February 20, 2009

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February 20, 2009
RTI – Establishing a Common Understanding
English Language Learners (ELLs)
February 20, 2009
10:00 am
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Response to Intervention:
The Georgia Student
Achievement Pyramid of
Interventions & ESOL
February 20, 2009
Kathy Cox, State Superintendent of Schools
“We will lead the nation in improving student achievement.”
RTI & ESOL
Tier 1 Non-Negotiables
Tier 1 STANDARDS-BASED CLASSROOM LEARNING:
• All students participate in general education learning that
includes:
– Universal screenings to target groups in need of specific
instructional support.
– Implementation of the Georgia Performance Standards
(GPS) through a standards based classroom structure.
– Differentiation of instruction including fluid, flexible
grouping, multiple means of learning, and demonstration
of learning.
– Progress monitoring of learning through multiple
formative assessments.
Differentiation
Content:
Process:
Multiple options for taking in information
Multiple options for making sense of the
ideas
Product:
Multiple options for expressing what they
know
Environment: Multiple arrangements and settings to
foster engagement and relevance.
(From the Sacramento City Unified School District)
Universal Screenings
• Universal Screening is a general outcome measure
used to identify underperforming students and to
determine the rate of increase for the district,
school, classroom and student in reading and math.
• A Universal Screening will not identify why students
are underperforming, rather it will identify which
student is not at the expected performance criteria
for a given grade level in reading and math.
Universal Screenings
• Schools and systems should set Universal Screening
performance criteria to determine which students
should be targeted for additional “detective work”.
• This performance criteria should be connected to the
Georgia Performance Standards for reading and
math at a given grade level.
• All teachers should be involved in developing
performance criteria to ensure a common
understanding of expectations.
Universal Screenings
• Although W-APT and ACCESS for ELLS assess only
the academic language of content areas such as
math, not the student’s conceptual knowledge,
these instruments do provide valuable information
regarding a student’s reading proficiency level in
English.
• These instruments can provide valuable information
regarding student proficiency levels in each of the
various domains and their readiness for instruction
in a second language.
Differentiation
The WIDA English Language Proficiency (ELP)
Standards, along with the Can Do Descriptors and
Model Performance Indicators, offer classroom
teachers practical and flexible ways to differentiate
instruction to the meet the varying needs of ELLS
according to their degree of proficiency in English.
Tier 2 Interventions:
When are they needed?
• Movement between Tier 1 and Tier 2 is fluid and
flexible.
• Questions to consider:
– Is the learning concern a curriculum issue?
– Is the learning concern an instructional issue?
– Is the learning concern a student issue?
• Common understanding of criteria used to
determine Tier 2 support
• Progress monitoring plan implemented to measure
response to intervention
Tier 2 Non-Negotiables
NEEDS-BASED LEARNING:
• In addition to Tier 1, targeted students participate in
learning that is different by including:
– Standard intervention protocol process for
identifying and providing research based
interventions based on need and resources.
– On-going progress monitoring to measure student
response to intervention and guide decisionmaking.
Interventions
• Scientifically proven interventions mean that
scientific results have already been published in
peer-reviewed journals using the scientific rigor
described in the definition from NCLB (see Ch. 3).
• Evidence-based interventions indicate that specific
data is available that shows the intervention
improves student outcomes.
• Research based interventions mean the methods,
content, materials, etc. were developed in guidance
from the collective research and scientific
community.
InterventIons are…
(Dr. John McCook)
•
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Targeted based on progress monitoring
In addition to classroom instruction
Individual, small group, or technology assisted
Increase in structure and relevant practice
Additional learning strategies
Mini lessons on skill deficits
Administered by classroom teacher,
specialized teacher or external interventionist
InterventIons are not…
(Dr. John McCook)
•
•
•
•
•
•
•
•
Preferential seating
Shortened assignments
Parent contacts
Classroom observations
Suspension
Doing MORE of the same
Retention
Peer helpers (informal)
Progress Monitoring
• Progress monitoring is a scientifically based practice
that is used to assess students academic performance
and evaluate the effectiveness of the intervention.
• Progress monitoring can be implemented with
individual students or an entire class.
• Common Formative Assessments
• Knowing students through assessments
Kathy Cox, State Superintendent of Schools
“We will lead the nation in improving student achievement.”
21
What does Progress
Monitoring look like in the
classroom?
•
•
•
•
•
•
•
Running Records
Fluency Assessments
Math Probes
Teacher Checklists
Student work samples
Portfolios
Student interviews
Kathy Cox, State Superintendent of Schools
“We will lead the nation in improving student achievement.”
22
What does Progress
Monitoring look like in the
classroom?
•
•
•
•
•
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Curriculum Based Measures
Purposeful
Connected to the standard
Organized for sharing
Common Assessments across teams
USED TO DRIVE INSTRUCTION
Kathy Cox, State Superintendent of Schools
“We will lead the nation in improving student achievement.”
23
Progress Monitoring
• Progress monitoring is more than “doing what you are
already doing”
• Progress monitoring is using assessment data to drive
instruction
• Progress monitoring = Common assessments
• Intensity and Frequency increase as additional support
is added
Kathy Cox, State Superintendent of Schools
“We will lead the nation in improving student achievement.”
24
FIdelIty…
…refers to the provision or delivery of instruction
in the manner in which it was designed or
prescribed.
Kathy Cox, State Superintendent of Schools
“We will lead the nation in improving student achievement.”
25
Fidelity of Implementation
If fidelity of implementation is not monitored and
required, one cannot be sure that students have
actually received the interventions as designed; and
therefore, students’ response to the interventions
cannot be determined, and the effectiveness of the
interventions cannot be measured with validity or
reliability.
