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Tesol Rti
- 1. Implementing a Response to Intervention Model with ELLS: An Urban Case Study Claudia Rinaldi, Ph.D. Orla Higgins Averill, CAGS Sarah Estabrook [email_address]
- 6. Tier 1 – Primary Prevention Universal screening (CBM) of all students Progress monitoring of ELLs: oral language proficiency & academic language development Progress monitoring of high-risk students Collaborative Problem Solving- School & Grade level Tier 2 – Secondary Prevention 15-20 weeks of small group instruction & Progress Monitoring & Collaborative Problem Solving Team decision to Add, change and/or refer to Multidisciplinary Team Evaluation (MDT) for Special Education Tier 3 – TeRTIary Prevention 1:1 and PM using CBM MDT evaluation Eligibility and IEP Oral English proficiency Academic language proficiency Increasing needs-based intervention Response to Intervention Model for English Language Learners (Rinaldi & Samson, 2008) TIER 3 One-on-One Referral to Special Ed. TIER 2 Additional EIRP Pre-referral Intervention TIER 1 Evidenced-based instructional reading program (EIRP) Universal Screening
- 12. Assessments Kindergarten Letter-Naming Fluency (LNF), Initial Letter-Sound Fluency (ISF), phonemic segmentation fluency & Criterion-referenced comprehension test 1st Grade Nonsense Word Fluency (NWF), Oral Reading Fluency (ORF), & Criterion-referenced comprehension test 2nd Grade Oral Reading Fluency (ORF) & Criterion-referenced comprehension test 3rd Grade Oral Reading Fluency (ORF) & Criterion-referenced comprehension test 4th Grade Oral Reading Fluency (ORF) & Criterion-referenced comprehension test 5th Grade Oral Reading Fluency (ORF) & Criterion-referenced comprehension test
- 14. Results, Discussion, & Implications School- wide Data Results Teacher Perception Results
- 15. School-Wide Reading Fluency All Schools – First Year Percentage
- 16. School 1- Reading Fluency 2007-2008 Urban Percentage
- 17. School 2 School-Wide Reading Fluency 2009-2010- Urban Percentage
- 18. School 3 School-Wide Reading Fluency 2009-2010- Urban (high poverty) Percentage
- 19. School 4 School-Wide Reading Fluency 2009-2010 (Suburban) Percentage
- 20. School 1- Urban Two Year trajectory
- 26. Teacher Perceptions of RTI
Hinweis der Redaktion
- Model implementation Teacher Perceptions of implementation Implications for practice
- The growth of ELLs in schools + limitations around teachers’ preparation in teaching ELLs coupled with the prevalence of learning disabilities = Complicated student profiles for teachers, schools, and states Imisidentification and referral of ELL for special education Leos and Demilio--2005 reported that while special education training averaged 40 hours, 60% special education teachers who also worked with at least 3 ELL only received an average of 3 additional hours of training
- Thus applyig this model to schools with this growing population of students…. We must think ….Beyond the one teacher… one classroom…to school wide systems…. I developed this description of RTI as a conceptual model for my research work in addressing the needs ELL in urban settings/
- All grades 3 times a year except K- only winter & spring
- Ad current year plus YA, FES, HA
- After the first year- school rates decreased from 10- 5%
- (MaRTInez, Graves and Heckman 2008, March Communique): “However, in the case of RTI successful collaboration can serve the immediate needs of both schools and universities while further advancing the common goal of widespread RTI implementation and a greater awareness of the importance of research based educational practice.” Revisit this idea.