SERVICE DELIVERY TO ELL STUDENTS WITH LANGUAGE LEARNING DISABILITIES: PRACTICAL MATERIALS AND STRATEGIES

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SERVICE DELIVERY TO ELL STUDENTS WITH LANGUAGE
LEARNING DISABILITIES PRACTICAL MATERIALS AND
STRATEGIES
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At my school, we have a great deal of diversity
91 of our students are students of colour 9
are White. Many come from welfare homes. The
school has 900-1000 students.
I. INTRODUCTION
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In my district as a whole

• Children represent between 80-90 different
  language groups
• They come from all over the world.
• Sacramento, California and New York have the
  largest numbers of immigrants from the former
  USSR in the entire United States

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Thus, it is the overall goal of this section to
present ideas and strategies that are

• widely applicable to ELL students from a variety
  of cultural and linguistic backgrounds
• useable by monolingual English-speaking
  clinicians as well as bilingual clinicians, and
• easy, inexpensive, and fun to implement!

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As much as possible, the ideas presented will be

• Practical for use on Monday morning
• Useful for tying in with the general curriculum
  of the school
• Representative of evidence-based practice

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Evidence-based practice

• Requires an integration of best research evidence
  for clinical procedures with sound judgment and
  clinical expertise (Roseberry-McKibbin Hegde,
  2006).
• Means that as much as possible, we as clinicians
  should use only those procedures that are
  supported by research.

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We need to understand evidence-based practice
strategies to use with ELL students because

• According to the U.S. BOC 2000, during the 1990s
• The Hispanic population increased by 58
• The Asian population increased by 48
• The Native American, Pacific Islander, and Alaska
  Native population increased by 35
• The African American population increased by 16
• In the last 20 years, the non-Hispanic White
  population grew by 7.6
• Clearly, our diversity in the schools is
  increasing greatly in the 21st century.

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The ideas presented in this course will be
applicable to a range of settings, including
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You are encouraged to
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II. LANGUAGE-LEARNING DISABILITIES IN ELL STUDENTS

• A. Legal Considerations

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There is increased focus on diverse students in
our schools

• English language learners now represent 9.6 of
  all students enrolled in public pre-kindergarten
  through grade 12 classes in the U.S. 67 of
  these students are enrolled at the elementary
  school level (Coltrane, 2003)
• The No Child Left Behind Act (2001) has put
  strong emphasis on achievement for low-income,
  diverse, and English language learner students

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Silliman, Wilkinson, Brea-Spahn, (2004) stated
that

• The sharp increase in enrollment in American
  public schools coexists with a crisis of
  illiteracy in America, which is particularly
  regrettable given the changed sociodemographic
  characteristics of American classrooms.
• A growing achievement gap exists among minority
  and nonminority students, those from poorer
  versus richer families, those whose native
  language is English, in contrast to those whose
  first language is not English, and those
  identified for special services versus those in
  regular education

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No Child Left Behind
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Individuals with Disabilities Education Act (IDEA
2004)
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There is a special focus
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The law also emphasizes

• That if too many ELL students are in special
  education, states will be asked to account for
  this
• If a particular group of students (e.g., ELL
  students) is overrepresented in special
  education, states will be required to provide
  coordinated, comprehensive, early intervention
  programs for these students

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B. Choosing the Language of Intervention

• When an ELL student is placed into
  speech-language therapy, a major consideration is
  the extent to which the students first language
  (L1) and English will be used in therapy.
• There are several factors to be considered when
  this decision is being made (Brice
  Roseberry-McKibbin, 1999 Genesee, Paradis,
  Crago, 2004 Roseberry-McKibbin, 2007).
• First, what is the level of the students
  proficiency in L1 and English? Proficiency levels
  can be obtained by testing language proficiency
  in both languages and by observing the students
  language usage in functional speaking contexts.
• Some researchers recommend that it the student is
  dominant (more proficient) in L1, it is best to
  conduct intervention in L1 (Goldstein, 2000
  Kayser, 2002 Perozzi Sanchez, 1992).
• It is especially beneficial to introduce new
  concepts in L1 first and reinforce them in
  English. Research shows that when a concept has
  been acquired in L1 first, it is usually easier
  to learn it in English (Perozzi Sanchez, 1992
  Kiernan Swisher, 1990).