Kathy Cox, State Superintendent of Schools
“We will lead the nation in improving student achievement.”
26
Movement from Tier 2 to Tier 3
• Questions to consider:
– Is the learning concern a curriculum issue?
– Is the learning concern an instructional issue?
– Is the learning concern a student issue?
• The data team will confirm the fidelity of implementation of the
intervention through frequent contact and observation during
instruction.
• Additional Tier 2 interventions may be required if little or no
progress is documented. The data team will follow previously
established protocols to determine if additional Tier 2
interventions should be implemented.
Kathy Cox, State Superintendent of Schools
“We will lead the nation in improving student achievement.”
27
Movement from Tier 2 to Tier 3
• Data trends should be graphed and analyzed by the
group to measure student progress toward goal
expectations.
• After the appropriate amount of time (time in weeks
dependent on the intervention), the data team should
assess student progress toward established goal
expectations and determine if continued support
through Tier 2 is required or if Tier 3 support, in
addition to Tier 1 and Tier 2, is required.
Kathy Cox, State Superintendent of Schools
“We will lead the nation in improving student achievement.”
28
Tier 3 Non-negotiables
SST-DRIVEN LEARNING:
• In addition to Tier 1 and Tier 2, targeted students
participate in learning that is different by including:
– Intensive, formalized problem solving to identify
individual student needs.
– Targeted research based interventions tailored to
individual needs.
– Frequent progress monitoring and analysis of
student response to intervention(s).
Kathy Cox, State Superintendent of Schools
“We will lead the nation in improving student achievement.”
29
Tier 3 (SST)
• The SST team’s Tier 3 activities investigate
WHY
the student has continued to struggle-- even with Tier
2 interventions-- and strive to correct or bypass the
problem.
• Data gathering and analysis are more stringent at Tier
3 than in lower tiers. Individualized interventions are
used for significant periods of time, with adjustments
as necessary to fine-tune the solution.
Kathy Cox, State Superintendent of Schools
“We will lead the nation in improving student achievement.”
30
Guiding Questions for Tier 3
Interventions:
_ Is additional, individualized assessment data needed
to further analyze students’ needs and plan
appropriate interventions?
_ Are interventions individualized based on students’
unique needs?
_ Are interventions evidence-based and implemented
with fidelity?
Kathy Cox, State Superintendent of Schools
“We will lead the nation in improving student achievement.”
31
Guiding Questions for Tier 3
Interventions:
_ Are timelines and specific criteria designated for
provided interventions?
_ Who is responsible for the delivery, monitoring and
recording of the intervention results?
_ Is frequent progress monitoring implemented
according to pre-set timelines to determine
responses to interventions?
Kathy Cox, State Superintendent of Schools
“We will lead the nation in improving student achievement.”
32
Tier 4 Non-negotiables
SPECIALLY-DESIGNED LEARNING:
• In addition to Tiers 1 through 3, targeted students
participate in :
– Specialized programs, methodologies, or
instructional deliveries.
– Greater frequency of progress monitoring of
student response to intervention(s).
Kathy Cox, State Superintendent of Schools
“We will lead the nation in improving student achievement.”
33
RTI & Ells
• The ESOL program is designed specifically to serve K12 students whose first language is one other than
English; who have a primary language other than
English; and who have been determined to lack
English language proficiency in social and academic
instructional language.
• As a program that targets a specific and limited
audience and provides supports through specialized
methodologies and instructional delivery models, an
ESOL class is considered a Tier 4 intervention.
Kathy Cox, State Superintendent of Schools
“We will lead the nation in improving student achievement.”
34
RTI & Ells
• English language learners (ELLs) face a unique
challenge because they must learn academic content
at the same time they are developing initial language
skills in English.
• Some ELLs have a history of interrupted or limited
formal education and may not be literate in their
home language and may not have background
knowledge to support their learning in the content
areas.
Kathy Cox, State Superintendent of Schools
“We will lead the nation in improving student achievement.”
35
RTI & Ells
• ELLs need strong support and as a general rule
should receive Tier 1 and 2 interventions in the
academic content courses outside the ESOL
classroom.
• Presentation and Response Accommodations
provided for the ELL from the ELL Test Participation
Committee are considered Tier 2 interventions
appropriate to the student’s English language
proficiency (ELP) level.
RTI & Ells
• Strong collaboration between ESOL and content
teachers, as well as input from a guidance counselor
or graduation coach, will assist in designing the
appropriate interventions and supports to best serve
the educational interests of ELLs.
RTI & Ells
• In most situations RTI for ELLs may be viewed as a
regressive model.
• In the early stages of English language development,
an ELL may need strong levels of support; but as the
student’s level of ELP increases, the student is better
prepared to achieve in the content classroom and
will need fewer supports, moving down the pyramid
toward level 1 with all students.
RTI & Ells
• Some ELLs may not respond adequately to the Tier 1
and 2 interventions in content courses and may not
always make significant progress through the Tier 4
ESOL class.
• These students may need the additional support
provided through Tier 3, the SST process.
RTI & ESOL
• If they meet the eligibility criteria as a result of Tier 3
interventions, they may be eligible for additional
support through Gifted, Special Education or other
specialized programs.
• These Tier 4 programs will support the specialized
language acquisition interventions of ESOL and also
address any other identified learning problems or
needs .
RTI & ELLs
Contact information
For RTI:
John Wight
Academic Standards
[email protected]
For RTI & ELLs
Carol Johnson
Title III / ESOL
[email protected]

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