ell and rti we must think carefully!. partnerships pick someone near year you to be your partner....

ELL and RTI

We must think carefully!

Partnerships

• Pick someone near year you to be your partner.

• The person with the next birthday is coffee.

• The other person is cream.

We are going think carefully about. . .

• Assessments for ELL students• Tier 1 for ELL students– Core program/sheltered instruction– ELD

• Tier 2 for ELL students• Tier 3 for ELL students

Remember

RTI is a structured team process for using data to increase the instructional supports to students as

needed.

Remember

• Reading and English language development are not the same thing.

• Today we will be talking about Reading.

No cookie cutter approach

• Not all ELL students are the same!• Consider the 4 L’s

•Language (native) •Level of English proficiency•Level of native language proficiency •Length of time in school

To every complex problem, there is a simple solution...that doesn’t work!

~Mark Twain

• Think about how this process resembles the process you already have in place.

Felix participates in thecore curriculum withsheltered instructionwith ELD services.

Screening datasuggests Felix isn’t

doing well Second Group Intervention

Team designs individualized intervention

Exits intervention

Felixdoesn’t

improve

Feliximproves

Feliximproves

Intervention is intense and LD is suspected

Improvement is good and other

factors are suspected as

cause

Special Education referral is initiated

Felixdoesn’t

improve

Team reviews screening data and places

Felix in a group intervention

Parents Notified

Review the progress of cohort group. If less than

80% making progress, increase

instructional effectiveness.

Review the progress of cohort group. If less than

80% making progress, increase

instructional effectiveness.

Enter ELL Language Level on Intervention Profile

and share information with

reading instructor

Enter ELL Language Level on Intervention Profile

and share information with

reading instructor

Collect language information

through ELL pre-referral

Collect language information

through ELL pre-referral

If language level is 1 or 2 and student is

struggling with PA and phonics, continue intervention for

second 6 week period

If language level is 1 or 2 and student is

struggling with PA and phonics, continue intervention for

second 6 week period

Coffee

• What do you currently have in place?

Cream

• What areas of concern do you have?

Talk time

In the past we had a wait to fail model. We should not wait even longer for ELL students to fail.

We should not wait 5 to 7 years to provide additional supports to students.

AssessmentWe must think carefully about…

Recommendation 1

Conduct formative assessments with English learners using English language measures of phonological processing, letter knowledge, and word and text reading. Use these data to identify English learners who require additional instructional support and to monitor their reading progress over time.

Level of Evidence: Strong

ELL students should be

assessed using DIBELS.

Remember the purpose of screening and progress

monitoring is. . . . Assessing those who may need additional targeted

instruction in reading English.

• Multiple sources of data are very important!– DIBELS– Diagnostic Reading data– Classroom data– ELPA– L.A.S. or other oral native language

assessment– OAKS

BLP decision rules

•If an ELL student’s scores fall in the lowest 20% of all students in the same grade level at the same school, the ELL teacher should present the following information at the next EBISS meeting:•Attach ELPA Score history •Classroom Language Checklists (CLIC)

•Expected progress based on ELL Level (Use ELP searchable standards) •Completed EBISS ELL Instructional History

“If your students have been in the country only a short time and have limited English proficiency, not meeting grade-level benchmark is an indication that they need more instruction. It does not mean that they have a learning difficulty.”

Thompson & Vaughn, 2007

Cream

• Which assessments do you feel give you information about your ELL students?

Coffee

• How can you use DIBELS as a tool to provide more support to ELL students?

Talk time

Tier 1 SupportWe must think carefully about…

Phonemic awarenessPhonicsFluency

VocabularyComprehension

Teaching the big 5 of Reading

Oral language

• Speaking• Listening

Multiple opportunities to practice

Writing

Receptive

Listening

Reading

Expressive

Speaking

Writing

Language

Development

Phonemic Awareness

• Students who struggle in Phonemic awareness will likely be struggling readers in L1 and L2.

Phonemic Awareness

• Detecting rhyming sounds• Identifying words with the same initial sound• Isolating the initial sound• Categorizing onsets and rimes• Isolating middle and ending sounds• Segmenting phonemes• Adding phonemes• Deleting phonemes• Substituting phonemes

Phonics

• Consider:– Is the student learning a new alphabet?

or– Is the student learning new names and

sounds for the alphabet they know?

“Schools with performance benchmarks in reading in the early grades can use the same standards for English learners and for native English speakers to make adjustments in instruction when progress is insufficient. It is the opinion of the panel that schools should not consider below-grade-level performance in reading as “normal” or something that will resolve itself when oral language proficiency in English improves.”

IES Practice guideGersten, Baker, Shanahan, Linan-Thompson, Collins, Scarcella

• English Language Learners still need phonemic awareness and phonics practice!

