Intensive Instruction and Interventions for Academics: Next Steps in Providing a

Continuum of Supports for English Language Learners

Alba A. Ortiz

alba.ortiz@mail.utexas.edu

The University of Texas at Austin

2008 OSEP Project Directors Conference

Features of RTI

High quality classroom instruction Research-based instruction Universal screening all students Continuous progress monitoring Research-based interventions Progress monitoring during interventions Fidelity measures

Disproportionate Representation of English Language Learners in Special Education

Field Initiated Study: Field-initiated Study, Bilingual Exceptional Students: Effective Practices for Oral Language and Reading Instruction (BESt Practices Project), Department of Education, OSEP, 1999-2003)

Model Demonstration Project: Determining Special Education Eligibility for the Bilingual Exceptional Student: Early Intervention, Referral and Assessment, U. S. Department of Education,OSEP, and the Texas Education Agency, 2004-2007

RTI and ELLs

Teachers do not know how to document and/or use data for progress monitoring and/or to substantiate their concern that the student has a disability.

Despite frequent testing and benchmarking,, teachers bring little data to problem-solving meetings.

Teachers do not understand the meaning of "interventions". Typical interventions include Simplified the assignment Provided small group instruction Assigned a buddy

(Robertson, Wilkinson, & Ortiz, 2008)

RTI and ELLs

Bilingual education teachers report that the Problem-solving Team (PST) process does not work well for ELLs.

Teams: do not adequately address issues of linguistic

and cultural diversity Do not design or monitor interventions prior to

special education referral As a result, teachers do not routinely request

assistance from PSTs(Robertson, Wilkinson, & Ortiz, 2007)

RTI and ELLs

Referrals to PSTs are sometimes correlated with accountability assessments …the way the reality is here and the fear about the [state achievement]

test…It’s an end run around the test when they know that this kid is not going to be able to pass, and so instead of that kid being a blemish, you know, a hash mark in the negative column. . . I was ordered to [refer] three kids [to the Intervention Assistance Team].

[Teacher]

Support services are not routinely available for ELLs We under test (for alternative programs or services). There is no help for

bilinguals, so why help them. ELLs have usually been under-identified. [Administrator]

(Robertson, Wilkinson, & Ortiz, 2008)

Issues with Typical RTI Models

RTI models tend to focus on prevention and early intervention at the level of the classroom. They do not adequately address prevention at the school level and/or the contribution of school climate to the success of ELLs.

Though not intended, their focus on concepts like universal screenings and standard protocols are too often interpreted as endorsing “one size fits all” approaches to resolving student difficulties.

(Garcia & Ortiz, in press)

RTI and ELLs

Support services are often inconsistent with the students’ academic program (e.g., specialists lack expertise in the education of ELLs; programs designed to provide increasingly intensive interventions are available only in English).

It is difficult to implement effective tertiary interventions as called for in Tier 3, if Tiers 1 and 2 are not working.

School Context Conducive to the Success of ELLs

A shared knowledge base related to the education ELLs Linguistic and cultural pluralism Well-implemented bilingual education and/or English as a

Second Language programs Ongoing, systematic evaluation of student progress in the

native language (L1) and/or in English as a second language (L2)

Collaborative school, home, and community relationships Mechanisms in place for mentoring new faculty

(Garcia & Ortiz, in press; Ortiz, 2002; Wilkinson & Ortiz, 1991)

School Context

Special language program models grounded in sound theory and best practices associated with an enriched, not remedial, instructional model.

Programs of instruction that are properly scoped, sequenced, and articulated across grade levels and aligned with developmentally appropriate practices and student language proficiency levels in the native language and/or in English.

Use of instructional strategies known to be effective for ELLs

(Garcia & Ortiz, in press; Ortiz, 2002; Wilkinson & Ortiz, 1991; Montecel & Cortez, 2002)

School Context

On-going professional development:

Fully credentialed bilingual education and ESL teachers are continuously acquiring new knowledge regarding best practices in bilingual education and ESL.

General education and special education teachers regularly participate in professional development focused on meeting the needs of ELLs (e.g., information about bilingual education, ESL strategies, and about the cultural and linguistic characteristics that serve as assets to the academic success of ELLs).

(Montecel & Cortez, 2002; Garcia & Ortiz, in press)

Professional Development Targets:

Philosophy, purpose, and rationale for bilingual education and ESL programs

Fidelity of implementation of program model

Language acquisition and development

Assessment of conversational and academic language proficiency.

Other influences on student learning

Culture (that of students and of educators)

Socioeconomic status(Ortiz, 2002; Garcia & Ortiz, in press)

A Shared Knowledge Base

Effective instructional approaches

Linguistically and culturally responsive assessment and progress monitoring (within and across grades)

Partnerships with ELL families and communities

Recognizing and overcoming deficit perspectives toward ELLs and their families

(Ortiz, 2002; Garcia & Ortiz, in press)

Consideration in Conducting Screening Assessments

Assess all students on appropriate measures that match the language(s) of instruction

Examine students’ scores in relationship to established goals and language program

Use results to inform both whole group and small group instruction

Monitor progress to monitor student learning and to evaluate the efficacy of instruction

(Linan-Thompson & Ortiz, 2007)

Effective Language and Literacy Instruction

Provides opportunities for students to develop full and productive proficiencies in the native language and/or English in listening, speaking, reading, and writing, consistent with high expectations for all students.

