instructional approaches to accommodate instruction for ELLs at various levels of intervention using the RtI process.

  3. Critical Factors Language Proficiency Levels Academic Background Student with Interrupted Formal Education (SIFE) Limited Academic Background Knowledge Standard Academic Background Knowledge Extensive Academic Background Knowledge • Beginning ELL • Intermediate ELL • Advanced ELL • Advanced High ELL • English Proficient

  4. RtI: A Multi-tier Model

  5. What is the child’s area of need? Why is it happening? Did the intervention work? What should be done about it? RtI is a Problem Solving Process

  6. RtI • To help educators determine if the ELL’s academic problems stem from an issue with acquisition of the English language or a true academic disability.

  7. Considerations • Language proficiency in both the native and English • Student’s specific needs • Research-based interventions

  8. RtI and Special Education? • It should not be considered a pathway to Special Education. It should be used as a vital tool in the documentation that informs the decision making process.

  9. The RtI Process • Universal Screening: Involves using instruments for school-wide screening • Progress Monitoring: Uses data to identify students with poor learning outcomes • Tiered Instruction/Intervention System: Provides evidence-based interventions • Data-based Decision Making: Adjusts interventions based on responsiveness • Fidelity of Implementation: Ensures that all decisions are informed by process monitoring data

  10. Universal Screening • Choose the instrument to be used for school-wide screening. • Decide when during the year the screening will occur. • Create a team to review data and determine who needs interventions. • Set a “cut” score that will indicate the need for intervention.

  11. Universal Screening

  12. Universal Screening

  13. Universal Screening ChecklistConsiderations:ProcessesInterventions Individual student needs

  14. Progress Monitoring • Identify students who are failing to meet benchmarks. • Monitor interventions through formal and informal assessments. • Understand that ELLs may have oral fluency, but not have comprehension.

  15. Tiered Instruction • Students move through tiers (usually 3). • Each successive tier involves smaller groups of students, is more intensive, and involves greater amounts of time.

  16. Data-Based Decision Making • Use the data from on-going assessments to plan instruction. • Perform the instruction. • Use the data to make decisions involving time and resources.

  17. Fidelity of Instruction • Ensure integrity of screening and progress monitoring. • Deliver instruction according to the design of the selected intervention. • Ensure that appropriate materials are available. • Graph and monitor results. • Ensure all decisions are informed by progress monitoring data.

  18. RtI for ELLs • Needs to consider language acquisition • Needs to consider cultural background • Needs to consider language proficiency and literacy in both the native language and English • Needs to include interventions which focus on the ELL’s specific needs

  19. Moving through The RtI Process for ELLs

  20. ACOMMODATIONS BY PROFICIENCY LEVELS

  21. Tier One The goal is.. • To create an effective program of literacy instruction that includes specific strategies to promote success for ELLs • How can this be done? • Implement Sheltered Instruction (SIOP) as Whole-Class Tier One support • focusing on… Social and academic language development Differentiated instruction

  22. Listening/Speaking *Using Sentence Stems and Paragraph Frames One thing ELLs need to achieve success is… In my classroom, I am using ___to help my students be successful.

  23. Progress Monitoring • For all students • Quick Reads • Running records • DIBELS • Edcheckup • For ELLs • AimSweb • Spanish EDL • Spanish PAPI • What else do you use? • Informal Observations

  24. Additional Strategies for Tier 1 Listening/Speaking Taped Text • Expert/Novice • Think Alouds • List Stressed Words • Oral Scaffolding • Reading Adapted Text • Concept Attainment • Cognates • Writing Word Analysis: Homophone/homograph sort • Sentence Sort • Cognates

  25. Reading/Writing - KIDS Key word, Important Information, Drawing to Remember, Sentence

  26. Writing – Word Analysis Use riddles: The Dove Dove or Eight Ate by Marvin Terban. • Homographs: wind/wind, wound/wound, bow/bow • Homophones: their/there, see/sea

  27. Tier Two…What next? Goal is.. • To establish individually targeted interventions for students not responding to Tier One research-based literacy instruction and progress monitoring. • What to consider • Students falling behind on benchmarks. • Students struggling with the development of the second language.

  28. Tier Two for All Students • Typically lasts 10-14 weeks • Group size is 3-8 students • Multisensory instruction • Progress is monitored every two weeks • Data is recorded and compared to same age peers • Rate of improvement is tracked

  29. Tier Two for ELLS • Consider English language development and use specific second language intervention strategies • Begin reading interventions • Plan small group instruction • What are the unique needs of ELLs at this stage of the RtI Process? • What are the strengths and weaknesses of your Tier Two process?

  30. RtI… Caution! One size does not fit all. Be careful when comparing results on Curriculum Based Measures(CBMs) for all students the same way. Don’t compare: • ELLs and non ELLs at the same grade level • ELLs and other ELLs who speak different languages • ELLs and other ELLs who speak the same language from different socioeconomic/cultural backgrounds

  31. Tier Three Goal is.. • To establish intensive individual instruction for students not progressing with Tier Two interventions. • What to consider • Criteria for identifying students who are continuing to fall behind on CBM and/or benchmarks that assess language and literacy

  32. Tier Three for All Students • Establish criteria for identifying students who are continuing to fall behind. • Develop an individualized plan including one-on-one instruction with the support of literacy and or ELL specialist. • Collaborate with a team to gather data specific to the student in order to make an appropriate analysis of gaps in learning and conditions necessary for the learner to be successful . • Notify parents of the possibility of a referral for special education evaluation.

  33. Table Talk • What are the strengths and weaknesses of your current RtI process? • A strength of our current RtI process is ____ because… • A weakness of our current RtI process is ____ because…

  34. Wrap-up…What is the same? What is different?

  35. Ticket Out • This session… • I will…

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