www.siopinstitute.net
Response to Intervention
(RTI) and English Learners:
Getting It Done in Tier 1
Jana Echevarria, Ph.D.
California State University, Long Beach
The Sheltered Instruction Observation Protocol (SIOP)
Echevarria, Vogt & Short, 2008; 2010
Components of the SIOP Model:








Lesson Preparation – language and content objectives
Building Background – vocabulary development, student connections
Comprehensible Input – ESL techniques
Strategies – metacognitive and cognitive learning strategies, scaffolding
Interaction – oral language
Practice & Application – practice all 4 language skills
Lesson Delivery – meet objectives
Review & Assessment – review vocabulary and concepts
From: Echevarria, J. & Vogt, M. (2011) RTI and English learners: Making It Happen. Boston:
Allyn & Bacon
2
RTI and ELs:
TRUE OR FALSE???
1. The purpose of RTI is to identify students for special education
services.
2. RTI intervention is a curriculum.
3. Emphasis is on what the teacher needs to do to make the student
successful in general education.
4. Approximately 70% of English learners may qualify for intervention.
5. The core components of RTI include research-based instruction and
intervention, progress monitoring and assessments, collaboration
with staff and parents to ensure data-driven decision making, and
identification of learning disabilities.
6. When English learners struggle academically, we should wait for
months before taking action.
7. The RTI teacher is responsible for making it work.
8. RTI is a recursive process. Students move in and out of intervention
based on need.
9. If English learners are unsuccessful in general education, classroom
instruction should be examined and support provided for the teacher.
3
Resources for Teaching English Learners
Jana Echevarria, Ph.D.
Research Resources:
August, D. & Shanahan, T. (Eds.) (2006). Developing literacy in second-language learners: A
report of the National Literacy Panel on Language-Minority Children and Youth.
Mahwah, NJ: Lawrence Erlbaum Associates.
California Department of Education (2010). Improving Education for English Learners:
Research-Based Approaches. Sacramento, CA: CDE Press.
Echevarria, J. & Short, D. (2011). The SIOP Model: A professional development framework for a
comprehensive school-wide intervention. Washington, DC: Center for Research on the
Educational Achievement and Teaching of English Language Learners. Retrieved from
http://www.cal.org/create/resources/pubs/
Echevarria, J., Richards, C., Canges, R., & Francis, D. (In press). Using the SIOP Model to
promote the acquisition of language and science concepts with English learners.
Bilingual Research Journal.
Echevarria, J., Richards-Tutor, C., Chinn, V., & Ratleff, P. (2011). Did they get it? The role of
fidelity in teaching English learners. Journal of Adolescent and Adult Literacy. 54 (6)
425-434.
Echevarria , J. & Short, D. (2010). Programs and practices for effective sheltered content
instruction. In California Department of Education (Ed.). Improving education for
English learners: Research-based approaches. (p. 250-321). Sacramento, CA: CDE
Press.
Echevarria, J., Short, D., & Powers, K. (2006). School reform and standards-based education: An
instructional model for English language learners. Journal of Educational Research 99
(4), 195-210.
Genesee, Lindholm-Leary, Saunders & Christian (2006). Educating English language learners:
A synthesis of research evidence. New York: Cambridge University Press.
Goldenberg, C. (2008). Teaching English language learners: What the research does – and does
not – say. American Educator 12 (2), 8-22. Retreived from
http://www.aft.org/pubs-reports/american_educator/issues/summer08/goldenberg.pdf
Himmel, J., Short, D.J., Richards, C., & Echevarria, J. (2009). Using the SIOP Model to improve
middle school science instruction. Washington, DC: Center for Research on the
Educational Achievement and Teaching of English Language Learners. Retrieved from
http://www.cal.org/create/resources/pubs/siopscience.htm
Shatz, M. & Wilkenson, L. (Eds.) (2010). The education of English language learners: Research
to practice. New York: Guilford Press.
Short, D., Echevarria, J., & Richards-Tutor, C. (2011). Research on academic literacy development
in sheltered instruction classrooms. Language Teaching Research, 15(3), 363-380
Short, D., Fidelman, C., & Louguit, M.(in press). Developing academic language in English
language learners through sheltered instruction. TESOL Quarterly.
