Day 4 Literacy Panel: Rtii for ELL and special education Students

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Day 4 Literacy Panel Rtii for ELL and special
education Students
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Instruction in Tier 1A vs. Tier 2

• In school teams, list possibilities for tier 1a
  instruction
• Time
• Instruction
• Personnel
• How will tier 1a intervention differ from tier 2
  intervention?

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Interventions Tier 2

• First resource is TIME (AET)
• HOW much more time is needed?
• Second resource is curriculum
• WHAT does the student need?
• Third resource is personnel
• WHO or WHERE will it be provided?

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Tier 2 Curriculum

• Standard protocol approach
• Focus on essential skills
• Most likely, more EXPOSURE and more FOCUS of core
  instruction
• Linked directly to core instruction materials and
  benchmarks
• Criterion for effectiveness is 70 of students
  receiving Tier 2 will reach benchmarks

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Tier 2 Personnel

• EVERYONE in the building is a potential resource
• Re-conceptualize who does what
• Personnel deployed AFTER needs are identified
• WHERE matters less and less
• REMEMBER, student performance matters more than
  labels, locations and staff needs.
• A school cannot deliver intensive services to
  more than 7 of the population

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What Does Culturally responsive teaching look
like and sound like?

• Give one, get one
• Try to give at least 3 three people new
  information and get at least three pieces of new
  information
• Discuss your findings with a partner and
  synthesize your learning
• Share out

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Gallery Walk

• Take a gallery walk among the decision tree
  charts posted
• What have you learned or what do you understand
  about about instructional decisions at each step?
• Share your thoughts with a partner

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RTII for ELL Learners

• RTI and ELLs A System of Support to Ensure
  Success
• Response to Intervention and English Learners
• RTII and ELLs Pattan Brief and Response To
  Intervention In Reading For English Language
  Learners
• My Mother Never Read to Me

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Assignment for Reading

• Read assigned section and highlight 3 phrases or
  sentences that capture what all faculty should
  know
• Share with your partners and narrow all findings
  to 3 total for your section
• Share with article team
• Each article team shares out whole group

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Think Pair Share

• How has your understanding of instruction for ELL
  students been impacted by this mornings
  activities?
• What information is key for tier 1 instruction?
  Explain your thinking.

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Universal Screening

• In integrated teams think accomodations needed
  for ELLs with regards to universal screening
• Share out
• Synthesis ideas from other group if appropriate
• Place accommodations on goggle docs

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Tier 1 Instruction for ELLs
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In Primary classrooms that included ELLs..

• THE MOST EFFECTIVE TEACHERS
• had sophisticated knowledge of reading
  instruction as well as second language
  instruction.
• were able to draw on the prior knowledge of
  struggling readers and make connections with what
  they already knew.

Graves, Gersten, and Haager (2004)
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In Primary classrooms that included ELLs..

• emphasized explicit instruction in word
  identification, phonological awareness, and
  vocabulary instruction.
• provided structured opportunities to practice
  English.
• provided supportive learning environments in
  which students were highly engaged.

Graves, Gersten, and Haager (2004)
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Research-based Interventions

• What works with whom, by whom, and in what
  contexts?
• It is essential to find out what works with whom,
  by whom, and in what contexts.
• These issues of population validity and
  ecological validity are essential if research
  results are to be generalized - yet seem to be
  ignored.

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With Whom?

• When deciding if a practice is appropriate for
  implementation as part of an RTI model, it should
  have been validated with students like those with
  whom it will be applied.
• Although the National Reading Panel report did
  not address issues relevant to second language
  learning (2000, p. 3), the reports conclusions
  are commonly cited as support for Reading First
  initiatives for all students.

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By Whom?

• Is the teacher
• knowledgeable about second language acquisition?
• knowledgeable about bilingual education and
  English as second language (ESL) teaching
  methods?
• skilled in effective interventions for ELLs?
• skilled in assessment procedures?
• Does the teacher
• have the attributes of culturally responsive
  teachers?
• build positive, supportive relationships with
  students?
• work well with students families and the
  community?
• collaborate well with other professionals?
• help most ELLs succeed to high levels?

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In What Contexts?

• It is essential to examine school contexts when
  implementing RTI models.
• A student can be considered at-risk at one time
  and not at another, in one class but not in
  another, and in one school but not in another
  (Richardson Colfer, 1990).
• Are there culturally diverse children in some
  schools who respond favorably to an intervention
  and comparable culturally diverse children in
  another school who do not respond as well?

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In What Contexts?

• To conclude that failure resides within students
  when they do not progress with a certain
  intervention, and then move them onto the second
  or third tier in an RTI model or decide they
  belong in special education without considering
  other factors is problematic.