Fluency

• Accuracy Prosody Rate

• Are students slow due to recoding or word meaning?

• Background Knowledge affects fluency

Recommendation 3

Provide high-quality vocabulary instruction throughout the day. Teach essential content words in depth. In addition, use instructional time to address the meanings of common words, phrases, and expressions not yet learned.


Isabel Beck’s 3 Tiers

Technical words: photosynthesis, isosceles

high frequency, high utility, words taught in H.M.:sparkle, remarkable

Common conversational words:ball, spring, table

Rethinking the Tiers

Multiple meaningball, spring, tablepower, force

Technical words: photosynthesis, isosceles

high frequency, high utility, words taught in H.M.:sparkle, remarkable

Clear cognatescontribute - contribuir, second- segundo EL

L’s n

eed

supp

ort h

ere

Vocabulary Practice

• Define PowerDefine Power as used in a Social Studies

classDefine Power as used in a Math classDefine Power as used in a Physics Science

classDefine Power as used in a Biology Science

class

Vocabulary

• Teach phrases – A long time ago– See you later

• Phrasal verbs– Look up: Look up at the sky or Look up

the word in the dictionary

• Expressions and idioms– Gray area– Hit the spot

Vocabulary

• English Language Learners need to practice/use vocabulary words in context 45-75 times before they can “know” the word.

Vocabulary

What does it mean to “know” a word?

Association

Comprehension processing

Generation

Comprehension

• Difficulty may be due to–Word meaning– Background knowledge– Interest– Disconnect from instruction/text/learner

• Don’t just ask questions, demonstrate answers.

Comprehension

• If you were going on an airplane would you go far or near?– Student answers, “far”

Comprehension

• If you were going on an airplane would you go far or near?

• Teacher: Hmm, well I know that airplanes travel in the air, and when I went to visit my grandmother who lives far away, I went on an airplane, so it must be far away.

Coffee

• Which of the big 5 of Reading is your school doing a great job of teaching to ELLs?

Cream

• Which of the big 5 of Reading does your school need to improve on for teaching your ELLs?

Talk Time

SIOP

Good teaching strategies for ELL students are Good teaching strategies for ALL students

SIOP

• However SIOP is critical for the second language learner to access the instruction.

Activity

Tallest Person

Lesson prep, Building background,

Comprehensible input

Shortest Person

Practice/application, Review/assessment

Middle Height Person

Strategies, Interaction

Recommendation 5

Ensure that teachers of English learners devote approximately 90 minutes a week to instructional activities in which pairs of students at different ability levels or different English language proficiencies work together on academic tasks in a structured fashion. These activities should practice and extend material already taught.


Teacher behaviors

• Direct and explicit instruction– Content and Language Objectives

• Pacing• Activating prior knowledge• Think time• Comprehensible input– Realia, models, visuals, demonstrations– I do, we do, ya’ll do, you do

• Multiple opportunities to respond• Meaningful practice

BLP decision rules

Sheltered instruction is a critical component of core instruction for English Language Learners. Confirm the following occurs in the core reading group:1. Students understand the directions and instructions.2. Vocabulary is pre-taught in a manner comprehensible to

the student.3. Students are actively engaged and given multiple

opportunities to interact with each other and the teacher.4. The instructor knows the language levels and

characteristics in the cohort group and is using components of sheltered instruction.

5. The curriculum is appropriate for the English language level of the students.

BLP decision rules

Sheltered instruction is a critical component of core instruction for English Language Learners. Confirm the following occurs in the core reading group:1. Students understand the directions and instructions.2. Vocabulary is pre-taught in a manner comprehensible

to the student.3. Students are actively engaged and given multiple

opportunities to interact with each other and the teacher.

4. The instructor knows the language levels and characteristics in the cohort group and is using components of sheltered instruction.

5. The curriculum is appropriate for the English language level of the students.

ELD time

• Designated course with scope and sequence

• Emphasize listening and speaking although it can incorporate reading and writing.

• Explicitly teach elements of English. (e.g. vocabulary, syntax, grammar, function, and conventions)

ELD time

• Integrate meaning and communication to support explicit teaching of language

• Use of English as primary language of instruction

• Stress academic and conversational language.

• Grouped by language proficiency and like grade level.

Cream

• What does core mean for your ELL students? How is this similar or different to monolingual students?

Coffee

• Do ELLs have access to content instruction?– If so, how is the

instruction modified to meet their language proficiency levels?

Talk Time

Tier 2 supportWe must think carefully about…

Recommendation 2

Provide focused, intensive small-group interventions for English learners determined to be at risk for reading problems. Although the amount of time in small-group instruction and the intensity of this instruction should reflect the degree of risk, determined by reading assessment data and other indicators, the interventions should include the five core reading elements (phonological awareness, phonics, reading fluency, vocabulary, and comprehension). Explicit, direct instruction should be the primary means of instructional delivery.


