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RTI FOR ELLS: MODEL DEMONSTRATION PROJECT

RTI FOR ELLS: MODEL DEMONSTRATION PROJECT. A Collaborative Partnership: Eagle County School District and the University of Colorado at Boulder January 2012-December 2015. Agenda. I. Brief Review of Project II. Project Emphasis on Culturally Responsive Instruction

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RTI FOR ELLS: MODEL DEMONSTRATION PROJECT

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  1. RTI FOR ELLS: MODEL DEMONSTRATION PROJECT A Collaborative Partnership: Eagle County School District and the University of Colorado at Boulder January 2012-December 2015

  2. Agenda I. Brief Review of Project II. Project Emphasis on Culturally Responsive Instruction III. RCD Units and Meeting ELL needs IV. Response To Intervention Framework- Connecting Grade, School and District Level Team Efforts

  3. I. PROJECT OVERVIEW Summary of Key Components and Expectations

  4. Grant Deliverables What you can expect from the Grant Project: 36 hours of professional development (Yr. 1; 15 hrs Yrs. 2-4) All necessary materials for PD Stipend ($900/year prorated) Availability on email on regular basis/Prompt responses to questions/issues Supportive on-going mentoring and coaching - Three classroom observations/visits per semester - Regular Coaching Sessions Monthly School/Grade/Project Meetings - Monthly Grade Level Meetings - Monthly School RTI Meeting - Monthly REME Project Meeting (1 hr. 15 minutes)

  5. Participant Expectations What we expect from participants in Grant Project: Attend all PD sessions/Project Meetings Implement learning in your general class literacy instruction and across other content areas Apply RTI process suggestions in your district, school and grade level meetings Provide progress monitoring data (may come from central office if district-wide measures) Periodically visit the Project website for updates and announcements

  6. Multi-tiered Model Research-Based Instruction for ELLs Ecological Model for Decision Making RTI for ELLs Model Components Multiple Levels of Assessment and Data Sources Culturally and Linguistically Responsive Practice

  7. Three-Tier Model: Foundations, Principles and Structures Research-Based Tier 1 Universal Instruction Reflecting and Revising RTI for ELLs PD Components Culturally Responsive Literacy Instruction Learning Disability vs. Language Acquisition Appropriate Assessment and Instructional Decision Making

  8. Project Objectives/Tasks Objectives 1. Increase literacy achievement of ELLs 2. Reduce referrals of ELLs for special education Tasks to Meet Objectives 1. Implementation of grade, school and district level RTI structures and processes to successfully educate ELLs in culturally responsive ways 2. Delivery of effective CR Tier 1 core and Tier 2 supplemental instruction for meeting literacy needs of ELLs in grades K-3 3. Implementation of procedures and strategies for distinguishing language acquisition/learning differences from language/learning disabilities to improve instruction/reduce inappropriate referrals

  9. RTI for ELLs ? Questions, concerns, issues about the Project? Group into Grade Level Teams

  10. II. IMPLEMENTING CULTURALLY RESPONSIVE INSTRUCTION Examination and Application of CR instructional Practices and Suggestions

  11. Culturally Responsive Teaching (CRT) Task Ratings: Complete, individually, the Culturally Responsive Practices Guide Discussion: In your grade level teams, discuss your ratings of the culturally responsive practices and the examples of evidence for selected items Action Plan: After discussion, identify 5 practices your team agrees to include or expand to further develop culturally responsive teaching for ELLs Handout: CR Practices Guide

  12. III. RCD UNITS AND ELLS Examples of teaching suggestions, practices and related activities to meet needs of ELLs

  13. RCD Unit and Culturally Responsive Practies Unit contains examples of activities or practices to help meet ELL needs (NEP and LEP) Culturally Responsive Practices Guide provides numerous examples to draw upon to help meet ELL needs for the Unit (Review Unit 1 for K Reading) Task: Each Grade level team works to address CR aspects in another Unit (Distribute Units)

  14. IV. RTI: ADDRESSING TIER 1 NEEDS Refer to your input about your views of the RTI process completed during the first PD session in May

  15. RTI School Input – June Creek Elementary Task: Expand on items previously identified by your school staff as areas of strength or those needing further development in RTI----Discuss in grade level teams the following as they pertain to literacy instruction for ELLs: 1. Process for discussing and examining how core Tier 1 instruction meets cultural and linguistic needs of ELLs? 2. Extent to which most ELLs (80% minimum) achieve satisfactorily in Tier 1 instruction? If less than 80% suggestions for making improvements within your RTI model?

  16. RTI School Input – Avon Elementary Task: Expand on items previously identified by your school staff as areas of strength or those needing further development in RTI----Discuss in grade level teams the following as they pertain to literacy instruction for ELLs: 1. Role of grade level team in making RTI decisions for ELLs? Information used to make decisions? 2. Information used to make Tier 1 literacy instructional adjustments for ELLs who show signs of struggling?

  17. Conclusion and Looking Forward RTI for ELLs Project emphasizes: Culturally Responsive Tier 1 Literacy Instruction Connected Grade, School and District RTI Model Future PD will build upon the tasks and ideas shared adhering to the main topics in the RTI Framework and PD Sessions Stipend: November 1 and April 15th (Complete W-9)

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