Welcome to the RTI for ELLs in Georgia:
Research to Practice
A professional learning webinar series
Spring 2011
While you are waiting, please do the following:
Enter/edit your profile information by going to:
• Tools - Preferences - My Profile…
• Fill out the info on the “Identity” tab and click “OK”
• To view the profile of another use, hover your mouse over his or her
name in the Participants window
Configure your microphone and speakers by going to:
• Tools – Audio – Audio setup wizard
Confirm your connection speed by going to:
• Tools – Preferences – Connection speed
Participants Window
Questions and Answers
There is one options for asking questions:
1. Type your question in the chat section.
Make sure you send it to “this room” so that all
participants can see your question. GaDOE
personnel will respond to your question.
Downloading Transferred Files
Click the File Transfer button to save any
transferred files.
RTI for ELLs in Georgia:
Research to Practice
A professional learning webinar series
Session 3 March 15, 2011, 3-4:30pm
RTI for ELLs:
How Research on Literacy, English Language Instruction,
and Reading Intervention Can Inform Practice
Powering educational systems by translating and disseminating
the best research, information and knowledge
Welcome and Introductions
• Dr. Kimberly Anderson, REL-SE at SERVE
Center at UNCG
• Carol Johnson, GaDOE
• LaShaun Odom, GaDOE
• Dr. Sylvia Linan-Thompson, UT Austin
• Participants
Powering educational systems by translating and disseminating
the best research, information and knowledge
7
Counting ALL Participants
To officially “sign in” to this webinar:
1. Go to the Chat Window
2. Type your district name and school name
or organization name
3. Type your name and the names of every
person in attendance with you
4. Send it to “This Room”
Powering educational systems by translating and disseminating
the best research, information and knowledge
8
Who are our participants?
•
•
•
•
•
•
•
•
Teachers Pk-5
Teachers 6-8
Teachers 9-12
ESOL/Title III coordinators, RTI/SST
coordinators, or counselors
Building administrators
LEA Office, RESAs, or GaDOE
Post-secondary IHE
Other?
Powering educational systems by translating and disseminating
the best research, information and knowledge
9
REGIONAL EDUCATION LABORATORYSOUTHEAST (REL-SE)
Operated by
SERVE Center at UNCG
Serving AL, GA, FL, MS, NC, SC, 2006 – 2011
Executive Director, Dr. Ludwig van Broekhuizen
Toll Free: 800-755-3277
www.serve.org
Georgia liaison: Dr. Kim Anderson
Powering educational systems by translating and disseminating
the best research, information and knowledge
10
The Regional Educational
Laboratory (REL) System
Powering educational systems by translating and disseminating
the best research, information and knowledge
11
REL-SE’s MISSION
To serve the educational needs of the
Southeast, using applied research,
development, dissemination, and training
and technical assistance to bring the best
available evidence and proven practices
into local, district, state, and regional school
improvement efforts
Powering educational systems by translating and disseminating
the best research, information and knowledge
12
REL-SE Services
1. Outreach and Dissemination of
Research, Evaluation, and Policy Info.
= today’s “Bridge Event”
1. Technical Assistance to SEAs and LEAs
2. “Issues & Answers” publications
3. Experimental Studies on interventions of
relevance to our region
4. Quick Turnaround Data Analysis
Powering educational systems by translating and disseminating
the best research, information and knowledge
13
Overview of the Series
• Goal is to provide GA educators with
increased knowledge of research and
practice that can improve RTI for ELLs
• Co-hosted by REL-SE and GaDOE, with support
from USED Institute of Education Sciences (IES)
• The 7 sessions build on trainings that GaDOE
and REL-SE have been offering since 2008
• Addresses the GA RTI Guidance Manual and
research-based practices for ELL instruction,
intervention, assessment, and RTI
• Sessions archived at GaDOE website
Powering educational systems by translating and disseminating
the best research, information and knowledge
14
SERIES OVERVIEW
Date
Topics
1
Wed.