(Center for Equity & Excellence in Education, 1996; August & Hakuta, 1997; Goldenberg, 1998).

Language and Literacy Connections

It is important to think about language proficiency as a “continua of proficiencies” in L1 and L2. Oral language for social and academic

interactions Narrative skills Reading

Relationships among Oral Language and Reading

Students rated as “proficient” in Spanish on the Student Observation or Oral Language (SOLOM) measure: Were more likely to meet reading benchmarks Had higher scores on storytelling tasks.

Students who were not proficient in Spanish performed at lower levels in English.

Oral language proficiency correlated positively with reading skills in both L1 and L2.

(Ortiz, Wilkinson, Robertson, 2007)

Instructional Recommendations

Teachers must recognize the variation in

oral language and narrative skill development among their students and provide instruction consistent with student characteristics. Focus on communication Focus on language development Focus on language enrichment

Um, había una vez un niño que, un día fue al zoológico, al circo. Y fue a ver, a ver los payasos y a ver [los] leones. Entonces cuando salió, ya se iba allí, pero de repente un domador de león descuidó un poco la jaula del león, y entonces el león se va, y la jaula no estaba cerrada con candado. entonces el león se salió, y atacó al niño, entonces el niño se iba a tropezar. El niño se tropezó, y luegó, y como había comprado unas palomitas, se le cayeron las palomitas. Y llegó un domador de leones y este lo metió en la jaula. Y el niño se fue a su casa, teniendo miedo de los leones, pero le preguntó a su mamá, “Mamá vienen aquí los leones? Y su mamá le dijo, “ No, aquí no vienen los leones.” Y ya el niño se tranquilizó, pero, luego fue a un circo, a los pocos días o si, fue a una, cómo se llama, un zoológico, y cuando se salió del zoológico, los leones se habían escapados y andaban por todas las rutas.

Sarita's Spanish Story: Level 4

Focus on Language Enrichment

And and a boy is um, um, I. What is this? Is um is um. Is this boy, is um um, no. Boy uh is…

Sarita's English Story: Level 1 Focus on communication

Research on ELLs and RTI Interventions

ESL literacy services are not sufficient for struggling learners; students need targeted reading intervention and ESL intervention

ELLs benefit from the same early literacy interventions found to be successful with English-only students

Students enrolled in small groups using direct instruction, or highly structured, curricula (e.g., Reading Mastery, Early Interventions in Reading, Read Well, Programmed Reading, Open Court, Read Naturally) improved in secondary-level interventions(Kamps et al., 2007; Vaughn, Linan-Thompson, & Hickman, 2003)

Research on ELLs and RTI Interventions

Secondary level interventions may be needed for an extended period of time

By establishing a priori criteria for success and a maximum amount of time for supplemental instruction, it is possible to identify a distinct cohort of students who require substantial support and more intensive and explicit instruction These students can be considered as requiring special education.

(Kamps et al., 2007; Vaughn, Linan-Thompson, & Hickman, 2003)

Research on ELLs and RTI Interventions

Small group interventions of at least 20 weeks can allow many students to make substantial gains in reading outcomes (Vaughn, Linan-Thompson, & Hickman, 2003).

(Vaughn, Linan-Thompson, & Hickman, 2003).

Effective Literacy Instruction

Reflects a balanced approach--a focus on both skills and meaning

Incorporates components shown to be determinants of literacy achievement for both monolingual students and ELLs (i.e., phonemic awareness, phonics, fluency, vocabulary, comprehension)

Incorporates study skills and strategies

Provides for differentiated instruction based on student characteristics (e.g., levels of proficiency)

(Francis, 2005; Snow & Burns, 1998; Goldenberg, 1998)

Effective Instructional Strategies

Incorporate direct instruction and interactive approaches

Emphasize meaningful language use across the curriculum

Use the native language as a bridge to English [instuction in L1 or L1 support]

Make connections between existing knowledge, skills, experiences, and the academic curriculum.

Emphasizes on vocabulary development

(Genesee, 2005; Gersten, Baker, Haager, & Graves, 2004; Beck, McKeown, & Kucan, 2002; Carlo, McLaughlin, Snow, & August, 2003 Gersten, Marks, Keating, & Baker, 1998)

What works for ELLs?[Potentially Positive Effects]

What Works Clearninghousehttp://ies.ed.gov/ncee/wwc/

Reading AND Language Development

Intervention

Instructional Conversations and

Literature Logs

Vocabulary Improvement Program for ELLs and their Classmates

Bilingual Cooperative Integrated Reading and Composition

Language Development

Intervention

Arthur

Fast ForWord

Peer Tutoring and Response Groups

Reading

Intervention

Enhanced Proactive Reading

Peer Assisted Learning Strategies

Read Naturally

Read Well

Reading Mastery

Success for All

Ultimately, educators must determine:

What works?

For which student(s)?

In what context,

and under what conditions?