1. RTI & ELLs READ 651 Group C Dr. Schneider

2. The RTI model Tier 3Tier 2Tier 1

3. The RTI Model Tier 1: whole class instruction with classroom teacher or content area teacher; CBM used to (dis)confirm risk status of a student Tier 2: small group instruction with classroom teacher or content area teacher; CBM used to assess responsiveness to intervention Tier 3: one-one-one instruction for ELL with SPED or TESOL teacher; CBM used to assess responsiveness, to formulate individualized intervention, to establish IEP

4. Relevance of RTI for ELLs Summary of Statistics  Over 4.7 million school-aged children were identified as limited English proficient  Nearly 10 percent of K-12 public school population (National Clearinghouse for English Language Acquisition, 2003)  Students with Limited English Proficiency speak over 400 language  Nearly 80% speak Spanish, 2% Vietnamese, 1.6% Hmong, 1% Cantonese, and 1% Korean (Kindler, 2002)

5. Relevance of RTI for ELLs Clearinghouse: http://nces.ed.gov/programs/quarterly/vol_ 6/6_3/3_4.asp

6. Specific aspects to consider for ELLs Considerations when educating ELLs and creating interventions for them  Difference in language proficiencies in BICS and CALP  Previous educational background and experience  Academic expectations in home culture  Socioeconomic status  Age of arrival in the United States  Reasons and conditions under which ELL came to US  Home and second Language proficiency  Stage of Acculturation (see culture shock phases)  Cultural Competency

7. Specific aspects to consider for ELLs Cultural match of intervention and student is important (Tharp, 1991) Evidence-based practices are not filtered for ELLs and for cultural specifics (Linan-Thompson et al., 2007) => overrepresentation of ELLs in SPED may not be achieved

8. Pre-requisites for effective RTI All teachers are trained to select from a variety of evidence-based practices All teachers are trained to use effective CBM procedures to document results Interventions are decided as a team Intervention results for each intervention at each tier are conducted and documented over a 14-16-week period

9. Benefits of RTI for ELLs Provides focused instruction with evidence- based materials and methods for remediation by all teachers, not just TESOL or SPED teacher Helps prevent over-representation of ELLs in SPED if appropriate interventions are used Provides a framework to address struggling learners’ needs faster than in discrepancy- based models. Links instructional planning with the identification of students needing services

10. Challenges of RTI for ELLs Many interventions have been tested with native speakers only and not with ELLs; thus there are few interventions out there that fulfill the standard of “evidence-based” No evidence-based interventions available yet for math, social studies, sciences Not enough evidence-based strategies available for secondary school where there are different teachers for different subjects Most teachers are not trained in ELL-specific RTI intervention techniques

11. What evidence-based practices for ELLs are available? Reading Achievement (What Works Clearinghouse, 2008)  Eight total interventions with “Potentially positive effects”  Examples: Enhanced Proactive Reading, Instructional Conversations and Literature Logs  One intervention with “No discernable effects”  Example: Read Naturally English Language Development  Only one with “Positive effects”  Example: Peer Tutoring and Response Groups  Four with “Potentially positive effects”  Examples: Arthur, Bilingual Cooperative Integrated Reading and Comprehension  One intervention with “No discernable effects”  Example: Enhanced Proactive Reading Currently no interventions for ELL in Math achievement (NASP 2008)

12. CBM Performance Measures for ELLs IDEL: Indicatores Dinamicos del Exito en la Lectura (Good, Cummins & Baker, 2006), see http://dibels@uoregon.eduhttp://dibels@uoregon.edu Medidas Incrementales de Destrezas Essenciales http://www.aimsweb.comhttp://www.aimsweb.com (Spanish version of a CBM)

13. Best progress monitor is…

14. Selected resources Other internet CBM resources (30 years of research) Intervention Central-CBM Warehouse: www.interventioncentral.org/htmdocs/cbwar ehouse.shtml www.interventioncentral.org/htmdocs/cbwar ehouse.shtml National Center on Student Progress Monitoring: www.studentprogress.orgwww.studentprogress.org Big Ideas in Beginning Reading: www.reading.uoregon.edu Research Institute on Progress Monitoring www.progressmonitoring.org