BLP decision rules

If the group is making progress, but the student is not:1. The EBISS team places the student in an

intervention and monitors his or her progress.2. Ensure that the instructor knows the language

level of the student and is teaching/using strategies that are effective for that level.

3. Ensure that teacher is clearly explaining instructions and new vocabulary in a manner comprehensible to the student.

SIOP

Good teaching strategies for ELL students are Good teaching strategies for ALL students

TIER II- Accessible Interventions for ELLS

• Pre-teach vocabulary both in context and in directions (tiers 1, 2, 3, & 4);

• Check for understanding;• Allow students ample opportunities

to respond;• Know language levels of the

students;• Match to language of instruction; • Monitor progress of skills being

taught.

Cohort group

• Look at cohort group

A cohort group is defined as at least three students with similar language levels, educational experiences, and cultural backgrounds (such as length of time in country, language in the home, language of instruction, and length of time in ELL).

• Monitor progress carefully• Look at progress in English language

development

71

10

20

30

40

Dec.S cores

Feb.S cores

J an.S cores

Marc hS cores

AprilS cores

MayS cores

J uneS cores

60

50

AimlineAmy

Chase

Mary

Isaiah

(Generally) Effective Intervention

BLP Decision Rules

If the student has four data points below the aim line after 6 weeks in intervention:1. Again review the cohort. If the cohort isn’t

making progress, ensure that the above strategies are being applied.

2. If the cohort is making progress, but the student is not, make a change to the intervention as listed on the EBISS Protocol.

3. Review the cohort after each tier 2 intervention.

74

10

20

30

40

Dec.S cores

Feb.S cores

J an.S cores

Marc hS cores

AprilS cores

MayS cores

J uneS cores

60

50

Aimline

Amy

Mary

Isaiah

Ineffective Intervention

Chase

Fidelity to curriculum

– All lesson parts taught following outlined procedures

– Curriculum decision rules followed (lesson checkouts, mastery tests, etc)

Fidelity to research-based instructional procedures

– High pacing (high rate of student opportunities to respond)

– Corrective feedback– Behavior

management system evident

– Students are accurate before moving on to new material

Fidelity of Implementation

Not a child issue!!

Instructional needs vs. fidelity

• Professional development • Guidance to instructor

Modifying a group intervention:Questions to Consider

• Consider additional ELD time/instruction• Behavior management strategies– Have expectations been explicitly taught?– Is there a group reinforcement system?– Is participation and effort consistently reinforced?

• Is the intervention matched to student need?• Does the group need additional time?• Does the group need to be split into smaller

groups?• How does the intervention fit with core

instruction

Painting the wall

Blue is coreRed is ELDYellow is intervention

So What color is the

outcome?

Be sure to coordinate your

instruction to avoid curricular chaos!

Cream

• What does Tier 2 level of instruction look like for your ELLs?

Coffee

• How does the team work together to avoid curricular chaos?

Talk Time

Tier 3 supportWe must think carefully about…

BLP Decision Rules

If the student has failed to make adequate progress after two 6 week intervention periods, begin the individualization process and collect and review the following:

1. The EBISS Team selects an intervention that is specifically targeted to the student’s needs.

2. Continue to progress monitor the student and review the progress of the cohort.

3. If the student is in ELL and is struggling with reading comprehension, then the comprehension intervention can be implemented for 2 - four to six weeks periods (within the “individualized stage” of the EBISS process) prior to considering if a referral for special education is appropriate.

ELL Family Interview Socio-Cultural Checklist

Individual Problem Solving Worksheet EBISS ELL Instructional History

BICS & CALPS Checklists Acculturation Quick Screen

LD eligibility

• Section 8: The student’s problem is not the result of limited English proficiency.

We must think carefully about…

TIER III- Individualization

• Know the kid.– Developmental History– Family profile– Problem solving worksheet

• ELL teacher MUST be involved at this stage providing language information and interpretation of ELPA, ELD, and progress data.

• Determine what the student needs.• Determine a third intervention.

• Everything is on the table!!!!

Questions to ask the team:

• How long has the child been in school in the US?• Does the child have skills in their primary

language?• What is the child’s language level? Oral

language vs. read/writing level?• What type of content instruction has the child

received?• Is the teacher trained in sheltered instruction?• Does the child receive explicit ELD instruction?• How does the progress of other ELL students

with similar histories look?• What was the language of instruction?

Remember to think carefully!

This is a continued conversation that will go on for a VERY LONG TIME.

Accept non-closure and continue to do your best work.

ell and rti we must think carefully!. partnerships pick someone near year you to be your partner....

Documents