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Day 4 Literacy Panel: Rtii for ELL and special education Students


... Tier 2 Tier 2: Curriculum Tier 2: Personnel What Does Culturally responsive teaching look like and sound like? – PowerPoint PPT presentation

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Title: Day 4 Literacy Panel: Rtii for ELL and special education Students

Day 4 Literacy Panel Rtii for ELL and special
education Students
Instruction in Tier 1A vs. Tier 2
  • In school teams, list possibilities for tier 1a
  • Time
  • Instruction
  • Personnel
  • How will tier 1a intervention differ from tier 2

Interventions Tier 2
  • First resource is TIME (AET)
  • HOW much more time is needed?
  • Second resource is curriculum
  • WHAT does the student need?
  • Third resource is personnel
  • WHO or WHERE will it be provided?

Tier 2 Curriculum
  • Standard protocol approach
  • Focus on essential skills
  • Most likely, more EXPOSURE and more FOCUS of core
  • Linked directly to core instruction materials and
  • Criterion for effectiveness is 70 of students
    receiving Tier 2 will reach benchmarks

Tier 2 Personnel
  • EVERYONE in the building is a potential resource
  • Re-conceptualize who does what
  • Personnel deployed AFTER needs are identified
  • WHERE matters less and less
  • REMEMBER, student performance matters more than
    labels, locations and staff needs.
  • A school cannot deliver intensive services to
    more than 7 of the population

What Does Culturally responsive teaching look
like and sound like?
  • Give one, get one
  • Try to give at least 3 three people new
    information and get at least three pieces of new
  • Discuss your findings with a partner and
    synthesize your learning
  • Share out

Gallery Walk
  • Take a gallery walk among the decision tree
    charts posted
  • What have you learned or what do you understand
    about about instructional decisions at each step?
  • Share your thoughts with a partner

RTII for ELL Learners
  • RTI and ELLs A System of Support to Ensure
  • Response to Intervention and English Learners
  • RTII and ELLs Pattan Brief and Response To
    Intervention In Reading For English Language
  • My Mother Never Read to Me

Assignment for Reading
  • Read assigned section and highlight 3 phrases or
    sentences that capture what all faculty should
  • Share with your partners and narrow all findings
    to 3 total for your section
  • Share with article team
  • Each article team shares out whole group

Think Pair Share
  • How has your understanding of instruction for ELL
    students been impacted by this mornings
  • What information is key for tier 1 instruction?
    Explain your thinking.

Universal Screening
  • In integrated teams think accomodations needed
    for ELLs with regards to universal screening
  • Share out
  • Synthesis ideas from other group if appropriate
  • Place accommodations on goggle docs

Tier 1 Instruction for ELLs
In Primary classrooms that included ELLs..
  • had sophisticated knowledge of reading
    instruction as well as second language
  • were able to draw on the prior knowledge of
    struggling readers and make connections with what
    they already knew.

Graves, Gersten, and Haager (2004)
In Primary classrooms that included ELLs..
  • emphasized explicit instruction in word
    identification, phonological awareness, and
    vocabulary instruction.
  • provided structured opportunities to practice
  • provided supportive learning environments in
    which students were highly engaged.

Graves, Gersten, and Haager (2004)
Research-based Interventions
  • What works with whom, by whom, and in what
  • It is essential to find out what works with whom,
    by whom, and in what contexts.
  • These issues of population validity and
    ecological validity are essential if research
    results are to be generalized - yet seem to be

With Whom?
  • When deciding if a practice is appropriate for
    implementation as part of an RTI model, it should
    have been validated with students like those with
    whom it will be applied.
  • Although the National Reading Panel report did
    not address issues relevant to second language
    learning (2000, p. 3), the reports conclusions
    are commonly cited as support for Reading First
    initiatives for all students.

By Whom?
  • Is the teacher
  • knowledgeable about second language acquisition?
  • knowledgeable about bilingual education and
    English as second language (ESL) teaching
  • skilled in effective interventions for ELLs?
  • skilled in assessment procedures?
  • Does the teacher
  • have the attributes of culturally responsive
  • build positive, supportive relationships with
  • work well with students families and the
  • collaborate well with other professionals?
  • help most ELLs succeed to high levels?

In What Contexts?
  • It is essential to examine school contexts when
    implementing RTI models.
  • A student can be considered at-risk at one time
    and not at another, in one class but not in
    another, and in one school but not in another
    (Richardson Colfer, 1990).
  • Are there culturally diverse children in some
    schools who respond favorably to an intervention
    and comparable culturally diverse children in
    another school who do not respond as well?

In What Contexts?
  • To conclude that failure resides within students
    when they do not progress with a certain
    intervention, and then move them onto the second
    or third tier in an RTI model or decide they
    belong in special education without considering
    other factors is problematic.