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Kohnert and Derr (2004) stated that
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Gutierrez-Clellen 1999, p. 129, stated that

• the literature in bilingual education over the
  last two decades suggests that children who are
  learning 2 languages may benefit from a bilingual
  approach in intervention. None of the studies
  designed to prove to the contrary have been able
  to show that an English-only approach is
  superior. The research clearly shows that
  mediation in the native language does not slow
  development or learning of a second language.
  There is no evidence that a bilingual approach in
  intervention would confuse or tax the learning
  abilities of children with disabilities.

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A second factor to be considered in deciding the
language of intervention is

• .

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A third factor impacting our choice for the
language of intervention is
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The ideal is often not attainable

• Most of us are monolingual English-speaking SLPs
• We serve students from a variety of linguistic
  backgroundsfor example, as previously stated, in
  my school district, students represent 80-90
  different languages
• Given that we may be forced to provide therapy in
  English in the absence of personnel to conduct
  intervention in L1 as well as in English, we can
  combine theory, research, and practice from ESL
  and speech-language pathology to provide
  appropriate intervention in English
  (Roseberry-McKibbin, 2001).
• Again, this is less than ideal and SLPs are
  strongly encouraged to utilize the support of
  bilingual personnel to provide bilingual
  intervention whenever possible.

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III. CREATING A CLIMATE OF ACCEPTANCE
INCORPORATING MULTICULTURAL MATERIALS AND
STRATEGIES INTO SPECIAL AND GENERAL EDUCATION
SETTINGS
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Use maps of the U.S. and the world. I ask my
students where their ancestors are from, and if
they know this information, we find their
countries of origin on a globe. This helps foster
cultural and ethnic pride as well as geographic
knowledge.
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Show interest in students home countries,
languages, and cultures.

• If students have lived in another country prior
  to coming to the U.S., or if they immigrate back
  and forth between their country and the U.S., I
  ask them questions about their home countries.
• I also ask them to teach me some words in their
  languages. It is humbling for me, and students
  love being the teacher!
• Try to convey the belief that it is cool to
  speak a different language and to have lived in
  another country. Some students feel inferior
  about being bilingual and biculturalwhat a
  shame! Being bilingual and bicultural is special,
  and I try to convey to students that as adults in
  the workforce, they will be especially desirable.

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Make sure that students know you are there for
them

• Emphasize to students that you want to help them
  succeed.
• Give students special attention when possible.

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Encourage development and maintenance of the
first or primary language
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Make sure the environment represents diversity
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We can also incorporate multiculturalism by
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Other ways to incorporate multiculturalism
include

• Developing thematic unitse.g. developing
  activities around Black History Month, Cinco de
  Mayo, Chinese New Year, Native American tribes,
  etc.
• Using comparative study of folktales. For
  example, the story of Cinderella is told by many
  different cultural groups. Its an eye opener to
  see how other cultures depict her!
• Teaching the entire group or class words,
  phrases, songs in various languagesthere are CDs
  with songs in different languages. These can
  usually be purchased at a teacher supply store.
• Use biographical sketches with culturally and
  linguistically diverse role models. For example,
  in my sons second grade Houghton Mifflin reader,
  there was a story about Wilma Rudolph, an African
  American Olympian in the 1900s. There was also a
  story about a Hispanic female astronaut. It is
  ideal if we can use stories such as this as part
  of therapy and as part of the general education
  curriculum.

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Ask parents to come and visit

• They can wear native country dress, and talk
  about their cultures and customs.
• For example, at my sons school, the Japanese
  grandma of one of his classmates did a Japanese
  dance.
• Parents can share food and recipes (Tabors,
  1997). One mother taught a preschool class how to
  use chopsticks, and chopsticks are now part of
  the play kitchen.

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Both mainstream and culturally and linguistically
diverse students benefit when

• Culturally and linguistically diverse materials
  and activities are an integral part of
  speech-language therapy activities and the
  curriculum of the general education classroom

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IV. STRATEGIES FOR MODIFYING THE PHYSICAL AND
LINGUISTIC ENVIRONMENT FOR ELL STUDENTS WITH LLD
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1. Limit clutter and distractions in the
environment
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2. Do not give important information when the
room is noisy.
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Listening conditions in the classroom need to be
favorable.
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3. Make good seating arrangements in classroom
settings
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4. Use Preparatory Sets
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5. Slow down your rate of speech.
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6. Do a great deal of reviewrepeat information
and rephrase it.