2/16/11
Introduction
2
Wed. 2/23/11
Instruction
Intro to
What the
research says
about effective
instruction for
ELLs in
where ELL
standards-based
services fit in classrooms (Tier
the GA POI 1), across grade
levels and
Challenges, content areas
successes so
far
All
series
Sessions
RTI in GA,
3-4:30
and
pm
GaDOE Title
Presente III staff
REL-SE staff
rs
Dr. Claude
Goldenberg,
Stanford U
3
Tues. 3/15/11
Intervention
Effective
strategies for
RTI in reading,
literacy and
English
language
instruction for
ELLs
4
Thurs. 3/31/11
Intervention
A culturally and
linguistically
responsive RTI
framework
Dr. Sylvia Linan- Dr. Janette
Thompson, UT Klingner, U of
Austin
Colorado at
Boulder
5
Wed. 4/13/11
Assessment-Summative
Content area
and ELP
summative
assessment
data:
How can these
two types of
data inform
RTI?
6
7
Thurs. 4/28/11 Wed. 5/11/11
Assessment-- Application &
Formative
Implications
Key formative
assessment
practices for
ELLs and
application to
RTI
Dr. Carrie Parker, Dr. Rebecca
REL-NE & I
Kopriva, WCER
Adrienne
Walker, GaDOE
Powering educational systems by translating and disseminating
the best research, information and knowledge
Processing the
series
Next steps for
professional
learning
GaDOE Title III
staff
REL-SE staff
15
SERIES OVERVIEW
SESSION 1
• 2/16/11
• Intro to series
• RTI in GA, and
where ELL
services fit in
the GA POI
• Resources
• Challenges,
successes so
far
INTRODUCTION
SESSION 2
SESSION 3
SESSION 4
• 3/15/11
INSTRUCTION
• Effective
strategies for
RTI in reading,
literacy and
English
language
instruction for
ELLs
• 2/23/11
• Effective
instruction for
ELLs K-12
across
content areas
(RTI Tier 1)
INTERVENTION
• 3/31/11
• A culturally
and
linguistically
responsive RTI
framework
INTERVENTION
Powering educational systems by translating and disseminating
the best research, information and knowledge
16
16
SERIES OVERVIEW
SESSION 5
• 4/13/11
• Content area and
ELP summative
assessment data:
How can these two
types of data inform
RTI?
SUMMATIVE
ASSESSMENT
SESSION 6
SESSION 7
FORMATIVE
•5/11/11
• Processing the series
• Next steps for
professional learning
ASSESSMENT
• 4/28/11
• Key formative
assessment practices
for ELLs and
application to RTI
APPLICATION
IMPLICATIONS
SHARING
Powering educational systems by translating and disseminating
the best research, information and knowledge
17
WHERE THE SERIES FITS IN THE
EBDM CYCLE (EVIDENCE-BASED DECISION MAKING)
Powering educational systems by translating and disseminating
the best research, information and knowledge
18
18
Session Goals
1. Gain an understanding of the recommendations
in the 2 IES Practice Guides— Effective
Literacy and English Language Instruction for
English Learners in the Elementary Grades
(2007) and Assisting students struggling with
reading: RtI and multi-tier intervention for
reading in the primary grades (2008)
2. Engage in conversation with the researcher
and each other about how to utilize the
recommendations in the implementation of
RTI for ELLs
Powering educational systems by translating and disseminating
the best research, information and knowledge
AGENDA
1.
2.
3.
4.
5.
6.
7.
Welcome and introductions
Overview and agenda
Research presentation
Reflection and Q&A
Concluding thoughts
Looking ahead to Session 4
Evaluation survey
Powering educational systems by translating and disseminating
the best research, information and knowledge
20
WARM-UP DISCUSSION
2 min. chat
And utilize chat box
Re: our knowledge of reading/language arts and
English language development instruction and
intervention…
1. What do we feel most knowledgeable about?
2. What do we have the most questions about?
Powering educational systems by translating and disseminating
the best research, information and knowledge
21
Welcome
Dr. Linan-Thompson,
University of Texas at Austin!
