the school district of philadelphia office of multilingual programs
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RESPONSE TO INSTRUCTION AND INTERVENTION (RtII) Special Considerations to Improve Instructional Outcomes for English Language Learners. The School District of Philadelphia Office of Multilingual Programs. Meeting Norms. Post questions on the parking lot - PowerPoint PPT PresentationTRANSCRIPT
RESPONSE TO INSTRUCTION AND INTERVENTION (RtII)
Special Considerations to Improve Instructional Outcomes for English Language Learners
The School District of Philadelphia
Office of Multilingual Programs
Meeting NormsPost questions on the parking lot
Please be respectful of the speaker by avoiding extra conversations in the room
Please turn cell phones to vibrate and/or take calls in the hall
Respect each others’ thoughts
Agenda Introductions
Objectives
Ice BreakerSpecial Considerations for ELLs in the
RtII models
Key Components of RtII for ELLS
Wrap-Up: Questions & Answers
Desired Outcomes Gain increased knowledge of a Response to
Intervention Model for ELLs
Gain increased knowledge of culturally and linguistically responsive, appropriate, quality instructional practices at all levels of RTII
Gain a deeper understanding of key components of the RTII framework for ELLs
Helpful Definitions ELLs – native speakers of another language who
are learning English
L1 and L2 – native language and second language
BICS vs. CALP – “playground language” vs. “classroom language”
CUP – skills learned in one language can be transferred to another
5
Why RtII for ELLs?
“RTII has the potential to affect change for ELLs by requiring the use of research-based practices based on individual children’s specific needs.”
(Brown & Doolittle, 2008)
6
The Key Components of RtII
Courtesy of the National Center on Response to Intervention
ELL FactorsHow are our students impacted by new cultural norms or expectations?
How do you address culture in your classroom?
The Iceberg Model of Culture
What do we mean when we say Culturally Responsive Instruction?
Positive Perspectives on Parents and Families
Communication of high expectations
Student- centered instruction
Culturally mediated instruction
The Key Components of RtII
Courtesy of the National Center on Response to Intervention
Multi-level Prevention
System
Tier 3Few students
at this level
Tier 2Some students at this level
Tier 1ALL English Language Learners at
this level
Issu
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ultu
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all l
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Core Curriculum & Instruction for ALL students: school-wide reading, behavior, math and literacy, include sheltered instructional practices and Culturally and Linguistically Appropriate Instruction
Multilevel Prevention System-an ecological framework
Overarching Thoughts…
Language development must be the shared responsibility of all teachers, not only those in bilingual and ESOL classes.
Cummins, 1994; Krashen, 1991, Thomas and Collier, 1997
Tier 3Few students
at this level
Tier 2Some students at this level
Tier 1ALL English Language Learners at
this level
Issu
es o
f acc
ultu
ratio
n at
all l
evel
s.
Core Curriculum & Instruction for ALL students: school-wide reading, behavior, math and literacy, include sheltered instructional practices and Culturally and Linguistically Appropriate Instruction
Tier 1 –Strong Core Program with Sheltered Instructional Practices : Culturally & Linguistically Appropriate
Office of Multilingual Programs
It is the expectation that all ELLs will receive a strong core program that will facilitate their social and academic language acquisition both in the ESOL class and in the general education curriculum classes. It is the expectation that accommodations and modifications will be made by teachers for all ELLs based on their level using the WIDA Can Do descriptors for each grade and language proficiency level.
What Does Instruction Look Like for ELLs in Tier I?
All students receive high quality and appropriate instruction, behavioral support as well as regular progress monitoring (universal screening)
All students are provided additional appropriate instruction or support in the general education setting
Core program implementation is standards driven and must show evidence of explicit linguistically appropriate instructional strategies as well as culturally responsive instruction.
Instruction should be interactive and rigorous
Direct and explicit instruction using the Gradual Release of Responsibility
Model :
I do, we do together, you do.