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Revised RTI Model

• Special
• Education

• Intensive assistance,
• as part of
• general education
• support system

Referral to a Child Study Team or Teacher
Assistance Team
Culturally responsive instruction in general
education classroom
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Tier 1
1st Tier

• The foundation of the first tier should be
  culturally responsive, quality instruction with
  on-going progress monitoring within the general
  education classroom.
• We see this first tier as including two essential
  components
• (a) research-based interventions, and
• (b) instruction by knowledgeable, skilled
  teachers who have developed culturally responsive
  attributes

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Culturally Responsive RTI Model

• In their teacher education programs as well as
  through ongoing professional development,
  teachers should become familiar with
• instructional strategies linked to academic
  growth for English language learners,
• the language acquisition process and the unique
  needs of ELLs, and
• assessment procedures for monitoring progress,
  particularly in language and literacy.
• Teachers need to know if their interventions are
  effective and how to adjust instruction for
  students who do not seem to be responding.

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Culturally Responsive Literacy Instruction

• What does it mean to provide culturally
  responsive literacy instruction?
• All practice is culturally responsivebut to
  which culture(s)?
• Culture is involved in all learning.
• Culture is not a static set of characteristics
  located within individuals, but is fluid and
  complex.

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Culturally responsive literacy instruction should

• Include explicit instruction in phonological
  awareness, the alphabetic code, language and
  vocabulary development, and reading for meaning
• Emphasize cultural relevance and build on
  students prior knowledge, interests, motivation,
  and home language
• Include frequent opportunities to practice
  reading with a variety of rich materials, in
  meaningful contexts.

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Emerging RTI Research with ELLs

• RTI models in which focused reading interventions
  are coupled with language development activities
  while incorporating English as second language
  (ESL) best practices (e.g., use of repetitive
  language, modeling information, facial
  expressions and gestures in teaching vocabulary,
  explicit instruction in English language usage)
  or native language instruction show promising
  results (Vaughn et al., 2005).

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1st Tier
Discussion

• What should the first tier look like for English
  language learners?
• Who should be responsible for making sure ELLs
  are receiving adequate opportunities to learn at
  the first tier?
• What can you do in your role to make sure Tier 1
  includes culturally responsive instruction
  appropriate for ELLs?

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Tier 1 Accommodations for ELL

• What accommodations should be in place in tier 1
  instruction to meet needs of ELLs?
• Share out
• Synthesize learning from other group if
  appropriate
• Place document on google docs

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Integrated Teams

• Use the sample Response to Instruction and
  Intervention Tier 1 Accommodations model to help
  you design an Avon Grove Model for ELL students
• This might mean that there will be accommodations
  appropriate for all students and accommodations
  more appropriate for ELLs
• Highlight the accommodations most appropriate to
  our ELL population

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Tier 2 Intervention
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Intervention

• Grouping 4-6 students (for elementary)
• 2-4 days per week
• Time frame a minimum of five weeks
• PM every two-three weeks (for elem.)
• Use the intervention plan designed by the
  Literacy Panel for Tier 2 instruction
• Modify it to fit the needs of ELL students
• Fill out the Continuum of Tier 2 Intervention for
  each reading phase (word study, fluency,
  comprehension, all)

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Tier 3
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Intervention

• Grouping 1-3students (for elementary)
• 5 days per week
• Time frame six-eight weeks
• PM every week (for elem.)
• Use the intervention plan designed by the
  Literacy Panel for Tier 3 instruction
• Modify it to fit the needs of ELL students
• Fill out the Continuum of Tier 3 Intervention for
  each reading phase (word study, fluency,
  comprehension, all)

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Think Pair Share

• Think of the work completed this morning
• Where will teachers need the most support
  understanding and implementing the RTII model for
  ELL students?
• What suggestions do you have for PD and on going
  support?

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Movement from Tier 3 to Special Education
Placement

• How might special education instruction look
  different from tier three instruction?
• Delivery
• Methodology
• Materials
• Technology
• Content accommodations

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Decision Tree for movement from Tier 3 to
special Education

• Work in integrated elementary and secondary teams
  to design a decision tree for movement from Tier
  3 instruction to special education placement
• Share your thoughts

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Consolidate Information

• Count off by 6s
• Group 1 Universal screening
• Group 2 Tier 1
• Group 3 Tier 2
• Group 4 Tier 3
• Group 5 ELL
• Group 6 Special education
• Use your notes and the charts to help you pull
  together the most important concepts of your
  topic. Share out

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Next Steps

• Gather into school teams
• Decide how you could pass this information on to
  your colleagues
• Chart your ideas on google docs and share out

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Exit Ticket

• Count off by 4s
• Create a visual depicting our work over the past
  four days
• Gallery Walk
• Share out