Collaboration of Interventions: ESL, RTI, and BBSST August 31, 2009

Identification of ELLs Home Language Survey is the initial indicator that the student has a language other than English in his/her background and is eligible for ESL services English Proficiency Assessment Administered ELL Committee recommends placement or exemption from ESL services

ELL Committee Parent ESL Teacher Classroom Teacher Counselor/ESL Liaison Administrator

Role of ELL Committee Determines whether placement into ESL and accommodations in instruction are necessary for the student Reviews and monitors student progress (on a quarterly basis, at a minimum) Recommends referral of an ELL to BBSST

ELLs and RTI The ELL plan outlines the necessary accommodations to be provided during Tier 1 (Core) instruction The ELL plan can assist in outlining and documenting Tier 2 intervention ESL services may be the Tier 2 intervention in Reading (specifically designed and implemented to support core instruction)

ELLs and RTI (continued) Follow the RTI model as you would for all students Take into serious consideration the student’s language level and educational background when contemplating Tier 3 intervention Consider the appropriateness of the Tier 3 intervention(s) available and their application with ELLs

Basis of ELL Committee Recommendation for BBSST Student demonstrates excessive negative behavior ELL demonstrates academic difficulties despite appropriate progression in language acquisition ELL has received appropriate accommodations in Tier 1 instruction and participated in Tier 2 Intervention but has not demonstrated progress and the committee feels that further intervention is necessary through a Tier 3 intervention

Basis of ELL Committee Recommendation for BBSST (continued) Application of the stages of Second Language Acquisition 1. Stages serve as “norms” 2. Provide guidance when reviewing student progress

Indicators that validate the need for SPED evaluation Poor communicative proficiency in the home as compared to siblings and age peers in bilingual environments, especially when this lack is noticed by the parents. English language development that appears to be significantly different than that of peers who are also learning English as a Second Language. Noted developmental delays or other at-risk conditions.

Requirement Thorough Documentation