TESOL Presentation

March 2010

RTI is about “Systems Change”

It is not a program. It is not strictly an alternative method of SLD

determination. It IS a restructuring of current instructional

practices based on years of research in the field. Then special education regulations allow for that structure to be used in the identification of SLD.

What’s the General Ed/Special Ed Connection ?

Tennessee Reading Policy (State Board Policy 3.104, 2005) (go to Tennessee State Board of Education Policies) recommends use of a three-tiered reading model.

“To ensure the prevention and correction of reading difficulties as well as improving reading instruction for all students, districts and schools must adopt a three-tier reading model for reading instruction.”

The Special Ed/Reading First Connection

The same body of research used for Reading First with basically the same recommendations.

Numbers of Tiers may vary, but basics do not: Scientifically-based Delivered with fidelity Interventions/Differentiated Instruction Progress monitoring and data-based decision-

making

Special Ed/RTI Facts

RTI is not mandated by special education. RTI may be used to identify SLD if that school district has an approved plan.

Progress monitoring, exposure to high-quality instruction, differentiated instruction, and interventions prior to referral are required as part of the evaluation process for any child being considered for the SLD category. Not just in systems with RTI plans.

Something we tend to forget when a child is being considered for Special Education:

Prior to referral for special education services attempts should be made to meet the needs of that student in the general education setting. This includes delivering high quality instruction, monitoring progress, delivering interventions in an effort to meet that child’s needs prior to referring to special education.

Help!

What resources are available to us?

IRIS Center at Vanderbilt

http://iris.peabody.vanderbilt.edu/

Standards basedGrade-level instruction

RTI is here because…

Too many students being identified as LD Ongoing questions about discrepancy formula Referral process didn’t have enough teeth to it

– No longer individual decision; team decision NOW – has to be data-driven, have to really think

about other issues:“Disorders not included. The term does not include learning

problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.” (from Federal Definition of LD)

Learning Disability

inability to read, do math

UNEXPECTEDAffects learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning.

POPULATION Number of Students

Percentage of Limited English Proficient

Percentage of Hispanic students

Bells Elementary

390 15.1% 23.8%

Crockett County

1,733 3.9% 11.8%

Tennessee 930,525 3.5% 5.2%

Bells City SchoolRTI and ESL

Bells Demographics

White 208 57%

African American 65 18%

Hispanic 87 24%

Asian/Indian 6 1%

Total 366

ELLs K-5

35 active ELLs 21 T1s and T2s 32 NELB 88 Total

ESL and RTI Bells Elementary School

Three Stages to Implementation

1. Planning2. Breaking In3. Implementation

Planning 2007-2008

Leadership team researched RTI

Talked to and visited schools already implementing RTI

Breaking In November 2009

Reworked our schedule to allow every student 90 minutes uninterrupted Reading/Language Arts instruction.

Breaking In November 2009

Staggered reading blocks so that interventionists and ESL could work around and within these blocks.

Breaking In RTIJanuary 2009

Began intentional differentiated instruction school- wide.-workstations, small groups

Began universal screenings (AimsWeb) for every student.

Began Tiered instruction.

Universal screening

Benchmark tests are given to all students with no modifications or accommodations.

This gives a picture of how well the student is achieving compared to his/her peers.

Implementation

School year 2009-2010

2 hour Reading/LA Block for all students

Each grade level has same reading block time; on same lesson each week.

Tier 1

-20 minutes whole group-15-20 minutes small homogeneous groups -10-15 minute whole group wrap up

2 hour Core Reading Block

General Education Teacher fully includes ELLs in whole group, small group and wrap up.

-uses intervention, modified on-level or ESL materials from basal for small group.

During Reading Block-

General Education Teacher plans small group time with ELLs included at the beginning or end of small group teaching.

Pull out ESL instruction takes place in the middle hour.

Reading block from the ELL’s point of view

20 minutes with whole group 20 minutes small group with homeroom

teacher 1 hour in ESL 20 wrap-up in whole group

During Reading Block-

For ESL instruction, we cover the same content.

We work on-

Vocabulary Fluency Comprehension skills

-using the content from their reading class.

We are also teaching-

ESL standards According to their needs Developing speaking and reading competency Writing and reading

This way the material is contextualized and comprehensible. It supports what they do in their grade level classroom.

This is all part of Tier 1.

RTI Tier 2 Tier 2 is 30 minutes in addition to the two

hours reading block with an RTI interventionist.

Small groups that include ELLs and others. Determined by universal screening (BCS

uses AimWeb)

ELL & RTI

73% of grades K-3 ELLs - Tier 2 intervention.

29% of ELLs in grades 4-5 - Tier 2 intervention.

Students in these groups work on core areas of instruction to promote reading accomplishments whether they are ELLs or not.

phonemic awarenessphonicsfluencyvocabulary comprehension

Tier 3

If, after no less than 8 weeks of Tier 2 intervention, the student makes limited progress according to benchmark test and mastery test, the BESTeam and parent will consider:

Continue with Tier 2 for another 8 weeks; or Move into Tier 3 with 60 minutes of intensive

instruction in a small group setting for no less than 6 weeks.

ESL Teacher’s Role

AdvocateELLs are to be fully included in all parts of RTI and fully in ESL.Assist general education teachers with differentiated instruction (techniques and materials) for ELLs.Assist interventionists with insights to ELLs.

Be at the team meetings for the ELLs that are needing intervention.

For More Information Contact

Kandy Smith, SIG School Consultantksmith90@utk.edu

Anita Kail, ELL Instructor, Bells Elementary Schoolkaila@k12tn.net

Veronica McDonald, Director of Program Improvement, Division of Special EducationVeronica.McDonald@tn.gov

Melanie Patton, Director of Assessment Services, Division of Special EducationMelanie.Patton@tn.gov