Pennsylvania Training and Technical Assistance Network

2011-2012 RtII and ELLs SeriesWebinar 2

Foundations of SAS and RtII:Meeting the Needs of ELLS through Effective

Implementation of Tiers 1, 2 and 3

November 10, 2011Ana Sainz de la Peña

Pennsylvania Training and Technical Assistance Network

2011-2012 RtII and ELLs Webinar SeriesThe population of English language learners in Pennsylvania has increased 114% in the past 10 years (OELA Report, 2010). The purpose of these webinars is to address the academic, linguistic and cultural needs of English language learners (ELLs), including ELLs in Special Education, in a Response to Instruction and Interventions (RtII) framework with the intention of building capacity among educators, school administrators, and other professionals who work with ELLs and their families. The webinars will support and empower educators to embrace the beliefs that all teachers must take responsibility for providing an equitable education for all children, to acknowledge that each English language learner has a unique set of academic, linguistic and socio-cultural strengths and needs, and that it is our responsibility to figure out how to use these competencies and skills to lead them to academic success.

PaTTAN’s Mission

The mission of the Pennsylvania Training and Technical Assistance

Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who

receive special education services.

PDE’s Commitment to Least Restrictive Environment (LRE)

Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary

Aids and Services before considering a more restrictive environment.

Outcomes• Identify the unique features that SAS

and the RtII framework have to provide effective instruction to English language learners.

• Develop an understanding of the effective implementation of scaffolding and differentiated instruction in Tiers 1, 2 and 3

Standards Alignment System (SAS)

Clear Standards

FairAssessments

CurriculumFramework

Instruction

Materials & Resources

Interventions

StudentAchievement

http://www.pdesas.org

Response to Instruction and Interventions

Response to intervention integrates student assessment and evidence-based instructional interventions within a multi-level prevention framework in order to maximize student achievement and reduce behavior problems (NCRTI, 2009)

Tier I of the RtII framework provides access to high quality standards (including ELPS) based curriculum and instruction for

all students.

RtII organizes assessment practices and requires schools to use the four types of assessments to determine the effectiveness of curriculum/intervention and drive instructional adjustments. Examples,Summative: PSSA, ACCESS for ELLsBenchmark: 4 Sight Diagnostic: GRADE, GMADE, W-APTFormative: Formal and Informal (progress monitoring, ticket out

the door)

RtII organizes curriculum and instruction to ensure all

students receive the standards aligned core curriculum (ESL is

core). ALL staff (Gen, Sp Ed, Title, ESL) assume responsibility and an active role in instruction

in the core curriculum

High quality culturally responsive instruction is at the heart of RtII (including ESL instruction). The framework organizes instruction to ensure the use of high leverage, research-based instructional practices at each Tier. Processes are in place to ensure instructional fidelity.

RtII requires the selection and use of materials and resources that

align with standards based curriculum and research based standard protocols to address

specific skill acquisition (and English language development in listening ,

speaking, reading and writing for ELLs).

Research-validated interventions are implemented based on the type, level

and intensity of student need (aligned to the ELL’s ELP level ).

Toward Coherence: SAS-RtII Connection

Premises for EquityAll educators must: Understand that education is a social entitlement achieved only when we provide equitable educational opportunities with high expectations for all students.

Understand the linguistic, cultural and experiential context of every student and how to systematically incorporate this knowledge (including the use of their native language, if necessary) into curriculum and instruction.

Based on students’ unique backgrounds, plan and adapt appropriate assessment and instruction

Classrooms as a Setting for DevelopmentChildren and youth spend 15,000-

20,000 hours of their lives in classrooms-Formal instruction occurs primarily in

classroomsFor immigrant students and non-native

speakers of English, the classroom is an especially important setting for cognitive, linguistic, and social-emotional development

Matching Instruction to Today’s Students: The 21st century ClassroomTreat diversity as a characteristic of

the K-12 population-No longer feasible to rely on a

specialist model(historically ineffective, anyway)

Need to infuse language and literacy instruction across the school day.

Challenges• Most teachers lack the training, expertise, and

experience to teach reading and other subjects to culturally and linguistically diverse students.

• Most “evidence-based” practices have not been sufficiently validated for diverse populations, but there are some promising practices.

• Recommendations for assessing and teaching English language learners do not adequately account for what we know about learning to read in one’s first and in a second language.

Tier 1

• The foundation of the first tier should be culturally responsive, quality instruction with on-going progress monitoring within the general education classroom.

• We see this first tier as including two essential components: – (a) research-based interventions, and – (b) instruction by knowledgeable, skilled

teachers who have developed culturally responsive attributes

1st Tier

www.nccrest.org

Culturally Responsive Culturally Responsive is…is…the valuation, consideration, and integration of individuals’ culture, language, heritage and experiences leading to supported learning and development.

Culturally responsive educators use their understanding of the experiences lived by students in the design of instruction and interventions (Boesch, 1996, Ladson-Billings, 1992).