• It is estimated that the average, monolingual
  English-speaking adult forgets 95 of what he
  heard within 72 hours of hearing it.
• ELL students with LLD benefit from hearing
  information repeated and reviewed often.
• Rephrasing is helpful. For example
• There are 9 planets in the solar system. The
  earth is one of the planets closest to the sun.
  The earth, one of 9 planets in the solar system,
  is close to the sun.

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7. Emphasize content words through increased
volume and stress.

• Research has shown that LLD students lack the
  ability to identify the big words, or content
  words and separate them out from the smaller
  words (function words).
• Increasing the auditory salience of content words
  through increased volume and stress can support
  ELL students with LLD. For example
• The ocean is a source of life for our planet.
  The ocean provides food, water, and other things
  that are important.

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8. Give extra processing time.
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9. Use a multimodal approach to instruction and
intervention.
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Do you like this PowerPoint background with the
childs hand prints?

• I do! Its cute!
• However, are you somewhat distracted by the
  amount of detail in this particular Powerpoint
  background?
• I am!
• This is one example of the overload experienced
  by our ELL students with LLD. They experience
  overloadboth visual and auditory.
• By modifying the physical and linguistic
  environment, we reduce students overload,
  leaving them free for learning.

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• V. INTERVENTION AND INSTRUCTIONAL STRATEGIES FOR
  PULL-OUT THERAPY AND GENERAL EDUCATION SETTINGS

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There are a number of strategies that can be used
successfully in therapy rooms and general
education classrooms with ELL students with LLD.

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Teach names for common objects in the classroom
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Focus on communication of meaning grammatical
correctness can come later.

• When early-stage ELL students make grammatical
  errors, recast the utterance. For example, a
  student might say It nice day. You can say,
  Yes, it is a nice day. Im glad you think it is
  a nice day! In this way, the students hear
  correct models. They are not overtly corrected by
  the professional. Students become discouraged and
  unmotivated to communicate when professionals say
  something like No, Josefina, stop. Say It is a
  nice day. If professionals recast students
  incorrect utterances, students are motivated to
  keep communicating. The communication process has
  not been interrupted, and students have been
  exposed to accurate models of language.

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We can also use the technique of focused
stimulation to provide correct language models

• For example, a student may consistently omit
  plural s (e.g. I see 2 horse.)
• We can play a game with a farm where we
  repeatedly model plural s. We might say Look,
  there are 3 horses and 4 cows. OhI see two pigs
  and several dogs too! The farmer is carrying two
  buckets of water, opening the farm doors, and
  taking the buckets of water to the animals. I
  wonder if he will find the eggs that the chickens
  laid.
• In this way, students receive repeated models of
  the correct form without being interrupted in
  their attempts to communicate meaning.

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Use computers with students

• Some ELL students with LLD can benefit from
  computer programs that teach language content and
  form. Computers are fun for many students.
• Several excellent websites for vocabulary,
  phonological awareness, literacy, and academic
  skills are
• www.starfall.com
• www.primarygames.com
• www.enchantedlearning.com
• The above websites offer free games and materials
  that can be available to students in their homes
  as well as at school.
• Earobics (Cognitive Concepts, 1997-2003) are
  commercially available software programs that are
  graded to students individual levels. The
  computer programs teach phonological awareness
  skills and keep track of the progress of each
  individual student. Students can work on the
  programs at their own pace. Students love
  Earobics because the games are fun, colorful, and
  have music and animation.
• For older students with writing/fine motor
  coordination problems, word processing can be an
  excellent option because students can freely
  express their ideas without the tedium of
  handwriting (Roseberry-McKibbin, 2007).

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Recruit primary language tutors and aides to
support student in L1. Possible sources
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Use music and songs
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Prepare a multicultural calendar

• Teach standard American holidays
• Discuss holidays from the students countries and
  cultures
• A great website for this is www.globalkids.info
• Make sure to be sensitive to students religious
  backgrounds.

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Have the students
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Students can also be taught to
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With regard to notetaking, students often need to
be explicitly taught to
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For example, students can underline or highlight
the key/content words in sentences.

• The weather is hot in the summer.
• Abraham Lincoln was a president of the United
  States.
• Many people think that dogs are mans best
  friend.
• When they learn to do this, they can then be
  taught to take notes, writing down just the
  key/content words.