Powering educational systems by translating and disseminating
the best research, information and knowledge
RtI for ELLs: How research on
literacy, English language
instruction, and reading intervention
can inform practice
Sylvia Linan-Thompson, Ph.D.
Purpose
• Examine and reflect on the research in
literacy, ESL, and accountability and the
implications.
• Three areas:
– Assessment
– Instruction
– Differentiation
Recent Changes
• Attention to reading instruction
• Attention to instruction for ELLs
• Attention to accountability
How are we doing?
• What percentage of ELLs who enter school in
kindergarten fail to develop sufficient
proficiency in English to be reclassified before
they complete high school or drop out?
• A. 15%
• B. 37%
• C. 56%
• D. 78%
Additionally,
• 9% of ELLs are retained in grades 7 to 12.
• ELLs tend to be over or under represented in
special education, particularly in learning
disabilities.
The Promise: RtI
• Preventive
• Addresses the socio-cultural and instructional
pieces of the exclusionary clause
– cultural, social, and economic conditions; and
inadequate instructional opportunities.
• Multiple tasks and opportunities to reach
benchmark
Practice Guides
• Effective Literacy and English Language
Instruction for English Learners in the
Elementary Grades
• Assisting Students Struggling with Reading:
Response to Intervention and Multi-Tier
Intervention in the Primary Grades
RtI and ESL Programs
English as a Second Language
• For students who have limited English
proficiency.
Response to Instruction
• For students who are experiencing
learning difficulties.
Parallel Programs
ESL
• Qualification criteria,
Prescriptive instruction
• Exit criteria
RtI
• Qualification criteria,
Prescriptive instruction
• Exit criteria
Practice guide recommendations (ELLs)
Recommendation
Level of Scientific Evidence
1. Conduct formative assessments with ELs in
key areas of reading.
Strong
2. Provide intense small-group reading
interventions for ELs at risk for reading
problems.
Strong
3. Provide high-quality vocabulary instruction
throughout the day.
Strong
4. Ensure that the development of academic
English is a key instructional goal for all ELs.
Low
5. Have peers work together to practice and
extend material already taught.
Strong
Practice guide recommendations (RtI)
Recommendation
Level of Scientific Evidence
1. Screen all students for potential reading problems
at the beginning of the year and then again in the
middle of the year..
Moderate
2. Provide time for differentiated reading instruction
for all students based on assessments of
students; current reading level.
Low
3. Provide intensive, systematic instruction on up to
three foundational reading skills in small groups
to students who score below the benchmark on
universal screening.
Strong
4. Monitor the progress of tier 2 students at least
once a month.
Low
5. Provide intensive instruction on a daily basis of
the various components of reading proficiency to
students who show minimal progress after
reasonable time in tier 2 small group instruction
(tier 3).
Low
Assessment
RtI and ELL Practice Guide
Recommendations: Assessment
• 1.Conduct formative
assessments with ELs in key
areas of reading.
4.Monitor the
progress of tier 2
students at least
once a month.
• 1.Screen all students
for potential reading
problems at the
beginning of the year
and then again in the
middle of the year.
Recommendation 1: ELL
• Universal screening and formative
assessments with ELs using English language
measures of phonological awareness, letter
knowledge, and word and text reading. Use
data to identify ELs who need additional
instructional support
• Scientific evidence base: Strong.
Recommendation 1: RtI
Screen students for potential reading
problems at the beginning of the year and
again in the middle of the year.
Regularly monitor the progress of students
who are at elevated risk for developing
reading disabilities.
– Level of Evidence: Moderate
Screening
• Select a set of efficient screening measures that
identify children at risk for poor reading outcomes
with reasonable accuracy.
• Students’ oral language proficiency alone is not a
valid predictor of reading success or failure but it
is important to take it into account.
• Examine students’ scores in relationship to
established goals and language program.
• Use the Screening Tool Chart at rti4success
http://www.rti4success.org
Benchmarks
• Benchmarks are necessary to set a goals for
students.