Revised RTI Model
  • Special
  • Education
  • Intensive assistance,
  • as part of
  • general education
  • support system

Referral to a Child Study Team or Teacher
Assistance Team
Culturally responsive instruction in general
education classroom
Tier 1
1st Tier
  • The foundation of the first tier should be
    culturally responsive, quality instruction with
    on-going progress monitoring within the general
    education classroom.
  • We see this first tier as including two essential
  • (a) research-based interventions, and
  • (b) instruction by knowledgeable, skilled
    teachers who have developed culturally responsive

Culturally Responsive RTI Model
  • In their teacher education programs as well as
    through ongoing professional development,
    teachers should become familiar with
  • instructional strategies linked to academic
    growth for English language learners,
  • the language acquisition process and the unique
    needs of ELLs, and
  • assessment procedures for monitoring progress,
    particularly in language and literacy.
  • Teachers need to know if their interventions are
    effective and how to adjust instruction for
    students who do not seem to be responding.

Culturally Responsive Literacy Instruction
  • What does it mean to provide culturally
    responsive literacy instruction?
  • All practice is culturally responsivebut to
    which culture(s)?
  • Culture is involved in all learning.
  • Culture is not a static set of characteristics
    located within individuals, but is fluid and

Culturally responsive literacy instruction should
  • Include explicit instruction in phonological
    awareness, the alphabetic code, language and
    vocabulary development, and reading for meaning
  • Emphasize cultural relevance and build on
    students prior knowledge, interests, motivation,
    and home language
  • Include frequent opportunities to practice
    reading with a variety of rich materials, in
    meaningful contexts.

Emerging RTI Research with ELLs
  • RTI models in which focused reading interventions
    are coupled with language development activities
    while incorporating English as second language
    (ESL) best practices (e.g., use of repetitive
    language, modeling information, facial
    expressions and gestures in teaching vocabulary,
    explicit instruction in English language usage)
    or native language instruction show promising
    results (Vaughn et al., 2005).

1st Tier
  • What should the first tier look like for English
    language learners?
  • Who should be responsible for making sure ELLs
    are receiving adequate opportunities to learn at
    the first tier?
  • What can you do in your role to make sure Tier 1
    includes culturally responsive instruction
    appropriate for ELLs?

Tier 1 Accommodations for ELL
  • What accommodations should be in place in tier 1
    instruction to meet needs of ELLs?
  • Share out
  • Synthesize learning from other group if
  • Place document on google docs

Integrated Teams
  • Use the sample Response to Instruction and
    Intervention Tier 1 Accommodations model to help
    you design an Avon Grove Model for ELL students
  • This might mean that there will be accommodations
    appropriate for all students and accommodations
    more appropriate for ELLs
  • Highlight the accommodations most appropriate to
    our ELL population

Tier 2 Intervention
  • Grouping 4-6 students (for elementary)
  • 2-4 days per week
  • Time frame a minimum of five weeks
  • PM every two-three weeks (for elem.)
  • Use the intervention plan designed by the
    Literacy Panel for Tier 2 instruction
  • Modify it to fit the needs of ELL students
  • Fill out the Continuum of Tier 2 Intervention for
    each reading phase (word study, fluency,
    comprehension, all)

Tier 3
  • Grouping 1-3students (for elementary)
  • 5 days per week
  • Time frame six-eight weeks
  • PM every week (for elem.)
  • Use the intervention plan designed by the
    Literacy Panel for Tier 3 instruction
  • Modify it to fit the needs of ELL students
  • Fill out the Continuum of Tier 3 Intervention for
    each reading phase (word study, fluency,
    comprehension, all)

Think Pair Share
  • Think of the work completed this morning
  • Where will teachers need the most support
    understanding and implementing the RTII model for
    ELL students?
  • What suggestions do you have for PD and on going

Movement from Tier 3 to Special Education
  • How might special education instruction look
    different from tier three instruction?
  • Delivery
  • Methodology
  • Materials
  • Technology
  • Content accommodations

Decision Tree for movement from Tier 3 to
special Education
  • Work in integrated elementary and secondary teams
    to design a decision tree for movement from Tier
    3 instruction to special education placement
  • Share your thoughts

Consolidate Information
  • Count off by 6s
  • Group 1 Universal screening
  • Group 2 Tier 1
  • Group 3 Tier 2
  • Group 4 Tier 3
  • Group 5 ELL
  • Group 6 Special education
  • Use your notes and the charts to help you pull
    together the most important concepts of your
    topic. Share out

Next Steps
  • Gather into school teams
  • Decide how you could pass this information on to
    your colleagues
  • Chart your ideas on google docs and share out

Exit Ticket
  • Count off by 4s
  • Create a visual depicting our work over the past
    four days
  • Gallery Walk
  • Share out