Considerations for English Learners in the RTI Framework

Dr. Jayne Kraemer ESL Staff Developer

Considerations for English Learners in the RTI Framework

Oral language is the foundation of literacy (Cloud, Genesee, and Hamayan, 2009) and it is the "tool for shaping literate development" (Vygotsky, cited by Dorn). For ELs at all levels of English language proficiency, instruction that supports literacy development must "build on and expand ELs' oral language skills in English" (Cloud, Genesee, and Hamayan, 2009).

 Who provides the core literacy program for English Learners? What should it provide?

Considerations for English Learners in the RTI Framework

The core literacy program for ELs must include:

Explicit English language development (ELD)
Provided by
the classroom teacher at the elementary level with additional ELD support provided by an ESL teacher

the ESL teacher at the middle and high school levels

English Language Development

ELD should be provided using specially designed instruction. Instruction should reflect best practices and meet the students academic and linguistic needs, while considering what instructional accommodations are appropriate for them to succeed academically (Echevarria & Hasbrouck, www.cal.org/create, 2009).

When to Begin Interventions

If an EL is receiving culturally and linguistically responsive literacy instruction in English, but shows evidence of reading difficulties, he/she should receive additional instructional support to learn to read. How do we define evidence?

Informed Decisions for Effective Next-Step Interventions

A school-based (RTI) team should include the ESL teacher and ESL Resource Teacher, when possible. The team should consider each students Universal Screening W-APT ACCESS Running Records Scholastic Reading Inventory (SRI) or MAP results K-PREP data Diagnostic and Proficiency assessment.

Its also important to consider: ELs date of entry to a U.S. School Ethnicity/cultural background Educational background

Considerations for English Learners in the RTI Framework

Evidence of reading difficulties = additional instructional support to learn to read. Support specific to students needs based on:

The five core reading elements

Phonological awareness Phonics Reading fluency Vocabulary Comprehension The students English proficiency level.

Language Difference vs. Language Disability

Providing intensive early reading instruction for English learners does not imply they have a reading disability. Providing intensive early reading instruction for English Learners does not imply they will not learn to read as well as other students. Learning a new language and learning to read in that language simultaneously may pose challenges different from those faced by ELs native-English speaking peers. Instruction should be tailored to address the needs of each student.

Beginning English Learners

ELs at the beginning levels of English language acquisition require special considerations when receiving additional support through reading interventions. This additional support may best be provided in a small group setting. EL beginners, including those in grades 4-12, need support in the following areas: Oral English Language Development Phonological Awareness Vocabulary Development

Considerations for English Learners in the RTI Framework

Characteristics of ELs at Each Stage of Language Acquisition Work with a partner and place the puzzle pieces in the correct categories.
Stage of Second Language Acquisition Characteristics Approximate Time Frame Teacher Prompts

Characteristics of ELs Discussion

Now that youve looked at this document lets talk about: What surprised you What youre wondering What you find a little confusing What you arent quite sure about Something else you want to say

Tier 1
Culturally and linguistically responsive instruction in the core literacy program Instructional strategies linked to the academic growth of their English learners (ELs) Assessment procedures that can be used to monitor progress, particularly in language and literacy (Klingner, Barletta, & Hoover, 2008).

Tier 1
Classroom teachers of ELs should understand English as a Second Language (ESL) teaching methods and the second language acquisition process. Literacy instruction and oral language instruction should occur concurrently. Teachers can:
scaffold language provide opportunities for ELs to Practice Use Interact with language.

Tier 2
When ELs have not made sufficient progress at a rate similar to their peers, despite having been taught using appropriate, culturally responsive methods implemented with fidelity, a second tier of intervention is necessary. In Tier 2, students receive: Targeted small group support At least 2-3 times per week Which supplements the core program. Progress monitoring occurs once every two weeks

Tier 2 Elementary Recommended Interventions

Oral Language Proficiency Levels 1 & 2

Oral Language Proficiency

Levels 3 & 4
Comprehension Focus Group

Emergent Language and Literacy Group (ELLG)

Leveled Literacy Intervention Quick Reads Comprehension Plus

Earobics

Study Island

Tier 2 Secondary Recommended Interventions

Oral Language Proficiency Levels 1 & 2

Oral Language Proficiency

Levels 3 & 4
ESL focus groups based on students needs

ESL focus groups based on students needs

Additional ESL enrichment Read 180 Read XL Study Island

Additional ESL enrichment

Tier 3
ELs who are significantly behind in reading after receiving culturally and linguistically responsive Tier 1 and Tier 2 instruction are placed in Tier 3 interventions. Interventions may require individualized reading instruction that considers other factors such as:
attention

phonological processing language and vocabulary development behavior issues There should be a wide range of meaningful intervention strategies and sufficient opportunities to learn. A students difficulties should be observed across time and settings.

Tier 3
In Tier 3, students: Receive intensive smaller group or individual support on a daily basis in addition to Tier 1 and Tier 2 instruction. Progress monitoring occurs once each week.

Tier 3 Elementary Recommended Interventions

Oral Language Proficiency Levels 1 & 2 Emergent Language and Literacy Group (ELLG)

Oral Language Proficiency

Levels 3 & 4 SuccessMaker Reading Reading Recovery

Discover English

Guided Reading Plus

Tier 3 Secondary Recommended Interventions

Oral Language Proficiency Levels 1 & 2

Oral Language Proficiency

Levels 3 & 4

SuccessMaker

SuccessMaker

System 44

Fast ForWord

Considerations for English Learners in the RTI Framework

After receiving intensive and focused interventions, students who fail to make satisfactory progress may need further evaluation.
JCPS ESL Program Revised September 26, 2012