• Use benchmarks or growth rates (or a
combination of the two) to identify children at
low, moderate, or high risk for developing reading
difficulties.
• ELLs can meet benchmarks when provided
appropriate instruction that supports language
and literacy development.
Recommendation 4: RtI
Monitor the progress of tier 2 students at least once
a month. Use these data to determine whether
students still require intervention. For those still
making insufficient progress, school-wide teams
should design a tier 3 intervention plan.
– Level of Evidence: Low
Progress Monitoring
• Monitor progress of tier 2 students on a regular
basis using grade appropriate measures.
• While providing tier 2 instruction, use progress
monitoring data to identify students needing
additional instruction and the effectiveness of the
program.
• Ensure the the measures are appropriate for the
population.
• http://www.rti4success.org/chart/progressMonito
ring/progressmonitoringtoolschart.htm
Check-in
• Currently, you use assessment to:
A. to identify students who would benefit from a
supplemental intervention
B. determine students’ response to that
intervention
C. determine the effectiveness of instruction
D. determine eligibility for special education services
E. All of the above.
Integrate RTI and the identification of
ELLs
• Rather than have 2 parallel systems determine how
the two will work together.
• Consider data in light of
– students language proficiency and their opportunities to
learn.
– the norming sample of assessments used.
– with whom interventions have been validated.
Instruction
RtI and ELL Practice Guide
Recommendations: Instruction
2.Provide intense small-group
reading interventions for ELs at
risk for reading problems. .
5.Provide intensive
instruction on a daily basis
of the various components
of reading proficiency to
students who show minimal
progress after reasonable
time in tier 2 small group
instruction (tier 3).
3.Provide intensive,
systematic instruction on
up to three foundational
reading skills in small
groups to students who
score below the
benchmark on universal
screening..
Recommendation 2: ELL
• Provide focused, intensive small-group
interventions for ELs. Interventions should
focus on several of the five core elements –
phonological awareness, phonics, reading
fluency, vocabulary, comprehension and/or
writing. Explicit instruction should be the
primary means of instructional delivery.
• Scientific evidence base: Strong.
Recommendation 3: RtI
Provide intensive, systematic instruction
on up to three foundational reading skills
in small groups to students who score
below the benchmark on universal
screening. Typically these groups meet
between three to five times a week for
20-40 minutes (tier 2).
– Level of Evidence: Strong
Tier 2 interventions are effective, if
they
• provide additional, focused instruction.
• include the essential components for the
students age/grade level.
• are provided in small groups.
• use assessments to plan instruction.
Effective Tier 2 Instruction
• Effective instruction goes well beyond
program specifications.
– Pacing, interactive teaching, feedback are
essential for ELs regardless of program.
Effective reading instruction for ELs
• There is evidence that ELs can make as much
early reading progress as non-ELs, when
provided with effective instruction.
• Recent longitudinal studies suggest that
effects of 1st grade interventions are
maintained.
School Level
• 1. Align instruction across tiers in terms of
language of instruction. For example if
students are receiving home language literacy
instruction at Tier 1 then Tier 2 instruction
should also be in the home language.
• 2. Include assessments in the students’ home
language.
(Linan-Thompson & Ortiz, 2009)
School Level
• 3. Before making placement decisions,
including Tier 2 placement, evaluate data
considering, language of instruction, length of
time students has received instruction in the
target language, and students’ opportunity to
learn.
(Linan-Thompson & Ortiz, 2009)
Classroom Level
• 1. Group students homogenously for
instruction using scores on literacy
assessments not language. ELLs benefit from
language models.
• 2. Provide instruction that teaches all reading
components systematically, that is, they
provide a foundation and build skills and
knowledge gradually.
(Linan-Thompson & Ortiz, 2009)
Recommendation 5: RtI
Provide intensive instruction daily that
promotes the development of various
components of reading proficiency to
students who show minimal progress after
reasonable time in tier 2 small group
instruction (tier 3).
