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Response to Intervention
AndEL Learners
WHAT IS RTI?
GA DOE defines RTI as:
•A practice of academic and behavioral interventions
•Designed to provide early, effective assistance to underperforming students
Research based interventions are implementedFrequent progress monitoring is conducted to assessWhen students do not make progress, increasingly more intense interventions are introduced
Response to Intervention
Braces are a type of
intervention used by millions of
people each year.
Example of RTI using Orthodontics
Leaving orthodontic issues untreated would have very likely affected his self esteem and, in addition, had physical repercussions later on in life.
The same holds true for not addressing academic problems early on.
•Was the intervention work? Yes. •Was the intervention expensive? Yes. •Was it worth it? Absolutely!
8 CORE PRINCIPLES OF RESPONSE TO INTERVENTION
1. We can effectively teach all children using scientifically based reading research
2. Intervene early and strategically
3. Use a multi-tier model of service delivery
4. Use a problem solving approach to make decisions within a multi-tier model
5. Use research based, scientifically validated intervention/instruction
6. Monitor student progress to inform instruction
7. Use data to make decisions
8. Use assessment for screening, diagnostic, and progress monitoring purposes
Assessments for RTI Should Serve 4 Purposes
• Screening - Designed as a first step in identifying children who may be at high risk for delayed development or academic failure and in need of further diagnosis of their need for special services or additional reading instruction.
•Diagnostic - Helps teachers plan instruction by providing in-depth information about students' skills and instructional needs.
•Progress Monitoring - Determines through frequent measurement if students are making adequate progress or need more intervention to achieve grade-level reading outcomes.
•Outcome - Provides a bottom-line evaluation of the effectiveness of the reading program in relation to established performance levels.
How is RTI different for ELs?
• Only 20% of educators of EL students are certified to teach ELs
• Distinguishing between language acquisition and a learning disability is sometimes difficult
Response to Intervention (RTI)
A continuum of response and intervention
Tier 1All students are provided with evidence based instruction by their classroom teacher(s)• Use Universal screeners: SRA reading assessments,
DIBELS, iLEARN, etc….• Teachers use research-based instruction to teach common
core• Monitor assessments and classroom performance to
ensure students are meeting expected outcomes• Differentiation should be used to meet the needs of all
students• If student does not make the expected progress, he/she
should move to Tier 2 for additional support• EL-F or EL-M student that has exited program.
TIER 2
• Additional support provided to regular education curriculum instruction plan– Differentiation continues to be used to meet the needs of
individual/groups of students; becomes more targeted to struggling student
– An instructional strategy is added to support learning that is different that what is being done by whole class
– Prescribed strategy that targets the identified weakness that occurs 1-3 times weekly for a period of 6 weeks
– Ongoing progress monitoring occurs and if student is not making progress in three weeks; consider making changes
– EL students that need interventions to address vocabulary, phonemic awareness, letter recognition, etc….. – any academic area of need
TIER 3
• Intensive, formalized problem solving to identify individual student needs– If student does not progress, move to Tier 3 and more
formalized strategies can be implemented– Frequency and duration increases – Ongoing progress monitoring occurs– Usually student is at SST at this point and data will
determine if referral needed– ESOL participation is a “Tier 3” intervention
• Use date to determine if push in or pull out models would be most effective and in what classes services would be most beneficial.
– EL student that with interventions and ESOL are still not making adequate progress.
TIER 4
• Specialized Instruction - Special Education– Student participates in curriculum with an
Individual Education Plan– EL Students
• Very difficult to move to this path too quickly• Must ensure that the “learning difficulty” is not
related to language acquisition• EXAMPLE: If the student can recognize letters and
sounds in Spanish but not English – this is a language issue. BUT….
• If the student does not recognize letters or sounds in either language as a first grader and has been in formal school; may be a learning difficulty.
The RTI Process – EL Students Knowing your LEP students
•What do you know about your student’s background?
•Know when the student entered US Schools.
•What language is spoken at home?
•Determine Literacy Level in native language. This varies depending on educational background and family literacy practices.
• Review their ACCESS test scores to determine the individual literacy level for English language. Is the acquisition rate normal?
•Remember a LEP student may have learning and/or behavior problems due to language and cultural differences.
•Currently, there are very few intervention programs that have included EL students in their research, but we can use what we know about effective instruction in literacy and instruction – these same things work for ALL students.
EFFECTIVE EL STRATEGY
The RTI Process
Interventions and Strategies for EL’s:USE: 1. Explicit instruction while modeling strategies before,
during, and after instruction.2. Connect learning opportunities to daily living activities.3. Visuals and Manipulatives4. Promote EL language use through peer pairing.5. Increase opportunities for reading, writing, and speaking
across content areas.6. Guided Practice7. Provide feedback, extension, scaffolding, and
support for language use and cognitive problem solving.
8. Establish consistent learning routines9. Connect native language to English.10. Use classroom-based assessment tools.11. Use a content objective and a language objective for instruction.12. Use research-based effective instructional strategies.13. Whatever makes instruction culturally and linguistically appropriate
The RTI Process Specific examples:•Print concept: try paired reading, literacy walks
•Phonological awareness: rhyming, songs, games
•Decoding: chunking, parts analysis
•Fluency: repeated readings, echo reading
•Identifying main ideas: telling guides, graphic organizers
•Vocabulary: Realia, Frayer model, Pre-teach
•The Language Experience Approach helps in all these areas.
STRUGGLES STRATEGIES
LOW MOTIVATION SELF MONITORING
IMPULSIVE REHEARSAL STRATEGIES
DISORGANIZED THINKING SORTING STRATEGIES
POOR SOCIAL SKILLS GUIDED PRACTICE
LOW SELF ESTEEM SELF CONCEPT ACTIVITIES
CONFUSED LOCUS OF CONTROL ACTIVE PROCESSING
LIMITED LANGUAGE SKILLS LANGUAGE TRANSFER STRATEGIES TO MASTER CONVERSATIONAL AND ACADEMIC VOCABULARY
USE VOCABULARY CARDS, PICTURES, MODELS, ELLIS, ROSETTA STONE, ETC… TO PROVIDE OPPORTUNITES FOR COMMUNICATION AND LANGUAGE ACQUISITON
Georgia’s Pyramid of Intervention
Roles and Responsibilities
For Classroom Teachers
•Implement the CCGPS
•Implement the Tier interventions (as planned, as appropriate)
•Consistent use of Formative and Summative assessments to guide classroom instruction
•Differentiated Instruction is the heart of teaching and learning
•Consistent communication with the intervention and instructional specialists - work with your ESOL teacher when EL student is struggling
The desired outcome is improved
academics and behavior for all
Georgia students to successfully achieve the
standards of the new Common
Core.
• DCBOE ESOL Team– Terri McNease- BHS- [email protected] – Lindsey Jarrett – BMS/HMS – [email protected] – Charlotte Bell – JJE – [email protected] – Stephanie Daniels – EKE [email protected]– Troy Thomas – WBE – [email protected]– Jeanette Grimsley – PSE – [email protected] – April Aldridge – Federal Programs Director-
[email protected] • www.boe.dcboe.com – PowerPoint will be available• www.wida.us
• Standards and Instruction tab will give you a list of all the Can Do’s along with a great research to tell you how they were created and how to effectively use them.
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