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Use visualization to help students form pictures
of information that they read or hear.
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I have found that
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Use Total Physical Response (TPR)

• Clinician touch your chin (clinician alone does
  this)
• Clinician touch your chin (clinician and
  children do this together)
• Clincian touch your chin (children alone carry
  out the command)

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TPR is an excellent strategy especially for LLD
students who are in the early stages of learning
English
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USING QUESTIONS APPROPRIATELY DURING
INSTRUCTIONAL ACTIVITIES
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We can avoid questions that clash with students
cultural styles

• .

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VI. DEVELOPING VOCABULARY SKILLS

• It is important for students of all ages to build
  their content knowledge/ conceptual foundation
  within meaningful contexts. Drill without context
  is usually ineffective.
• Develop knowledge of classroom/ curriculum
  vocabulary. We can ask teachers to provide us
  information about what vocabulary they are
  teaching in the classroom.

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For example, if I have students from a classroom
where they are learning about the ocean and
marine life
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New words need to be learned in context
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For example, if they are learning about horses,
its ideal to actually see and touch one
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If concrete experiences are not available
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We can ask students to describe pictures and give
word definitionsthese skills are predictive of
success in literacy and school achievement
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If students draw pictures of new words they are
learning.
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WHEN TEACHING VOCABULARY
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VOCABULARY TEACHING HIERARCHY FOR ELL LLD STUDENTS

• Here is an example of a vocabulary hierarchy of
  IEP goals and objectives, beginning with
  receptive activities and progressing very
  gradually to expressive activities and finally to
  written language. This sample unit is used
  expressly with permission fromRoseberry-McKibbin
  , C. (2001). The Source for Bilingual Students
  with Language Disorders. East Moline, IL
  LinguiSystems.

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VOCABULARY TARGET SCHOOL ITEMSAnnual Goal The
student will demonstrate increased receptive and
expressive vocabulary skills.

• Short term objective 1 When the clinician
  verbally gives school item target vocabulary
  words, the student will point to pictures of
  these items with 80 accuracy.
• Clinician Marisol, point to pencil.
• Student Points to the pencil.

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Short term objective 2

• When the clinician holds up a picture and says
  Is this a(n) ____? the student will verbally or
  nonverbally indicate yes or no with 80 accuracy.
• Clinician Is this a desk?
• Student Verbally or nonverbally indicates yes or
  no.

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Short term objective 3

• When the clinician gives a 1-2 sentence verbal
  description of a target word/concept and gives
  the student 2 choices of answers, the student
  will verbally supply the correct answer with 80
  accuracy.
• Clinician Listen. This is usually made of wood
  and has an eraser. Students write with it. Is it
  a pencil or a crayon?
• Student Pencil.

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Short term objective 4

• When shown pictures of school item target
  vocabulary words, the student will give verbal,
  one-word labels with 80 accuracy.
• Clinician (shows a picture of a book) Anak,
  whats this?
• Student Book.

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Short term objective 5

• When asked to verbally list 3-5 items in a given
  category, the student will do so with 80
  accuracy.
• Clinician Lisa, tell me the names of four
  different things we find in a classroom at
  school.
• Student Scissors, pencils, crayons, desks.

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Short term objective 6

• When asked to define a target vocabulary word,
  the student will give a 5 word verbal
  description with 80 accuracy.
• Clinician Mario, what is a playground?
• Student It is a large outside place at a
  school where students play.

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Short term objective 7

• When given a school item target vocabulary word,
  the student will use the word in a sentence with
  80 accuracy.
• Clinician Carlo, please use the word paper in a
  sentence.
• Student We write all our assignments on paper.

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If students are old enough to read and write.
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Short term objective 8

• When presented with a paragraph or word list
  containing the school item target vocabulary
  word, the student will find and read the word out
  loud with 80 accuracy.
• Clinician Josefina, look at this story. Please
  find the word desk, and read the word to me after
  you find it.
• Student Finds the word desk and reads it aloud.

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Short term objective 9

• When asked to spell a target vocabulary word, the
  student will spell the word out loud with 80
  accuracy.
• Clinician Jaime, please spell the word
  teacher.
• Student Spells the word aloud.

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Short term objective 10

• When given a target vocabulary word, the student
  will write a sentence containing the word with
  80 accuracy.
• Clinician Estera, please write the word bus in
  a sentence.
• Student Writes a sentence containing the word
  bus.