What do we mean by linguistically appropriate instruction?
Uses ACCESS data (WAPT) to determine student’s English proficiency level
Plan targeted instructional goals based on those levels
Differentiate using the Can Do descriptors and performance definitions to accommodate students at all proficiency levels
Focal ELLs placed on WIDA Can-do Descriptors for ELP Levels, PreK-12
Case Studies
Case studies
ELL Case Studies Marco is a Level 1 ELL from Brazil who speaks Brazilian Portuguese. Marco arrived in the
United States earlier this year. The ESL teacher determined informally that Marco can read and write in Portuguese, but probably below grade level. According to the district’s ESL placement test, Marco is a Level 1 Listening, Level 1 Speaking, Level 1 Reading, and Level 1 Writing.
Julia is a Level 3 ELL who was born in the United States into a Mexican family that speaks mostly Spanish at home and in the neighborhood. Julia has attended school in the US since kindergarten, and she has been in pull-out ESL each year. There is no bilingual program at the school, and Julia has not learned to read and write in Spanish. According to the ACCESS for ELLs, Julia is a Level 5 Listening, Level 4 Speaking, Level 3 Reading, and Level 2 Writing. Her levels are indicated on the Can-do descriptors
Hassan is a Level 3 ELL from Sudan who speaks Arabic. Hassan is a refugee and has been in the United States for two years. He had no formal schooling before coming to the United States, nor had he learned to read or write. When Hassan arrived, he was placed in a newcomer/port of entry class that focused on literacy and numeracy development, with attention to the cultural norms of US schools and society. According to the ACCESS for ELLs, Hassan is a Level 4 Listening and Speaking, and a Level 2 Reading and Writing.
Amitabh is a Level 3 ELL from India who speaks Gujarati. Amitabh arrived in the United States in the middle of last year. He has a strong educational background which included English instruction every year in India. However, Amitabh’s English instruction gave him little opportunity to speak English at school, and he has had little exposure to American English prior to his arrival. According to the ACCESS for ELLs, Amitabh is a Level 2 Listening, Level 1 Speaking, Level 5 Reading, and Level 4 Writing
SIOP Instructional ModelSheltered
Instruction
Observation
Protocol
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What is Sheltered Instruction ?
Sheltered instruction includes strategies such as –
Interactive Teaching
Explicit, targeted vocabulary development
Slower speech with clear enunciation and fewer idiomatic expressions
Visuals, demonstrations and hands-on learning
Text adaptations
Homework adaptations
Content objectives AND language objectives for each lesson
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Big Four of SIOPVisuals- makes content more comprehensible
Vocabulary- implicit and explicit instruction
Student conversations- to increase interaction
Sentence frames –scaffolding output
ESL Look for… available at http://webgui.phila.k12.pa.us/offices/c/curriculum/interventions/rtii
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Tier 3Few students
at this level
Tier 2Some students at this level
Tier 1ALL English Language Learners at
this level
Lower achieving students when compared to peers of similar language ability, and cultural background
Issu
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all l
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Core plus strategic evidenced based instruction
Tier 2 Intervention- Using the concept of “ true peers”
Tier 2- Students Who Need Different and More Intensive Instruction than Tier
I
Students who do not make progress in Tier 1 are provided more intensive support through intensive interventions (double dose) still as part of general education
What intervention models do we suggest?
District approved interventions for Literacy
http://webgui.phila.k12.pa.us/offices/c/curriculum/interventions/rtii
Jigsaw:
Group 1: Read Phonemic Awareness and Phonics
Group 2: Read Vocabulary
Group 3: Read Fluency and Comprehension
Share out!