Research-based Interventions:

What works with whom, by whom, and in what contexts?– It is essential to find out what works with whom,

by whom, and in what contexts. – These issues of population validity and ecological

validity are essential if research results are to be generalized - yet seem to be ignored.

• It is essential to observeobserve in classrooms.– Is the instruction appropriate

for students’ language and learning needs?

– What is the relationship between teachers and students?

– How does the teacher promote interest and motivation?

• We draw different We draw different conclusions when several conclusions when several students are struggling students are struggling rather than just a few ...rather than just a few ...

In What Contexts?

What do we need to consider when implementing RtII with ELLs?• J. Klingner

• http://rtinetwork.org/professional/podcasts/janette-klingner-what-do-we-need-to-consider-when-implementing-response-to-intervention-with-english-language-learners

Implementing RtII with ELLs

Quality of core instruction at Tier 1 Universal screening and progress

monitoring bring class-wide data sets to validate appropriate instruction

Have the tools for progress monitoring been validated with similar students?

Implementing RtII with ELLsProfessional development should be ongoing and should help teachers: develop the attributes of culturally responsive

teachers; learn about second language acquisition and

how to distinguish between language acquisition and learning disabilities; and

learn about instructional methods and assessment procedures for English language learners.

Include ACCESS for ELLs and W-APT scores to make instructional decisions.

Tier 1 Robust Instruction

Collaborate and share expertise with other teachers Build capacityStrengthen instruction

Maintain strong relationships with students, families and communities

Practice culturally responsive ways to connect to prior knowledge and experiences outside school

Have high expectations – scaffolding, differentiated instruction

What should Tier 1 look like for ELLs? ESL is core instruction.

Content area classes are accommodated to ELP levels.

Instruction is culturally responsive.

The majority of the students reach Benchmarks.

ESL Instruction is CoreESL instruction needs to address the

Pennsylvania English Language Proficiency Standards.

Oral language is the foundation upon which literacy skills develop (Snow, 1983; Snow, Burns, & Griffin, 1998; Dickinson & Tabors, 2001). Unlike students who come to school already proficient in English, English language learners (ELLs) depend greatly upon school for interactions that support the development of oral English skills, including academic talk (Bartolomé, 1998; Delpit, 1995; Gutiérrez, 1995; Reyes, 1992; Heath, 1982, 1985).

Scaffolding through Questions in ELL Learning - Youb Kim, 2010

• Coaching questionsWhat do you mean by that?

• Facilitating questionsCan you explain a little more?

• Collaborating questionsWhich character is most like you? Why?

ESL Instruction: What does research say about second language development?• Language is a tool for communication• We learn first and second languages because

we want to do things with words• The accomplishing of social acts is key in the

development of ways of expressing ourselves“Thus, emphasis needs to be placed on meaning making, on getting important things done with English, alongside classmates, and having opportunities to practice and appropriate this system of communication.” (Walqui, 2010)

Tier 1 for ELLsCore ESL Instruction

-Planned instruction (written document) by a qualified ESL educator based on English Language Proficiency Standards with a LINK to PA Academic Standards.-Ample opportunities to develop oral English proficiency with a focus on academic language- ACCESS for ELLs and W-APT scores drive decisions regarding ESL instruction.

Pennsylvania Training and Technical Assistance Network

Tier One: Core Content Instruction

ELLs succeed when:They are perceived and treated as capable, legitimate participants

They engage in intellectually demanding interactions that have been deliberately crafted and scaffolded

Engage in high challenge, high support tasks that provide them with multiple points of entry into the academic community

Core Content InstructionSetting clear language and content

objectives for ELLs is critical for effective teaching and learning.

English language learners have to learn not only the content of a subject, but also the language of a subject.

Stimulating English through word selection (vocabulary), modeling, expanding, and helping students develop academic English can make subject learning and language learning happen simultaneously.

A Tier 1 Lesson for ELLs• Know your students: ELP levels, assets they bring,

prior knowledge and experiences

• Address standards: PA Academic and PA ELP • Select a language function objective for oral

language development – with the assistance of the ESL teacher and following district ESL planned instruction

• Accommodate for students at individual ELP level

• Select materials and examples that connect to the culture/prior experience of all student groups.

Grade Level: 7th GradeWhat is bias and how do you recognize it ?  Level 1 Level 2 Level 3 Level 4 Level 5Entering Beginning Developing Expanding Bridging

Ask and answer WH questions about vocabulary in the lesson (bias, convince, author's purpose, opinion, editorials) using illustration and simple examples with a partner.

Describe situations from modeled sentences including examples of concepts introduced in lesson (bias, author’s purpose, editorials) using flashcards in small group.

Give a brief summary of how point of view affects what a person says, writes and reads using a graphic organizer in a small group.

Paraphrase and summarize ideas from others about how word choice, point of view and bias affect readers. Use an article and record ideas in a graphic organizer. Work in small group.

Discuss, give examples and compose a biased account of an event from a particular individual's point of view. Record your ideas in your journal for future oral presentation.

