Progress Monitoring Challenges/Appropriate Responses
Questions
1) What are the positive
results
for
progress
monitoring for ELLs?
2) What are the challenges
and appropriate
responses within the
current RTI progress
Answers
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monitoring system for
ELL students?
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Older children (3rd and Up)- Progress monitoring assessments
lack effective data. Students’ needs vary so much that
DIBELS, etc., does not offer positive results
Current progress monitoring may be inappropriate
linguistically, culturally or pedagogically. We need to compare
ELLs progress to true peers and need a contextual screener
with vocabulary support: ESL Teacher Based Assessment that
has an ESL framework as its basis.
Tier II should enhance and complement Tier I objectives rather
than isolated skill development.
Challenge Example Appropriate Response ELLs may be working on ELP standards along with Tier II
objectives.
Collaboration and creativity are required when dealing with
ELLs.
Teacher-based assessment is an option to consider with ELLs.
(cite research)
Tier II may be a false label. Data does not reveal actual level.
The ESL teacher needs to be involved in the meetings when
data is examined to determine further interventions or
placement and also the content of lessons.
When assessing the progress of ELLs, make sure you consider a
child’s cultural, linguistic, socioeconomic and experiential
background, including his previous schooling.
During DIBELS, some Level I ELLs may not even speak. The
score obtained from this cannot be considered for placement.
Phonological awareness: Can speak their native languages and
are literate in that language, so they are aware of phonology.
May not answer the question correctly due to a lack of
vocabulary, not a lack of phonemic awareness.
Caution: The progress monitoring tool for ELLs needs to come
from an ELL Framework. If this is not possible, teachers must
tweak data collection methods.
Tier II services for ELLs should include:
instruction/academic English/
3) What are the challenges
and appropriate
responses within the
current RTI approach to
Interventions for ELL
students?
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Vocabulary
Challenge – Avoiding the unintended consequence of pulling
students out of regular instruction too much.
 Appropriate Response-
Possibly placing ELLs in Special Education is an unintended
consequence. ELLs may need to be given more time in Tier II,
before being sent on to Tier III.
Another unintended consequence may be an inordinate
number of ELLs in Tier II and Tier III.
After progress monitoring, districts should try to coordinate
scheduling of ESL services and RTI.
They need to be present for core instruction. Tier II needs to
complement Tier I. ESL content should not be isolated.
If an ELL is in Tier II and is not receiving ESL instruction daily,
careful instruction needs to be given to the screener results
and the ELP standards and the content of the RTI sessions.
Their intervention needs to be individualized. (the content of
their RTI instruction) There may not be any true peers for the
ELL at the schools.

Students learn from their peers and should not be
isolated from their peers for many interventions a
day.
Collaborations (Title I, Special Education, Interventionists and ESL teachers)
Questions
4) What role do ESL Services
play as a Tiered Intervention?
Answers
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ESL is actually a tier I, II, and III intervention depending on
the student. The team should understand the fluidity of
ESL teachers.
In light of the second language acquisition process we
make the following recommendations:
o
Progress from Level 1 to Level 2 in one – 1-2 years
o
Progress from Level 2 to Level 3 in one – 1-2 years
o
Progress from Level 3 to Level 4 in two – 2-3 years
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5) How can the RTI Professional
Learning Community (Title 1,
It is important to clarify who leads the collaboration team
when the child is in tier III if ESL services have to step back
because of time needed for directed services.
It is crucial that all educators work together to collaborate and
communicate in order to ensure success for English Language
Special Education,
Learners. Below are some important steps for facilitating that
interventionists, ESL teachers) process:
better collaborate to address  Interventionists, specialists and teachers need to
the needs of ELLs?
communicate. They need to know that we are a TEAM.
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6) What other “Tier 2” services
might also benefit ESL
students?
7) In an RTI Model, how can
schools provide flexibility
when enrolling ESL students?
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 This can be accomplished by---
There needs to be training about ELL’s, culture, language
proficiency and learning needs for specialists,
interventionists, teachers, counselors and principals.
Monitoring students by email or face-to-face routinely…in
terms of prevention as well as intervention.
Include counselors in the team so that behavioral and
emotional needs are addressed.
Once intervention/progress monitoring paperwork is
completed it should be shared and discussed among the
team.
Teachers should automatically give copies of the results of
progress monitoring to the ELL teacher.
A list of teachers, support services, and interventionists
need to be shared for each ELL student.
Title I and Special Education can provide reading support.
Counseling can also be used.
Small groups specific to skill needed. ESL teacher has
discretion to use RTI to differentiate instruction.
Beyond Tier II- When ELL Students need Tier III Interventions
Questions
8) What are the cautions about
moving ELL students from
Tier II to Tier III?
Answers
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Cautions –
o Appropriate Response
We do not want to over or under identify students. Based on
your county procedures and curriculum – take these
considerations into account:

Different counties are going to look different from school
to school – How they implement ESL instruction?
 ESL instruction is considered Tier II instruction
 Has the team considered whether the students’ lack of
progress is consistent with the second language
acquisition process or a possible manifestation of a
disability?
o
look at Progress Monitoring and Westest to see if
student has made progress
o
if student is making significant gains the student
should have progressed in the lesser number of
years indicated above
o
if student is not making significant gains they may
require the greater number of years indicated
above
o
With the best interest of the student in mind, the
LEP/SAT Committee will help to plan if a student
will stay continue to receive Tier II instruction or
will be recommended for Tier III
o
The team must include an ESL teacher,
preferably the one who has provided
services to the student in Tier II.
* These criteria may change based on:
o
What was the literacy background with
their L1 prior to formal L2 instruction?
o
What type of instruction has the student
received to help them become more
independent learners?
o
Is Tier II instruction being delivered by a
certified ESL instructor?
o
Is there a team teaching / collaboration
between content area teacher and ESL
teacher?
o
Have teachers (classroom, interventionists,
etc .) been trained to work with ESL
students?
o
If you delay moving a student to Tier III
you are missing an opportunity to help
that student because professional
development opportunities are not
available to ALL classroom and/or
interventionists
o
Caution: We do not want to have low
expectations, if you expect less you are
more inclined to move them to Tier III –
you will move them more easily with low
expectations /maintain high expectations
o
Have test results been taken into
consideration – between L1 and L2? when
looking at test results – don’t assume
students are fluent in L1
o
Where is fluency level in L1 and L2
o
If students are not literate in L1 you
cannot use fluency in L2
o
Were the assessments instruments used
valid and reliable?
o
Absences – are students present for Tier II
instruction? They may need longer Tier II
instruction based on absenteeism
o
Low SES / demographics and cultural
background of students taken into
consideration
o
Student age a consideration K-2 less time/
older more time
o
no progress is made in a year – then
maybe time to think about something else
if a 3?
o
Caution in moving student from Tier II to
Tier III – there was not enough
collaboration between ESL
teacher/specialist
o
Proper documentation should be kept
based on classroom
modifications/recommendations for the
student.
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Wrong reasons to refer ESL students to Special Education
Considerations but not a sole reason to refer:
 Poor and Low Achievement
 Behavior problems
 Acquisition or delay
 Reading Problems
 Learning Difficulties – are we teaching to their
learning needs?
 Socioemotional difficulties
 Diagnosis of particular handicapping condition
 Written language
 Low attention span
 unable to understand and/or follow directions
What are some other Resources -
WV Connections Toolkit for Elementary and Secondary
students