Creating a Framework to Navigate School District Approved Interventions for ELLS
The PLUSS Model for Interventions (Brown & Sanford, in preparation)
P: Preteach critical vocabulary
L: Language modeling and opportunities for using academic language
U: Use visuals and graphic organizers
S: Systematic and explicit instruction in reading components and strategies
S: Strategic use of native language32
Tier 3Few students
at this level
Tier 2Some students at this level
Tier 1ALL English Language Learners at
this level
• Linguistically and culturally appropriate strategies and interventions, implemented with fidelity
• Very frequent progress monitoring in areas of concern as well as listening, speaking, reading, and writing
• Heterogeneous and flexible grouping
• Cultural adaptations and culturally appropriate alternatives to suspension and expulsion
Issu
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Tier 3 Intervention for ELLs
Tier 3- Students Who Need Different and More Intensive Instruction
Ensure that appropriate instructional strategies were implemented in RTII Tiers I and 2
Accurately monitor student’s progress
Develop culturally and linguistically appropriate plan for appropriate individualized instruction
All specialists must collaborate with the ELL teacher or specialist
The Key Components of RtII
Courtesy of the National Center on Response to Intervention
Data-Based Decision Making
Assessments DRA
WRAP
Gates
DRA
AIMSWEB
ACCESS
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Data to Use for ELLsWAPT and ACCESS data
PSSA data
Progress in relationship to ELD level
Data regarding former educational experiences
Data regarding student’s background
Word of Caution for ELLs An ELL who does not make adequate progress
with research-based instruction does NOT necessarily have a learning disability
Consider:
Did the child receive culturally and linguistically responsive, appropriate, quality instruction?
Was the child taught using the instructional
strategies which are proven to work best with ELLs?
38
The Key Components of RtII
Courtesy of the National Center on Response to Intervention
Progress Monitoring
What is Progress for ELLs?
– It’s Not Teaching as Usual How do you determine what is legitimate progress with ELLs?
Rigorous instruction must consider students‘ cultural and linguistic needs and adjust accordingly
Set the same goals – grade level standards
Short and long term goals may need to be set
It may take longer for instruction to have desired impact, but this does not necessarily mean a disability
40Courtesy of the National Center on Response to Intervention
What does progress monitoring look and sound like for ELLs?
On-going progress monitoring must be implemented with fidelity
The Key Components of RtII
Courtesy of the National Center on Response to Intervention
Screening
Unique Considerations for Screening ELLs moving along the continuum…
1.Use tools with demonstrated reliability and validity to identify and monitor students’ needs for instructional support in reading in both L1 and L2.
2.Assess students’ language skills in L1 and L2.
3.Plan instruction based on what you know about the student’s performance and literacy experiences in L1 and L2 and teach for transfer if needed.
43Courtesy of National Center for Response to Intervention
Additional Screening Needed for ELLs
Evaluate the potential effect of the process of L1 and L2 acquisition on current performance.
Plan instruction based on what is known about the student’s current level of performance and the literacy experiences in L1 and L2.
*TBE and Dual Language ProgramsAdapted from National Center on Response to Interventionwww.rti4success.org
LEARN MORE ABOUT TEACHING ELLS!!
Look at webinars posted on the Office of Multilingual Curriculum and Programs website http://webgui.phila.k12.pa.us/offices/m/multilingual-education/professional-development
Look at the Sheltered Instructional Observation Protocol (www.cal.org/siop) and start practicing some of the key strategies SIOP promotes for classroom teachers
Links to Standards:
www.wida.us
www.pdesas.org/standards/views
www.pdesas.org/standards/standardsdownloads(English Language Proficiency Standards)
http://www.pdesas.org/module/sas/curriculumframework/elloverlay.aspx
RtII School Leadership Team
Principal & Assistant Principal
“RtII Champion”
Teachers
Counselor
Technology Teacher Leader - TTL
Attendance Designee
Student Discipline Designee
Special Education Liaison – SEL
ESOL Teacher
Bilingual Counseling Assistant - BCA
School Psychologist
Contact Information
Thank You!
For access to the OMCP Handbook and other professional development resources to support all ELLs, please visit-
http://webgui.phila.k12.pa.us/offices/m/multilingual-education