RTi for English Language learners

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RTi for English Language learners. Patty Cornelius, M.Ed. ESL Liaison, Lakota Local Schools . Objectives. You will be able to Define RtI and its role in the education of English language learners (ELLs) Evaluate the effectiveness of core instruction in meeting the needs of ELLs - PowerPoint PPT Presentation


<p>Slide 1</p> <p>RTi for English Language learnersPatty Cornelius, M.Ed. ESL Liaison, Lakota Local Schools ObjectivesYou will be able toDefine RtI and its role in the education of English language learners (ELLs)Evaluate the effectiveness of core instruction in meeting the needs of ELLsDefine and discuss progress monitoring issues for ELLsIndentify effective practices for ELLs who require more intensive interventionsWhat is RTI?Response To Intervention (RTI) integrates assessment and intervention within a multi-level prevention system to maximize student achievement and reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a students responsiveness, and identify students with learning disabilities or other disabilities http://www.rti4success.org Why focus on ELLs?Achievement outcomes for ELLs in general are dismalOn the 2007 National Assessment of Education Progress (NAEP), the average reading score for ELLs was188 points out of a possible 500 (compared to 224 for non-ELL fourth graders)This is a 36 point achievement gap!26 point gap between Hispanic and white students28 point gap between African American and white students33 point achievement gap between disabled and non-disabled studentsSource: Movit, Peytrykowska, and Woodruff, 2010Factors that Contribute to the GapIneffective or poorly trained teachers56% of teachers in the U.S. have at least one ELL in their class, but only 20% are certified to teach ELLsLack of access to appropriate instructional and assessment materialsInstructional and assessment materials often not normed for ELLsFailure by schools and teachers to implement culturally responsive practicesApproximately 60% of ELLs are in English only classes with little differentiation for language and culture backgroundsSource: Movit, Peytrykowska, and Woodruff, 2010</p> <p>Considerations for ELLsLanguage proficiencyAcademic EnglishBackground knowledgeFormal education history CultureThe Role of Culture ActivityRead the comments about English language learners that are often heard in schools throughout the country. </p> <p>How might you respond? Write an elevator speech (1 minute) with a responseRole play your response with a person sitting near you Tier 1: The CoreELLs need to be included in the core!Language development should supplement not supplantHistorically, ELLs have often been pulled out of Tier 1 core instruction and have not been exposed to content standards in the same manner and at the same level as their English speaking peers. Language development is a Tier 1 responsibility!Core instruction must be differentiated so that it is comprehensible for all language levelsDifferentiation is the important key in overcoming cultural issues 8Effective Core Practices for ELLsSystematic Attention to Language Development</p> <p>Content and language objectives made clearFocuses on developing the content specific language</p> <p>Explicit and intentional vocabulary developmentIntentional goal of each lessonAllow students to interact with words through games, dialogue, and other activities (Marzano)Vocabulary should be posted and reviewed often</p> <p>Adapted from RTI for English Language Learners Participant Workbook, Pearson Education, Inc., 2010 </p> <p>Effective Core Practices for ELLs (contd)Build on students background knowledge and experiencesHelps makes links between schema and text Students understand more of the content when they have the appropriate background knowledge</p> <p>Use techniques that make the lesson more comprehensible Visual clues, gestures, modeling, demonstrations, graphic organizersScaffold instruction </p> <p>Adapted from RTI for English Language Learners Participant Workbook, Pearson Education, Inc., 2010Effective Core Practices for ELLs (contd)Create opportunities for practice and application of content and language knowledgeProvide differentiated materials for different levelsProvide time for oral language practice Sentence frames, sentence startersHands-on, engaging materials Guided practice (I do, we do, you do) Activities that appropriately measure students content knowledge regardless of language proficiencyAdapted from RTI for English Language Learners Participant Workbook, Pearson Education, Inc., 2010Effective Core Practices for ELLs (contd)Repeat, Repeat, and RepeatSay it, show it, repeat itExposure to information in a variety of waysTechnology, audio taped text, oral presentations</p> <p>Assess often and reteach if necessary Formal and informal assessmentsAssessment must drive instruction!</p> <p>Adapted from RTI for English Language Learners Participant Workbook, Pearson Education, Inc., 2010Other Important Aspects of the CoreCulturally relevant texts available in the classroomLearning materials are inclusive and avoid stereo-typesHigher level thinking skills are utilizedCooperative learning groups with clear expectationsOpportunity for interaction with native English speakersWhat else?Before moving to Tier 2, Closely examine Tier 1Before we examine what is wrong with the student, we must examine what is wrong with the instruction!