OSEP Project Directors’ Meeting July 2014

1. Meeting the Needs of English Learners With Reading Difficulties Through a Multitiered Instructional Framework OSEP Project Directors’ MeetingJuly 2014

2. Model Demonstration Projects • The goal is to design, develop, and implement promising, evidence-based RTI models in real-world contexts. • The projects are located in Colorado and Texas in urban, rural, and near urban areas. • El population range between 31 and 86% • Three different program types: early exit bilingual, dual language, and ESL.

3. RTI Components • Tier I Differentiated, high-quality, research-based language and literacy teaching in both the primary language and English • Data-based Decision Making screening; progress monitoring; language proficiency data; regular data review • Supplemental Instruction (Tiers II & III) Differentiated, high-quality, research-based language and literacy instruction with varying levels of intensity

4. RTI • A culturally and linguistically responsive RTI model ensures that no group of students is over or underrepresented in Tiers 2 or 3 because it takes into account the many factors that can impact students’ learning and their performance on literacy measures. • Children’s diverse backgrounds are recognized as valuable resources to support their learning. • Students’ linguistic diversity is seen as an asset to build upon rather than a deficit to remediate.

5. Key Questions • What is the role of language in RTI and how does it impact implementation? • How do we ensure that our response to intervention process is culturally responsive? • How can resources be coordinated to optimize a tiered instructional framework for Els?

6. What is the role of language in RTI and how does it impact implementation? Instruction • Oral language development promoted through direct instruction and structured practice: • Emphasis on building academic language • Develop English vocabulary knowledge through explicit instruction, interactive read alouds, cognate instruction, and morphological analysis • Include all four communicative processes: • Opportunities to use language for learning: discussions • Writing as a means to learn language and build literacy skills • Explicit instruction in the transfer of literacy skills across languages

7. What is the role of language in RTI and how does it impact implementation? (continued) Assessment • Assessment of reading skills in both languages • Language of assessment should match language of instruction

8. How do we ensure that our response to intervention process is culturally responsive? Instruction • Evidence-based practices are valid for the population with whom they are applied • Educators understand the role of culture in how individuals think, learn, and communicate • Educators articulate an affirming attitude toward students from culturally and linguistically diverse backgrounds

9. How do we ensure that our response to intervention process is culturally responsive? (continued) Instruction • Students’ primary languages and cultural backgrounds are seen as assets to learning, and teachers use those as conduits for new learning • Educators collaborate with students families and communities and validate the funds of knowledge students acquire from home and community experiences

10. How do we ensure that our response to intervention process is culturally responsive? (continued 2) Assessment • Screening and progress monitoring assessment criteria clearly articulated within and across languages

11. How can resources be coordinated to optimize a tiered instructional framework for Els? Human resources: • Aschool-wide teacher collaboration structure that includes personnel knowledgeable in the planning and delivery of instruction, and assessment that addresses the language and literacy needs of ELs. • Administrators support and commit resources for personnel and materials needed by ELs.

12. How can resources be coordinated to optimize a tiered instructional framework for Els? (continued) Human resources (continued): • RTI team common meeting times supported by school administration. • Partnerships with a local youth foundationsto provide an extended school day as a way to access community human resources. • Provide teachers with co-planning time.

13. How can resources be coordinated to optimize a tiered instructional framework for Els? (continued 2) • Material resources: • curricula and instructional material that are research-based and research tested with ELs; • culturally and personally relevant curriculum resources; and, • modifications to generic curriculum and instructional practices aimed to meet both the language and literacy needs of ELs;

14. Lessons Learned • The role of language in RTI and how it impacts implementation. • Ensuring that our response to intervention process is culturally responsive. • Coordinating resources to optimize a tiered instructional framework for Els. • University-School District partnerships facilitate instructional change.

15. Conclusion A critical aspect of RTI for Els is making certain that cultural and linguistic factors unique to diverse learners are considered and addressed in responsive ways.

16. Questions What are some success and challenges seen in your schools/districts when implementing RTI with ELs? How do we build capacity in creating a culturally responsive RTI model for Els? How is language diversity incorporated in your RTI for ELs models to ensure sufficient learning opportunities?

17. Thanks for Attending For additional information about our projects contact: Project ELITE: lettigrimaldo@austin.utexas.edu Project Estrella: sylvialt@austin.utexas.edu Project REME: john.hoover@colorado.edu