RTI ELL Intervention Committee Procedures
1. If the ELL student is having academic difficulties and/or low scores on FCAT or
SAT10, the teacher is to fill out Form 1, which is a teacher request. This form
reflects student grades and any other documentation that shows where the areas
of difficulty lie.
2. After the ESOL Contact gets the teacher request, an ELL Committee meeting (with
ESOL Specialist upon request) is scheduled, following the same procedure as in
the past.
3. At the meeting the ELL Intervention Plan Form (Form 2) is filled out. Notice that
there is now a section for variables that may affect student learning and the
strategies are SIOP (Sheltered Instruction Observation Protocol) strategies (Refer
to form 5). These are strategies to help make content comprehensible for the
student.
4. Forms 3 & 4 will also be filled out by the teacher at the meeting to document the
strategies that will be used. It is recommended that a folder be started for that
student to also compile student work and any other data that may help
determine where the student needs are. Copies of forms 1 through 4 should be
kept in the student’s Blue Insert folder.
5. If academic difficulties continue, the committee will meet three more times at
intervals of no less than four weeks apart. At the fourth meeting (with ESOL
Specialist) the student moves on to Tier 2 for additional assistance. At this
point, the school’s Tier 2 plan is implemented for the ELL student, along with
ELL accommodations and interventions.
6. An ELL Committee reconvenes at the end of Tier 2 to determine if it is necessary
for the ELL student to transition to Tier 3. At that point, the school’s Tier 3 plan
is implemented for the ELL student along with ELL accommodations and
interventions.
7. At the end of Tier 3 an ELL committee (with ESOL Specialist) reconvenes
to discuss further evaluations if needed. At this time, a CRANE or Statement
of Language Dominance will be provided to the ESOL Contact if further
evaluations are needed. If committee agrees that no evaluations are
necessary, student can be placed back in Tier 2 to receive small group support.
As you know, with the new RTI process, opinion is minimal and cannot stand alone. The
process is data driven so we must compile as much documentation on the student as we
can.
If a school can show documentation in cum file that an ELL student has failed in core
curriculum (retention or below level in SAT10 or FCAT) and has already been through a
program that aligns with Tier 2 (IR or iii classes), they can be placed in either Tier 2 or
Tier 3, depending on the time and intensity of the program.
Before placing ELL students in IR classes there needs to be prior documentation of
specific needs. Additionally, for compliance purposes, an ELL Committee meeting
needs to be held to document change in program.
In addition, during Tier 2 or Tier 3 meetings, language interventions and
accommodations need to be addressed for ELL students. The ESOL Contact needs to be
present at these meetings and document language issues discussed.
For Speech and/or Language Referrals of ELL students, Speech Pathologists must be
present at the meeting with all the paperwork generated that has led to the referrals
(Communications Checklist [for ELL students], two observations, and conference with
parents.)
For Speech Referrals only the ELL student is not required to go through the RTI process.
However, for Language Referrals, the RTI process is a requirement.
NOTE: RTI forms can be found in the ESOL web site Documents Bank under RTI.