</p> <p>When ELLs are struggling, we need to first consider the possibility that they are not receiving adequate instruction before we assume they are not responding due to a deficit of some kind (Harry &amp; Klinger, 2005)Parents as Resources Provide base experiences from which language acquisition can growEnsure that instruction is culturally responsiveSupport childs acquisition of language and literacyTalk with child in both languages, read to them, assist with homeworkProvide information such as:Strengths and learning needs Health, developmental milestones, educational history of childrenFamilys use of language and/or cultural backgroundStrategies already used at home to help the child learn</p> <p>Source: Movit, Peytrykowska, and Woodruff, 2010</p> <p>Parent Questionnaire15Progress Monitoring for ELLsEstablish a baselineSet a goal and determine realistic rate of growthAssess frequently to monitor growthUse multiple assessments Use valid, and reliable assessmentsSelect assessments that are normed for ELL populations or that are available in multiple languages</p> <p>Progress Monitoring Issues for ELLs (contd)Assessing reading proficiency can be difficult There is a huge difference between learning the process of reading vs. learning vocabulary for what you are reading!</p> <p>Teachers need to know if students can read in their native languageAssessments only in English provide no information about possible early literacy skills that have been developed in a childs first language</p> <p>Students who have learned how to read in their native language understand the print carries meaning, learned that sounds are represented by letters, they have learned the structure of their fist language, they have learned thinking strategies to comprehend what they read Some aspects of English differ from students native languages (phonology, morphology, syntax)</p> <p>17Progress Monitoring Issues for ELLs (contd)Knowing a childs instructional reading level is crucial, yet our usual battery of reading assessments may not yield reliable results for ELLsBlindly using results from a reading inventory without an understanding of second language acquisition might suggest the student has a serious reading problem when they dontIf the student has no problems reading in the native language, they will most likely not have problems reading in English If the student has a reading problem in their first language, they very well may have difficulty in reading English</p> <p>What might be difficult for an ELL in a reading assessment? Vocabulary, phonemes (sounds), orthography (spelling), 18Turn and TalkHow might you gather information about a students reading ability in his or her native language?</p> <p>When ELLs Need MoreInterventions should be:</p> <p>PurposefulIntentional ExplicitTargeted Tier 2 Interventions for ELLsWhat?Target key skills that are will impact overall academic achievementReading: phonological awareness, phonics, fluency, vocabulary, comprehension, reading strategiesMath: number sense, computation, problem-solving, algebraic foundationsWriting: handwriting, spelling, conventions, writing process</p> <p>Adapted from RTI for English Language Learners Participant Workbook, Pearson Education, Inc., 2010</p> <p>Targeted Tier 2 Interventions for ELLsHow?Small groupsSpecific content AND language objectivesContent and materials appropriate for studentsExplicit and intensive teaching of skillsImmediate and corrective feedback</p> <p>Adapted from RTI for English Language Learners Participant Workbook, Pearson Education, Inc., 2010</p> <p>Key Questions to Consider in Tier 2 for ELLsHow much L1 support with be provided?Who will provide the intervention? (Its not always the ESL teacher!)How will the teachers collaborate?How often, how frequently?What assessments will measure both language and academic progress?How can we communicate progress to parents? Adapted from RTI for English Language Learners Participant Workbook, Pearson Education, Inc., 2010Tier 3IntensiveIndividualDifferent materials and methods than beforeAdditional time each day (before, during, or after school)Progress monitoring occurs every week Can be provided by teachers other than the ESL teacherParents involved and have inputAssistance may be push in or pull outAdapted from RTI for English Language Learners Participant Workbook, Pearson Education, Inc., 2010When to Evaluate FurtherA multidisciplinary team needs to evaluate the quality of instruction the student has received, the results of the instruction, and the status of language proficiency at each tier BEFORE a referral a special education assessment.</p> <p>RTI for English Language Learners Participant Workbook, Pearson Education, Inc., 2010Jigsaw ActivityGather into groups of fourYour group will be assigned a section of the article Response to Intervention and English Learners Each group member will take on one of the roles to discuss and present the section of the article you have readBe ready to share your learning with the group RTI/ESL Acronyms and Important TermsRtI teams need to understand the terms that are specific to ELLsUsing a common language in a building and district is important to the success of RtIRefer to the document ESL Acronyms and Terms for RtI Teams</p> <p>References/ResourcesEchevarria, J., &amp; Vogt, M. (2010). RtI for English Language Learners Participant Workbook. New Jersey; Pearson Education. Harry, B., &amp; Klinger, J.K. (2005). Why are so many minority students in special education? Understanding race and disability in schools. New York; Teachers College Press.Movit, M., Petrykowska, I., &amp; Woodruff. D. (2010). Using school leadership teams to meet the needs of English language learners. National Center on Response to Intervention.</p> <p>Contact InformationPatty CorneliusLakota Local Schoolspatricia.cornelius@lakotaonline.com(513) 200-6834 cell(513) 777-2258 office</p>