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Note
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• VII. SPECIFIC STRATEGIES FOR PRESCHOOL ELL
  CHILDREN WITH LLD

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A. Increasing Oral Language Skills in Preschool
ELL Children with LLD

• Research shows that even children as young as 3
  years of age reject peers whom they perceive as
  different (Rice, Sell, Hadley, 1991 Tabors,
  1997 Weiss, 2002).
• Thus, a major goal for ELL preschoolers with LLD
  is to successfully interact socially with their
  peers.

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With ELL preschool children who are LLD
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How do we help ELL preschoolers with LLD succeed
in preschool/daycare settings?
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Researchers such as Genesee et al. (2004), Tabors
(1997), and Weiss (2002) have recommended the
following
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Specific Suggestions
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Tabors (1997) coordinated the Harvard Language
Diversity Project, a research activity of the New
England Quality Research Center on Head Start
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Another practical strategy
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Tabors and her Harvard colleagues also
recommended that
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One of the most helpful things for the preschool
children.
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Another successful strategy that helped the ELL
preschoolers fit into the group faster and
socialize more
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To include parents of ELL preschoolers.

• Teachers allowed them to volunteer for simple
  tasks such as pouring juice and cleaning up the
  paint areathese tasks required little-no
  knowledge of English.
• They also had parents demonstrate a skill or
  talent such as cooking a native dish for all the
  children, performing a folk dance in a native
  costume, and others.
• Parents felt included and were even more
  supportive of teachers efforts.

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B. Increasing Literacy Skills

• Reading, writing, spelling
• ?
• Phonological awareness
• ?
• Oral language
• ?
• Foundation is environmental experiences and
  exposure

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Begin with phonological awareness

• Phonological awareness is the ability to
  consciously reflect on and manipulate the sound
  system of a language.
• It is foundational to success in reading,
  writing, and spelling (Goldsworthy, 2003).
• Preschoolers who are ELL and have LLD especially
  need to develop phonological awareness skills
  (Roseberry-McKibbin, 2007).

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Use the following hierarchy
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Other ideas include
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We can also
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If books are read many times..

• Children obtain more vocabulary and information
  each time they read the story.
• When they are familiar with a story, they can be
  encouraged to read it to peers and family
  members. This increases their confidence with
  reading.

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• Researchers such as Fey, Windsor, and Warren
  (1995) and Kaderavek and Boucher (2006) caution
  that

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Ideas to make book reading enjoyable and
motivating include
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Professionals can use books that
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And we know that we should encourage caregivers
to read, read, read!
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Written Language Attainments Preschool Period

• We need to be sure that before they enter
  kindergarten, our preschool students can
• 1. Display interest in reading sharing books
• 2. Hold a book right side up
• 3. Identify the front and back of the book
• 4. Identify the top and bottom of a page
• 5. Look at and turn pages from left to right
• 6. Identify the title on the book cover

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• 7. Identify titles of favorite books
• 8. Distinguish between pictures and print on a
  page
• 9. Know where the story begins in the book
• 10. Identify letters that occur in their
  own names
• 11. Print the first letter of their name
• 12. Recite the first 10 letters of the alphabet

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• 13. Point to the first letter in a word14.
  Differentiate uppercase from lowercase
  letters15. Use terms such as letter, word,
  alphabet
• 16. Point to words individually as they are read
• 17. Respond to signs in the classroom
• 18. Recognize common environmental signs (e.g.,
  stop sign)

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If preschool ELL students with LLD receive
comprehensive support in oral and written
language skills.

• They will be far more successful in elementary
  school and beyond.

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VIII. WORKING WITH ELEMENTARY-AGED AND ADOLESCENT
STUDENTS ENHANCING LITERACY SKILLS
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Many SLPs do not view literacy as something that
is our job. Many of us in public schools work
with students who have oral language problems,
and literacy is viewed as the province of other
professionals such as Resource Specialists.

• However, ASHA (2004) has been increasingly
  emphasizing the role of the SLP in supporting
  students with written language problems.
• ELL students with LLDs are particularly
  vulnerable to written language difficulties
  because 1) written materials are in their second
  language of English, and 2) their LLD often makes
  written language difficult.

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There are many easy, simple, inexpensive
activities that SLPs can incorporate into therapy
to provide additional support to these students.

• In this section, we shall discuss some of these
  activities that cost practically nothing and
  potentially make a big, positive difference for
  ELL students with LLD.

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A. SUPPORTING ELL STUDENTS WITH

• WRITING, FINE MOTOR, TRACKING, AND SPELLING
  PROBLEMS

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Writing can be difficult
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Students may have difficulty because

• 1.
• 2.
• 3.