– Level of Evidence: Low
Effective Practices
• Implement concentrated instruction that is focused on a
small but targeted set of reading skills.
• Schedule multiple and extended instructional sessions
daily.
• Include opportunities for extensive practice and high
quality feedback with one-on-one instruction.
• Plan and individualize tier 3 instruction using input from a
school-based RtI team.
• Ensure that tier 3 students master a reading skill or
strategy before moving on.
• Ensure that ELLs are developing English proficiency.
Differentiation
RtI and ELL Practice Guide
Recommendations: Differentiation
2.Provide time for
differentiated reading
instruction for all
students based on
assessments of students;
current reading level..
4.Ensure
that the
developmen
t of
academic
English is a
key
instructiona
l goal for all
ELs.
5.Have
peers work
together to
practice
and extend
material
already
taught.
3.Provide high-quality
vocabulary instruction
throughout the day.
Recommendation 3: ELL
• Provide high-quality vocabulary instruction
throughout the day. Teach essential content
words in depth. Also, use instructional time to
address common words, phrases, and
expressions ELs do not know.
• Scientific evidence base: Strong.
Recommendation 3: Practice
• Use evidence-based approaches to teach
vocabulary.
– An percentage of this instruction should be
explicit—particularly for words ELLs should use
in different forms of communication and across
content.
– Gersten’s rule of thumb:
– multiple days,
– multiple media (print, oral, writing)
– Multiple times during the day
– Multiple means “about 3” here..
Recommendation 3: Practice
• Vocabulary instruction for ELLs should also
emphasize learning everyday words that
native English speakers know so therefore, are
not in the Teacher Edition.
• Vocabulary instruction should not be limited
to the reading block or ESL. Effective practices
for teaching vocabulary should be part of all
instruction.
Recommendation 3: Materials
• Core reading programs and other sources
should be used to identify words.
• But you need to pick out the right words.
• Teachers working together in study groups
(Dimino & Taylor, 2009) and district initiatives can be
effective for planning and delivering effective
instruction.
Recommendation 3: Suggestions
• Districts should play a lead role in producing
target vocabulary words for instruction.
– Do not rely on core programs and other sources to
do this particularly well.
– District lists can be supplemented by schools and
teachers as needed.
– Good sources include Bringing Words to Life by
Beck, McKeown and Kucan and Vocabulary Book
by Michael Graves
Recommendation 4:ELL
Ensure that the development of academic English
is a key instructional goal for all ELs.
Academic English is the “language of the
classroom . . . of academic disciplines . . . of texts
and literature, and of extended, reasoned
discourse.”
Scientific evidence base: Low
63
Aspects of Academic Language
• Vocabulary Knowledge
– Language of Instruction
• Words to teach & learn the lesson content (strategies, prewriting, context clues)
– Language of Text
• Words related to Unit/Theme/Selection (habitats, camouflage,
voyagers)
Word Complexity
– Multi-syllabic words with prefixes, suffixes, Greek &
Latin roots (informational, hopelessness, psychology)
Recommendation 4: Practice
• it is recommended that there be a specific time
each day when the primary instructional focus is
on English language development. Some of that
time should be devoted to academic English.
– Increase the time ELs have to learn English.
– The focus can be clearly on language.
65
Recommendation 4: Materials
• Many features of academic English are not
intuitive. Therefore, the best way to teach
academic English is through a curriculum with
a defined scope and sequence.
– However, there are few curriculum materials that
have solid evidence of effectiveness.
– Consequently, materials should be selected
carefully and implementation should be planned
thoughtfully.
66
Check-in
• How much time should be devoted to the
explicit teaching of English to ELLs?
• A. None, they will pick-it on their own.
• B. Incidentally, all day long.
• C. 30 minutes a day
• D. More than thirty minutes a day.
Recommendation 5: ELL
• Peer assisted learning
• ELs should get at least 90 minutes a week of
instructional activities in which pairs of
students work together on academic tasks.
The focus of these activities should be practice
and extension of material already taught.