• http://www.wida.us/standards/CAN_DOs/

Pennsylvania Training and Technical Assistance Network

Assessing Progress

If a child does not make adequate progress with

research-based instruction that is presumed “to work,”

the assumption is made that the child must have a

deficit of some kind. Let’s examine this statement.

The Link: Creating a Comprehensive Assessment Battery

Assessment systems need to include a

language component.

Preventing the gap between reading words & and understanding what is read

Word Reading

Word Knowledge

The Link: Creating a Comprehensive Assessment Battery

When students do not progress with interventions, we need to consider other factors:

language acquisition ESL Program prior school

experience L1 literacy acculturation effective instruction

and assessment

Pennsylvania Training and Technical Assistance Network

Tier 2 and Tier 3 InterventionThe “20%” of students receiving Tier 2 or Tier 3 interventions should NOT be primarily ELLs—if most ELLs are not

progressing, the instruction in ESL and content is not sufficient.

Tier 2 or Tier 3 interventions: Supplement the core curriculumSupplement the core curriculumAre determined by examining students’ rate of

growth based on their levels of English language proficiency in listening, speaking, reading and writing. as

well as whether they meet benchmarks

• When ELLs have not made adequate progress and achievement continues both at a lower level as compared to “true-peers” and occurs at a substantially slower rate

• This tier is characterized as providing a level of intensive support that supplements the core curriculum and is based on student needs as identified through progress monitoring.

2nd Tier

Tier 2 –Questions for the RtII Team Will instruction in a small group setting lead to success? Has the student’s progress been compared to him or

herself using data collected over time and across settings? Does the child’s learning rate appear to be lower than that

of an average learning “true peer”? Is the child responding to interventions based on his/her

level English language proficiency? Are educators making instructional decisions versed in

second language acquisition, ESL instruction and assessments that measure English language development?

Is scientifically-based instruction in place for the target student and consideration given to his/her cultural, linguistic, socioeconomic and experiential background?

Tier 2 INSTRUCTION/INTERVENTIONOption of receiving different curriculum from

Tier I (time and intensity) which would be systematic and explicit instruction with modeling, multiple examples, and feedback

This supplemental instruction is in addition to the time allowed for core reading and core ESL instruction in general education

Progress is carefully monitored and examined by educators who have expertise in ESL education

Observations should occur across settings and be of various activities/tasks

Tier 3Achievement continues both at a lower level

than like-peers, occurs at a substantially slower rate, and the student needs individualized instruction in order to learn

Interventions are more intensive and may be delivered individually or in small groups (2/3 students).

The student’s progress continues to be closely monitored and analyzed based on the student’s level of ELP.

This step should overlap with the second tier

3rd Tier

Tier 3- Questions for the RtII Team How many rounds of Tier II instruction has the

student had?Is there evidence of progress from previous

interventions?Is the student successful with different

curriculum, teaching approaches and an individualized setting?

Does the student differ from like "true peers" in the following: Level of performance? Learning slope?

What are the child’s functional, developmental, academic, linguistic, and cultural needs?

Tier 3If additional assessments are used, are the

instruments technically sound, valid, and used appropriately for the ELL?

Are test results interpreted in a manner that considers student’s language proficiency in L1 and L2 and their level of acculturation?

Do assessments include information in the student’s home language and English?

Has the student received continuous instruction (i.e., absences do not make up a good portion of the student’s profile)?

Progress Monitoring“Kovaleski and Prasse (2004) noted that fairness in the assessment process, particularly for language minority students, is one of the potential benefits of RTI. If RTI is to fulfill this promise, it will be necessary to provide a firm grounding in how language and culture interact with education and cognition to produce the development, growth, and high achievement desired for ELLs.”National Center on Response to Interventions

RtII CAN Make a Difference RtII has the potential to

improve educational opportunities for culturally and linguistically diverse students.

RtII offers a new way of conceptualizing how we support student learning, along a continuum rather than categorically.

Yet we must ensure that students truly receive appropriate instruction and an adequate opportunity to learn.

Resources

RTI Network http://www.rtinetwork.org/Quality Teaching for English Learnershttp://www.wested.org/cs/tqip/print/docs/qt/resources.htmNational Center on Response to Interventionhttp://www.rti4success.orgThe National Center for Culturally ResponsiveEducational Systems (NCCRES)www.nccrest.org/professional/

culturally_responsive_response_to_intervention.htmlCenter on Instruction (COI)http://www.centeroninstruction.org/

Thank You!

Contact Information www.pattan.net

Ana Sainz de la PeñaEducational Consultantasainzdelapena@pattan.net

Connie CochranRtII and ESL Technical Assistance Facilitatorccochran@pattan.net

Paula ZuckerRtII and ESL Technical Assistance Facilitatorpzucker@pattan.net

Commonwealth of PennsylvaniaTom Corbett, Governor

Pennsylvania Department of EducationRonald J. Tomalis, Secretary

Carolyn C. Dumaresq, Ed. D., Deputy Secretary

Office of Elementary and Secondary Education

John J. Tommasini, DirectorBureau of Special Education

Patricia Hozella, Assistant DirectorBureau of Special Education