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Teachers assume that
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Handwriting without Tears

• Is a multisensory, developmental approach that is
  virtually 100 successful.
• It is excellent for ELL children it is very
  visual and tactile
• It is also good for children who are left-handed,
  who reverse their letters, and who have
  difficulty forming their letters.
• www.hwtears.com

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• There are many simple, inexpensive activities
  that can be used to help children who have
  difficulty with writing and fine motor skills

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These include
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B. READING CHARACTERISTICS OF STUDENTS WITH
LEARNING DISABILITIEScompared to similar ELL
peers

• Poor reading habits

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Comprehension errors
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Word recognition errors
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Other characteristics include
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SUPPORTING STUDENTS WITH VISUAL TRACKING AND
SPELLING PROBLEMS
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For students with spelling problems

• Test on day 1 write out each erred word 5x
• Day 2 test again for erred words, write 10x and
  say each sound out loud
• Day 3 test again for erred words, write each
  15x and say each sound out loud
• VERY effectiveits multisensory!

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• C. Enhancing Reading Comprehension Skills

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As we have said, reading is difficult for ELL
students with LLD

• Academic materials are written in their second
  language of English
• The LLD often makes reading difficult

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We Can Teach Basic Sight Words

• The of and a
• To in you is
• That it at he
• For on are as
• With his they be

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PREVIEW-VIEW-REVIEW APPROACH

• Use classroom textbooks to teach students this
  approach
• This helps teach class curriculum content and
  enhance reading skills

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BEGIN WITH PREVIEW

• 1.
• 2.
• 3.
• 4.

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VIEW THE CHAPTER

• 1.
• 2.
• 3.

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• 4.
• 5.
• 6.

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Help the student visualize what is being read
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REVIEW

• 1.
• 2.
• 3.

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Also review by

• 4.
• 5.
• 6.
• 7.

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D. Special Considerations for Older Students with
Reading Difficulties
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One difficulty many professionals experience is
that
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Nippold et al 2005

• Studied the free-time preferences and leisure
  activities of older children and adolescents.

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They found that
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They also found that
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Nippold et al. 2005 said that
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Nippold et al. suggested that professionals can

• 1.
• 2.
• 3.

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• 4.
• 5.
• 6.

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And lastly
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Again, SLPs can incorporate these ideas.
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IX. INCREASING FAMILY INVOLVEMENT IN STUDENTS
LEARNING
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Some educators tell parents to speak only
English at home
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If a child is cut off from his home language
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I tell parents
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Here in the U.S., we as professionals routinely
expect families to be involved in their
childrens learning.

• However, in some cultures, families believe that
  school and related activities are the
  responsibility of professionalsfamilies should
  not interfere (Madding, 2002 Zuniga, 2004).
• Thus, families may be offended at being asked to
  participate in educational decisions, carryover
  activities, etc. because these things are not
  their job. Education of children is the job of
  professionals. Raising children and providing
  discipline is the job of the family!
• In these cases, we can utilize the services of
  cultural mediators to help families realize that
  in the U.S., they are expected to be an integral
  part of the educational team. This may be a
  difficult transition for many families (Lynch
  Hanson, 2004).
• A cultural mediator is a person from the familys
  cultural and linguistic background who acts as a
  go-between for professionals and family members,
  helping them work successfully with one another
  (Hammer, Miccio, Rodriguez, 2004).

157
Remember that in some cultures
158
We can help families become more involved in
their childrens learning and schooling
159
We can help parents understand what U.S. schools
expect of them and their children
160
Parents and students need to understand basic
school routines.
161
Remember that some parents are non-literate in
English
162
Encourage students to read to their parents in
English
163
Help parents find out
164
Many families are surviving
165
Invite parents to the school
166
Help parents understand the relevance of talking
to infants and small children
167
In many cultures, infants and young children are
not considered conversational partners
168
Lastly, emphasize childrens good qualities.
169
Woods, J. (March 25, 2008 ASHA Leader)

• Providing Early Intervention Services in Natural
  Environments (title of article)
• http//tactics.fsu.edu/
• This website describes intervention based on
  family-guided routines it offers many practical
  and research-based resources

170
Woods (2008) recommended
171
Response to Intervention (RTI)
172
In the old days we had.

• Regular education in the classroom
• OR ?
• Special education with an IEP

173
Now more schools across the U.S. are implementing
RTI

• Regular education classroom (Tier 1)
• ?
• Noncategorical, nonspecial education
  interventions (after-school math and/or reading
  academy REWARDS reading program, etc.) (Tier 2)
• ?
• Special education with IEP (Tier 3)

174
This is partially in response to No Child Left
Behind and IDEA 2004
175
What is Bakersfield, CA, doing for RTI for ELL
students in Tier 2?