• Scientific evidence base: Strong
Recommendation 5: Practices
• Peer-assisted learning activities should be
planned and organized carefully. Instruction
should address both the social and academic
aspects of working with a peer.
• Activities can begin as early as kindergarten,
focusing on simple routines.
• Older students can learn routines targeting
reading practice, vocabulary, and
comprehension skills.
Recommendation 5: Practices
• Peer-assisted learning may be useful for
English language development practice.
– This could be valuable during part of the day
reserved for academic English.
– For example, ELs could read connected text and
discuss with a partner in a structured way.
Check-in
• Do you use peer-assisted activities for
anything other than partner reading?
Recommendation 2: RtI
Provide differentiated reading instruction
for all students based on assessments of
students’ current reading levels (tier 1).
– Level of Evidence: Low
Suggestions
•
Provide training for teachers on how to
collect and interpret student data on
reading efficiently and reliably.
•
Develop data-driven decision rules for
providing
differentiated instruction to
students at varied reading proficiency
levels for part of the day.
Examine students’ scores in relationship to
established goals and language experience
Student: _______________________ _____________
Beginning of the Yea r Administration : Firs t Grade
Beginning of the Year
Assessment
Concept Assessed
Score
Decision Criteria
Screening 1
Letter Naming Fl uency
25
> 37 = Established
37 > L NF < 24 = Emerging
< 24 = Deficit
Screening 2
Nonsense Word
Fluency
12
> 24 = Established
24 > NW F < 12 = Emerging
< 12 = Deficit
Screening 3
Phoneme Segmentation
Fluency
29
> 35 = Established
35 > PS F < 9 = Emerging
< 9 = Deficit
Established
( )
Emer ging
( )
Deficit
( )



Comments/Erro r Patterns: Problems w/vowel sounds on PA; mix up vowel sounds on
NWF
Jessica
• Received Spanish instruction in pre-k and k
and is transitioning to English is 1st.
• On Spanish measures, she is in the established
range.
(Linan-Thompson & Ortiz, 2009)
Jose
• Received Spanish instruction in pre-k and k
and is transitioning to English is 1st.
• On Spanish measures, she is in the emerging
range.
(Linan-Thompson & Ortiz, 2009)
Angela
• Is an ELL who has received English instruction
since pre-k.
(Linan-Thompson & Ortiz, 2009)
The key in an RtI approach is response.
• Are students learning?
• Are they able to learn?
Suggestions
Differentiate instruction - including
varying time, content, and degree of
support and scaffolding - based on
students’ assessed skills. This includes
their language proficiency.
Core reading instruction that
• builds decoding skills,
• increases opportunities to develop vocabulary
knowledge,
• teaches strategies and knowledge needed to
comprehend and analyze text, and
• focuses on fluency instruction that includes
increased exposure to vocabulary and print
is effective in improving student outcomes.
However,
• ELLs are more different than alike
– There are greater differences in academic
achievement between high and low performing
ELLs than between ELLs and non-ELLs on NAEP
scores (Center for Public Education, 2007).
For example,
• 130 cwpm at 3rd grade
– High English proficiency 68%
– Low English proficiency 29%
• 130 cwpm at 5th grade
– High English proficiency 58%
– Low English proficiency 19%
Causes of Difficulties
• The majority of ELLs that struggle with
reading, have difficulty with fluency,
vocabulary, and comprehension.
• Only a small percentage of ELLs have difficulty
acquiring the foundational skills needed for
accurate and automatic word reading.
Why?
• Language skills play a significant role in
reading fluency; familiarity with syntax,
morphology, and words and their meanings impact
students’ reading fluency and in turn
comprehension.
• For ELLs, working memory may be further taxed
by the fact that they may also be translating words
read to their home language to access meaning.
If ELLs are to succeed in school,
• they need explicit opportunities to hear, use,
and practice using English in interactive,
content-rich settings.
• Think about language and content not
vocabulary.
