Gersten, R., Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007)
A practice guide, from the Institute of Education Sciences (IES) National Center for Education Evaluation and Regional Assistance, which presents recommendations for teaching literacy to English Language Leaners (ELLs) in the elementary grades. Recommendations, which are grounded in empirical research, focus on the following topical areas: curriculum selection, assessments for monitoring progress, and expectations for student achievement and growth.
The authors have designed this brief for educators who are interested in RtI, specifically how RtI can meet the needs of LEP/EL Learners. The authors emphasize the importance of having an ESL teacher involved in the RtI data-based decision making process. After giving a description of the tiers in an RtI model and the use of assessments in RtI, the brief discusses considerations for English Learners and effective teaching practices to consider with this population.
This brief provides a framework for using RtI with students who are ELLs from Hispanic backgrounds. The authors provide characteristics of Hispanic ELLs, what teachers should know about ELLs, and the stages of second language proficiency. The following sections provide an example RtI framework for Spanish-speaking students suggesting the framework can be used with all ELLs when considering culture-specific factors. Screening and progress monitoring procedures for students who are ELLs are recommended and depicted within a case study provided at the end of the brief.
Sylvia Linan-Thompson, Ph.D., University of Texas at Austin – Sponsored by: NYS RtI Technical Assistance Center
Ensuring a comprehensive and coherent instructional program is essential for student success. RtI provides a framework for ensuring that students receive the level and type of instruction they need for academic success. However, to ensure that English language learners will benefit from instruction in an RtI framework, assessment and instruction practices must respond to both their academic and language needs. This session will present effective instructional strategies for ELLs in Tiers 1, 2 and 3 and factors to consider when interpreting assessments. Lecture, case studies, and interactive activities will be used.
Ensuring a comprehensive and coherent instructional program is essential for student success. RtI provides a framework for ensuring that students receive the level and type of instruction they need for academic success. However, to ensure that English language learners will benefit from instruction in an RtI framework assessment and instruction practices must respond to both their academic and language needs. This session will present effective instruction strategies for ELLs in Tiers 1, 2 and 3 and factors to consider when interpreting assessments. Lecture, case studies, and interactive activities will be used.
This breakout strand presented at the 2009 Center on Teaching and Learning Conference focused on key questions: What language should we assess in? How do I integrate RtI and the identification of ELs? What indicator is a good predictor of EL students? Dr. Linan-Thompson concludes by recommending partner learning to structure the instruction.
Presented by Dr. Leonard Baca (University of Colorado at Boulder) in April 2009 at the Buffalo State College’s Annual Exceptional Education Graduate Research Symposium. Presentation summarizes the current state of research as it related to best practice instruction for ELLs. Outline the factors from an ecological model that need to be taken into consideration when implementing the RtI process with ELLs.
This powerpoint was originally presented at NASP in Colorado. The presentation focuses on how core concepts of RtI build capacity of schools to support ELLs. Learn how evidence based core instructional practices and a variety of assessments can support ELLs. Current challenges when applying RtI practices with ELLs as well as some of the complexities of RtI for ELLs are also covered.
A March 2009 presentation by Dr. Shernaz Garcia at the New York State Association for Bilingual Education Conference. The presentation outlines key issues relative to RtI and students who are bilingual and learning English as a second language. Presents a framework to help schools conceptualize an RtI model/process that is responsive to the cultural and language needs of students whose native language is not English.
RtI models that involve English Language Learners require a comprehensive, collaborative approach in which educators have a common understanding of second language acquisition, cultural influences on teaching and learning, and effective instructional practices. This all day workshop provides a brief overview of RtI and focuses on the relevant instructional and assessment factors schools need to consider when implementing the RtI process with English Language Learners. Participants will explore the essential features of RtI models with a focus on quality core instruction to ELLs, using data to identify struggling students, factors to consider when selecting "research-based interventions," aligning interventions with linguistic and cultural characteristics, the role of the problem-solving team, and evaluating student response.
While RtI holds great promise for preventing substandard academic achievement through universal screening, providing appropriate instruction and support in general education prior to academic failure, and monitoring progress, schools will need to consider additional socio-cultural, linguistic, and assessment factors when applying this model to English language learners (ELLs). This workshop provides a case study illustration of how these factors guide instruction and intervention within the multi-tiered RtI process. Although the case study is based on an elementary ELL student from a Spanish-speaking home, the same framework and factors may be applied with all ELLs.
Klingner, J., University of Colorado at Boulder & Lesaux, N., Harvard Graduate School of Education
Powerpoint presentation that outlines the challenges of implementing RtI relative to students who are linguistically diverse and suggestions for addressing those challenges. Drs. Klinger and Lesaux stress the importance of using scientifically based instruction and programs that have been empirically validated for use with students who are learning English as a second language. Provides a series of guiding questions RtI teams should consider when dealing with linguistically diverse students who are struggling in the area of literacy.
This webinar, presented during the 2011 NYS RtI TAC Summer Institute, will address how to improve educational outcomes for ELLs through culturally and linguistically responsive implementation of an RtI framework in the area of elementary reading. Specifically, it will discuss critical considerations to appropriately utilize screening and progress monitoring data with ELL students to improve reading outcomes by addressing the factors that influence ELL students' academic success.
Dr. Julie Esparza Brown, Dr. Amanda Sanford, and Erin Lolich
This webinar, hosted by the National Center on Response to Intervention, focused on improving educational outcomes for ELLs through culturally and linguistically responsive implementation of an RTI framework in the area of elementary reading. Specifically, it discussed critical considerations to appropriately utilize screening and progress monitoring data with ELL students to improve reading outcomes by addressing the factors that influence ELL students' academic success. Recommendations were provided for the appropriate selection and use of screening and progress monitoring data based on students' unique backgrounds and needs. A case study was provided to illustrate these recommendations with a first grade ELL student.
A division of the New York State Education Department, OBE provides technical assistance and support to districts in developing and implementing educational programs for limited English proficient (LEP) students. Website includes information on legislative requirements involving the education of LEP students. Also includes resource materials to assist schools in meeting the linguistic needs of students from diverse culturally backgrounds.
The presenter shares what it means to be culturally responsive in today's classrooms. The segments answer questions on suggested group size and self-confidence levels. Several strategies for recognizing patterns of interaction and the invisible culture in your classroom are given.