Response to Intervention (RtI) for English
Language Learners/PHLOTE Students
(For more detailed description, see RtI Checklist for ELLs/PHLOTE Students)
• Provide research-based Core
Instruction that supports
English language acquisition as
ELLs achieve high standards.
• Identify PHLOTE students who
might need ESL/BL services
(Home Language Survey – HLS).
• Assess English language
proficiency for all PHLOTE
students (Colorado English
Language Assessment – CELA).
• Provide ESL/BL services to
students identified as Limited English
Proficient (LEP).
• Maintain parent involvement.
• If concerns about learning or
behavior beyond Core Instruction, refer to
RtI Problem-Solving Team (including ESL/BL Resource Teacher).
• Notify parents in language they understand best.
• Gather and analyze data: Home Language Survey, Language Proficiency Summary, Family
Interview (short form), classroom observations & assessments, instruction provided & student
response.
• Consider L2 issues (see page 2).
• Identify student needs and appropriate Strategic Interventions (see pages 2 & 3).
• Develop Strategic Intervention Plan including timelines, frequency, and method of progress
monitoring.
• Implement and evaluate interventions.
• Return to Core Instruction, continue Strategic Interventions, OR move to Intensive Instruction.
RtI Flowchart for ELLs/PHLOTE Students, MCSS & MAST, Jefferson County Schools, 2/2407
• If concerns about learning or
behavior beyond Strategic
Instruction, refer to RtI Problem-Solving
Team for Intensive Interventions (including
ESL/BL Resource Teacher).
• Notify parents in language they understand
best.
• Review and analyze all data collected at
Core and Strategic levels. Identify additional
data needed.
• Identify additional student needs and
appropriate Intensive Interventions.
• Collaborate with appropriate specialists
(including MAST as needed).
• Develop appropriate Intensive Intervention
Plan, including timelines, frequency, and
method of progress monitoring. Consider all
available school interventions.
• Implement and evaluate interventions.
• Return to Core or Strategic Instruction OR
continue Intensive Instruction.
• If student does not demonstrate adequate
rate of learning in spite of Intensive
Interventions, may consider eligibility for
specialized services.
• Use a multidisciplinary team approach and
evaluation methods that minimize cultural bias.
• Collaborate with appropriate specialists.
See Considerations for ELLs
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Considerations for ELLs/PHLOTE Students
(Instructional decision-making for ELLs/PHLOTE students should include the following)
Stages of English Language Proficiency:
•
Stage I: Preproduction (newcomer, emergent speaker, silent period)
•
Stage II: Early Production (emergent/beginner, 1-2 words, social language)
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Stage III: Low Intermediate (short phrases/simple sentences, social language)
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Stage IV: High Intermediate Fluency (bridging, academic language)
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Stage V: Advanced Fluency (exitable, fluency, academic language)
BICS/ALP:
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Basic Interpersonal Conversation Skills (BICS), 1-2 years to develop
•
Academic Language Proficiency (ALP), 5-7 years to develop
Behavioral/motivational issues:
•
Consider incentive, behavior modification, functional behavior analysis, or other emotional supports to build self-esteem and
confidence, leading to improved performance in classroom
•
Lower affective filters to reduce anxiety
Family supports/involvement:
•
Consider all available district or community resources for family (i.e., health needs, adult English classes, etc.)
•
Parents should be provided opportunities to be involved in their child’s education and must be communicated with in the language they
understand best; district interpreters are available to assist
ESL/BL recommended instruction:
•
5 Components of Reading with reverse emphasis (i.e., Comprehension, Vocabulary, Fluency, Phonics, Phonemic Awareness)
•
Contextualized instruction, Sheltered Instruction (see Suggested Strategies for ELLs), Whole Language, Language Experience,
Differentiated Instruction, Natural Approach, Total Physical Response (TPR), Read Alouds, Shared Reading, Guided Reading, Process
Writing, Reader’s/Writer’s Workshop, Directed Reading-Thinking, Before-During-After Reading, Story Mapping/Webbing, Multiple
Intelligences, Cooperative Learning, Reader’s Theater
•
Focus on comprehension, connecting to background knowledge; skill-work in context of “big picture”
•
Instruction should have both content and oral language development objectives (i.e., SIOP model)
•
Placement with ESL endorsed/trained teacher and/or provide staff development for non-ESL endorsed/trained teachers
•
Native language instruction, when possible
District interventions currently being used:
•
JERI 1 & 2, TGIR, ESL/BL strategies/programs, Fundations/Wilson Reading Program (if student is Intermediate English Proficient on
CELA), G/T, Positive Behavior Supports (PBS), Flooding, SPED
•
Consider district resources: ESL/BL Resource Teachers, District Interpreters, Translation Services, MAST, SPED Area Coordinators,
G/T Staff, etc.
RtI Flowchart for ELLs/PHLOTE Students, MCSS & MAST, Jefferson County Schools, 2/24/07
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Suggested Strategies for Teaching ELLs
(Sheltering Instruction)
First…
•
Smile. Learn to pronounce the student’s name correctly, without shortening or changing it. Seat your student near the front/center of the
room, close to the teacher. Assign a buddy. Follow predictable routines & use consistent vocabulary. Use non-verbal classroom
management. Try to establish a low anxiety, low-risk environment.
STRATEGIES - Use multiple modalities: speaking; writing; gesturing; visual aids; facial expressions
Oral –
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Slow down rate of speech and articulate clearly – no need to talk loudly.
Explain & define as you speak; restate & paraphrase.
Allow non-English speakers to be silent (receptive) for a few months; eventually they will use nods, yes-no, and then one-word responses.
Visual – (always include visual input)
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Use illustrations & photos, realia (real objects) to clarify meaning.
Demonstrate & use gestures as you talk.
Write instructions/information on board/paper and use graphic organizers (with word bank provided).
Academic –
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Emphasize hands-on listening & speaking activities prior to reading & writing. In other words, teach it “backwards” – first do activities, then
talk about the content, then look at questions to be answered, and then read material.
Activate prior knowledge and/or build background knowledge through interactive experiences as well as through use of native language.
Pre-teach, teach, and re-teach key vocabulary & concepts. Review main topic & key vocabulary frequently.
Use native language to preview and review sheltered lessons, when possible.
Provide clearly stated objectives and revisit them before & after each session.
Provide plenty of context (identify target vocabularies, use picture files, have oral discussion & directed listening/ thinking activities, writing
response groups).
Consider reducing the amount of text by highlighting, rewriting, outlining, using graphic organizers, etc.
Check for understanding frequently, using non-verbal as well as verbal assessment and providing alternative ways to show understanding
of targeted concepts.
Allow for extra time if needed; slow down & break into smaller steps.
Limit error correction when the focus is on understanding of content concepts.
Use cooperative learning structures – pairs, partners, groups - time to interact & discuss before responding.
Have the same high expectations for learning as with other students; adjust the load, not the cognitive level.
RtI Flowchart for ELLs/PHLOTE Students, MCSS & MAST, Jefferson County Schools, 2/24/07
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