Instruction
•
•
•
•
Needs to move beyond foundational skills
Needs to move beyond vocabulary instruction
Needs to focus on building concepts
Needs to give students opportunities to
convey ideas, understanding, and knowledge
orally and in writing
Instruction
• To develop high levels of cognitive skills as
well as the language associated with it,
– students need language models that are
comprehensible, and
– opportunities to use language in the context of
specific instructional activities.
Instruction
• Oral language skills provide students the
opportunity to
– communicate ideas, knowledge, and
understanding.
Instruction
• Reading and writing contribute to the
development of disciplinary thinking when
– students can use linguistic skills to interpret and
infer meaning from oral and written language and
– they can discern precise meaning and information
from text.
Flexible grouping
• Increases opportunities for engagement in
structured, academic talk.
• Provides independent reading opportunities
that is purposeful.
• Provides peer-assisted learning opportunities.
Causes of Difficulties
• Can decode but are not fluent
– Lack language
– Lack automaticity
– Have not had enough opportunity to practice
• Can decode and is fluent but does not comprehend
– Lack language
– Lack content and background knowledge
– Lack comprehension strategies
For example,
• 130 cwpm at 3rd grade
– 61% ELL
– 75% Non-ELL & Low SES
– 90% Non-ELL
• 130 cwpm at 5th grade
– 48% ELL
– 62% Non-ELL & Low SES
– 82% Non-ELL
Language Considerations
• 1. Include opportunities to use language in the
context of instruction. For example, ask
students to discuss an answer with a partner
prior to sharing with the class.
• 2. Read books to students to expose them to
higher levels of language.
(Linan-Thompson & Ortiz, 2009)
Language Considerations
• 3. Teach vocabulary at different levels-for
example, show pictures of common objects,
demonstrate actions. Teach academic
vocabulary deeply. For example, give students
the definition, examples and non-examples,
and opportunities to use the words.
(Linan-Thompson & Ortiz, 2009)
Integrated Process
Screening
• Literacy level
• Language
proficiency
Instruction
• Literacy skills
• Academic
language
• Progress
monitoring
Exit
• English
proficient
• Grade level
decoding and
fluency
• Grade level
comprehension
Benefits
•
•
•
•
Preventive approach
Assessment is used to inform instruction
Instruction is focused on critical components
Serves as a means for gauging efficacy of
instruction
The Challenges: RtI and ELLs
• There are no clear guidelines in the transition
from one language to another
• Does not address the time needed to develop
language skills
• Lack of definitive answers practical
significance of benchmarks
• Getting adequate data
Reflection Questions
1.
2.
3.
4.
5.
5 min. to reflect/discuss + use chat box
What role does language proficiency play in an RtI
model?
Who has responsibility for tracking student progress
across programs?
What one thing would make meeting the needs of
ELLs more effective?
From a systems perspective, where is the biggest
gap? What needs to change to address it?
What other questions remain?
>> Q& A w/ Dr. Linan-Thompson
Concluding thoughts and evaluation
• Carol: Implications of today for…
– practice in GA
– future professional learning topics
• Kim, LaShaun:Evaluation survey— takes
approx. 5 min.
– https://uncg.qualtrics.com/SE/?SID=SV_eWql
gqa65LGcj7S
Powering educational systems by translating and disseminating
the best research, information and knowledge
Looking Ahead to Session 4
Thurs. 3/31/11 3-4:30pm
• Focus: Culturally responsive intervention (RTI)
• Presenter: Dr. Janette Klingner, University of
Colorado-Boulder
• Accessing the webinar: same URL as today
Powering educational systems by translating and disseminating
the best research, information and knowledge
100
Questions? Contact Info:
• Cori Alston, GaDOE
– calston@doe.k12.ga.us 404-656-2067
• Carol Johnson, GaDOE
– cjohnson@doe.k12.ga.us 404-463-1858
• LaShaun Odom, GaDOE
– lodom@doe.k12.ga.us 404-463-0505
• Dr. Kim Anderson, SERVE Center
– kanderson@serve.org 404-657-6174
Powering educational systems by translating and disseminating
the best research, information and knowledge
101