.
Professional Development Resources:
The SIOP Model (www.siopinstitute.net):
4
Core SIOP Texts:
Echevarria, J., Short, D. & Peterson, C. (2012). Using the SIOP Model with Pre-K and
Kindergarten English Learners. Boston: Allyn & Bacon.
Echevarria, J., Vogt, M.E. & Short, D. (2010a). Making Content Comprehensible for Elementary
English Learners: The SIOP® Model. Boston: Allyn & Bacon.
Echevarria, J., Vogt, M.E. & Short, D. (2010b). Making Content Comprehensible for Secondary
English Learners: The SIOP® Model. Boston: Allyn & Bacon.
Echevarria, J., Vogt, M.E. & Short, D. (2008). Making Content Comprehensible for English
Learners: The SIOP® Model, Third Edition. Boston: Allyn & Bacon.
Additional SIOP Texts:
Echevarria, J. Short, D. & Vogt, M. (2008). Implementing the SIOP® Model through Effective
Professional Development and Coaching. Boston: Allyn & Bacon.
Echevarria, J., Vogt, M.E., & Short, D. (2010). The SIOP Model for Teaching Mathematics to
English Learners. Boston: Allyn & Bacon.
Short, D., Echevarria, J. & Vogt, M. (2008). The SIOP® Model for Administrators. Boston:
Allyn & Bacon.
Short, D., Vogt, M.E., & Echevarria, J. (2010). The SIOP Model for Teaching Science to English
Learners. Boston: Allyn & Bacon.
Short, D., Vogt, M.E., & Echevarria, J. (2011). The SIOP Model for Teaching History-Social
Studies to English Learners. Boston: Allyn & Bacon.
Vogt, M.E., & Echevarria, J. (2008). 99 Ideas and Activities for Teaching English Learners with
the SIOP® Model. Boston: Allyn & Bacon.
Vogt, M.E., Echevarria, J., & Short, D. (2010). The SIOP Model for Teaching EnglishLanguage Arts to English Learners. Boston: Allyn & Bacon.
Teaching English Learners with Learning Challenges:
Artiles, A. & Ortiz, A. (2007). English language learners with special education needs.
Washington, DC: Center for Applied Linguistics.
Echevarria, J. & Vogt, M. (2011) RTI and English learners: Making It Happen. Boston: Allyn &
Bacon.
Echevarria, J. & Vogt, M. (2010) Using the SIOP Model to improve literacy for English learners.
New England Reading Association Journal (NERAJ). 46 (1) 8-15.
Echevarria, J. & Graves, A. (2010). Sheltered Content Instruction: Teaching English Learners
with Diverse Abilities, Fourth Edition. Boston: Allyn & Bacon.
Echevarria, J., & Hasbrouck, J. (2009). Response to intervention and English learners (CREATE
Brief). Washington, DC: Center for Research on the Educational Achievement and
Teaching of English Language Learners. Retrieved from
http://www.cal.org/create/resources/pubs/responsetointerv.html
Esparza Brown, J., & Sanford, A. (March 2011). RTI for English Language Learners:
Appropriately Using Screening and Progress Monitoring Tools to Improve Instructional
Outcomes.U.S. Department of Education, Special Education Programs, National Center
on Response to Intervention.
5
Haager, D., Klinger, J. & Vaughn, S. (2007). Evidence-based reading practices for response to
intervention. Baltimore: Paul H. Brookes Publishing Co.
Richards, C. & Leafstedt, J. (2010). Early reading intervention: Strategies and methods for
struggling readers. Boston: Allyn & Bacon.
Vogt, M.E. (In press). English learners: Developing their literate lives. In R. Bean & A. Dagen
(Eds.), Best Practices of Literacy Leaders. New York: Guilford.
Websites:
National Center for Learning Disabilities - http://www.ncld.org/
National Center on Response to Intervention - http://www.rti4success.org
National Center on Student Progress Monitoring - http://www.studentprogress.org
6