• Before children are on IEP, they are screened
• In the 60 days between screening and formal dx,
  pull them into speech room and work with them to
  see how modifiable they are how quickly they
  learn (neverstreaming)
• Take what speech students are stumbling on (e.g.,
  synonyms, antonyms) and teach these concepts to
  the whole class take tx materials to the whole
  class
• This helps you get to know the general ed
  children then if they come up at SST, you are
  familiar with them

176

• Kids go through SSTteachers have to do the
  paperwork cant just knee-jerk refer to special
  ed
• Parents need to know that they cant just request
  assessment there is a process that has to be
  followed (e.g., co-ops, SST)
• No IEP, but brief, intensive services for a
  certain time period
• Students with social/behavior problemsworks on
  expressive/social language, behavior kids are
  not on IEPs
• Involvement with immersion studentsthey come to
  the speech room, and she works with language,
  using TPR etc.
• At-risk children all-day kindergarten with
  intervention RSPs and SLPs go into the classroom
  and work with children in areas such as phonemic
  awareness psychologist works with children with
  social issues

177
In Waco, Texas and Phoenix, Arizona

• SLPs mostly see children who are on IEPs
• SLPs may be a little involved in supporting
  reading/phonological awareness programmes
• However, the schools usually hire special
  teachers to conduct RTI

178
In Georgia

• RTI is a general ed issue
• Tier 1 general ed (how to help any struggling
  student)best teaching practices in the classroom
• Tier 2- Narrow it down a littletarget students
  who have lower state test scorese.g., centers,
  guided reading groupsbottom 5 kids in the
  classroom these students get more differentiated
  attention. There is also after-school
  tutoringdone by classroom teacherno extra
  paypart of their regular duties. Early
  intervention, Reading Recovery, ELL services.
  Also have teacher-led collaboration teams that
  meet 1-2 times a month to discuss the bottom 5
  (SLP usually is not there, but they could be).
  Problemteachers dont want to document what they
  do in the 6-8 weeks.

179

• Tier 3 Of the bottom 5, 3 respond and 2 do not.
  The 2 have a slower rate of learning achievement
  gap is widening. These 2 go to Tier 3, where
  there is an SST. Tier 2 is small group
  interventions in Tier 3, more 11 attention.
  This 11 attention should be provided by the
  teacher, the ELL specialistanyone on the team.
  After-school programmes may be providedthese can
  be computer programmes, tutorsTitle 1 money.
• Tier 4 special ed! Tier 3 is not working, so
  the special ed team assesses and intervention can
  be provided. Focus on inclusion. When the
  children are pulled out, the clinicians focus on
  teaching curriculum. SLPs support the curriculum.
  SLPs go into the classroom and help the teacher
  differentiate instruction.

180
North Highlands, CA

• Start-In programme
• Write downteachersdocument what interventions
  they are using
• Meeting as pre-sst teamroving sub makes tteacher
  come
• Includes behavior, social, attendance, not just
  academics
• Reading recovery, literacy groups
• Hire retired assistant superintendents,
  principals, reading teachers for after-school
  programs, and transportation provided
• Full day kindergarten
• Title one teacherstarts later in the AM, but
  also sees students after schoolshe is an expert
• District sponsored preschools, head start
• Therapy doggypsy 10-year old read to the dog

181
In Richardson and Dallas, Texas (2/08)

• Saturday schoolteachers get extra ?--it is
  competitivethey want to do it bus provided,
  lunch also (8-12 AM). Not each Saturday heats up
  as standardized testing looms.
• After school programmes
• Reading curriculumintervention during the day
  from a specialistcampus reading specialist
• Bubble-busterspull-out during the day for
  students who are right on the bubble of not
  passingone period a day all year. Done by
  tutors, specialists who are brought innot
  special ed personnel
• High school before and after school, and
  PMteachers are paid extra stipend

182
In San Diego, CA (2/08)

• There is an increased emphasis on
  pre-kindergarten programmes to help prepare
  children for elementary school
• SLPs help preschool teachers and parents with
  language expansion techniques

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It takes a village to raise a child!