Effective Rti System for ELLs in CESA 6 schools

Dawn Shimura, M.S.

"If kids haven't been reclassified (as fluent) by fifth grade, they have pretty much been tracked, and are not going to be able to go to college, said Oscar Cruz, the head of Families in Schools, a nonprofit advocate for parents of low-income and minority families (in California). They're on a path where they're just taking remedial classes" (Kuznia, 2012). The implementation of Response to Intervention (Rti) for English Language Learners (ELLs) must be built on individual student academic needs and English proficiency, ultimately preparing them for secondary education and successful careers as adults. As examples, new immigrants with little to no English communication abilities entering middle and high school will need intensive English skill development in order to succeed academically in the United States. Then again, when students are entering middle and high school as continuing ELLs from elementary school settings, their academic needs will be varied. For instance, a Vietnamese student might excel in study skills, but his pronunciation and vocabulary may severely affect his intelligibility. A Spanish-speaking student might excel in vocabulary, comprehension, and oral expression while academic writing and note-taking skills may require development. Rti must strive to assist the differing needs of all ELLs at the Tier 1 level while centering education on Common Core skills, providing specific skill development in those areas that will prepare them academically for college environments in their near futures. Rti should also facilitate the use of the ELL students strengths and abilities, background knowledge, cultural experiences and vast bilingual vocabulary base available to them in their first languages as assets with the classroom and must be encouraged to recognize their skills. The following components can be utilized to facilitate effective Rti integration in this district: Creation of support teams (Collaboration with representation from varying viewpoints is vital). Academic view representation Social-emotional view representation Administrative view representation o Potential participants representing one or more of these viewpoints ELL director ELL/Bilingual Education Coordinator ELL ACCESS Testing Specialist Reading Specialist ELL counselor Diagnostician Transition Specialist Hmong Cultural Support Specialist Leadership Coordinator Bilingual school social worker Bilingual school psychologist Guidance Counselor

Create Rti Referral Form for all struggling ELL students, a checklist to be completed by the teacher, also providing information through a narrative. Academic Concerns Social-Emotional Concerns Task-related Concerns o Create a Student Problem Solving Profile Referral Form for teachers and ELL specialist to complete when student performs below peers consistentlysubmit to ELL Support team Students strengthsfocus on the positives Elaboration of specific concerns with examples Prioritization of concerns Identification of factors related to concerns (potential language, cultural, familial, physical, environmental, former schooling, or LD explanations) given a list of options and space for writing own thoughts Desired outcome and measurable objective(s) o Discuss student concerns bi-weekly or more often as needed Focus on success of students in meeting specific academic needs Create plans for invention as needed ELL Support Team Meetings o Reviews submitted Rti Referral Forms and Problem Solving Profile Referral Forms o Reviews effectiveness of Tier 1 research-based instructional strategies for language and academic achievement, progress of Tier 2 & Tier 3 students o Compares summative and formative assessments of target students and his/her peers o ELL Reading Specialist may implement additional assessments to assist in planning Bader Reading language Inventory Oral Reading Frequency (ORF)provides a base score Attitude Survey A fluency measurement Tier 1 Intervention Plan Tier 1 instructional strategies (differentiated instruction) Monitor progress of target skill(s) Tier 2 Intervention Plan o For students not responding to Tier 1 instructional strategies Small groups or one-on-one tutoring interventions outside of class time, led by teacher assistants or ELL resource teacher Specific skill instruction Monitor progress of target skill(s) Alter intervention as needed Tier 2 Intervention ceases when target skill goals at this level are met Tier 3 Intervention Plan o For students not responding to Tier 2

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Assess for Special Education eligibility ELL Support Team discusses valuable information and continues to develop intervention plans bases on student needs Monitor progress of target skill(s)

Works Cited
Kuznia, R. (2012, November 24). California's English language learners getting stuck in schools' remedial programs. Press-Telegram: Long Beach, CA, Retrieved from http://www.presstelegram.com/news/ci_22059642/californias-english-language-learners-getting-stuckschools-remedial