The School District of Philadelphia Office of Multilingual Programs

1. RESPONSE TO INSTRUCTION AND INTERVENTION (RtII) Special Considerations to Improve Instructional Outcomes for English Language Learners The School District of Philadelphia Office of Multilingual Programs

2. Meeting Norms • Post questions on the parking lot • Please be respectful of the speaker by avoiding extra conversations in the room • Please turn cell phones to vibrate and/or take calls in the hall • Respect each others’ thoughts

3. Agenda • Introductions • Objectives • Ice Breaker • Special Considerations for ELLs in the RtII models • Key Components of RtII for ELLS • Wrap-Up: Questions & Answers

4. Desired Outcomes • Gain increased knowledge of a Response to Intervention Model for ELLs • Gain increased knowledge of culturally and linguistically responsive, appropriate, quality instructional practices at all levels of RTII • Gain a deeper understanding of key components of the RTII framework for ELLs

5. Helpful Definitions • ELLs– native speakers of another language who are learning English • L1 and L2 – native language and second language • BICS vs. CALP – “playground language” vs. “classroom language” • CUP– skills learned in one language can be transferred to another

6. Why RtII for ELLs? • “RTII has the potential to affect change for ELLs by requiring the use of research-based practices based on individual children’s specific needs.”(Brown & Doolittle, 2008)

7. The Key Components of RtII Courtesy of the National Center on Response to Intervention

8. ELL Factors How are our students impacted by new cultural norms or expectations?

9. How do you address culture in your classroom?

10. The Iceberg Model of Culture

11. What do we mean when we say Culturally Responsive Instruction? Positive Perspectives on Parents and Families Communication of high expectations Student- centered instruction Culturally mediated instruction

12. The Key Components of RtII Multi-level Prevention System Courtesy of the National Center on Response to Intervention

13. Multilevel Prevention System-an ecological framework Tier 3 Few students at this level Tier 2 Some students at this level Issues of acculturation at all levels. Tier 1 ALL English Language Learners at this level Core Curriculum & Instruction for ALL students: school-wide reading, behavior, math and literacy, include sheltered instructional practices and Culturally and Linguistically Appropriate Instruction

14. Overarching Thoughts… Language development must be the shared responsibility of all teachers, not only those in bilingual and ESOL classes. Cummins, 1994; Krashen, 1991, Thomas and Collier, 1997

15. Tier 1 –Strong Core Program with Sheltered Instructional Practices : Culturally & Linguistically Appropriate Tier 3 Few students at this level Tier 2 Some students at this level Issues of acculturation at all levels. Tier 1 ALL English Language Learners at this level Core Curriculum & Instruction for ALL students: school-wide reading, behavior, math and literacy, include sheltered instructional practices and Culturally and Linguistically Appropriate Instruction

16. Office of Multilingual Programs • It is the expectation that all ELLs will receive a strong core program that will facilitate their social and academic language acquisition both in the ESOL class and in the general education curriculum classes. • It is the expectation that accommodations and modifications will be made by teachers for all ELLs based on their level using the WIDA Can Do descriptors for each grade and language proficiency level.

17. What Does Instruction Look Like for ELLs in Tier I? • All students receive high quality and appropriate instruction, behavioral support as well as regular progress monitoring (universal screening) • All students are provided additional appropriate instruction or support in the general education setting • Core program implementation is standards driven and must show evidence of explicit linguistically appropriate instructional strategies as well as culturally responsive instruction. • Instruction should be interactive and rigorous • Direct and explicit instruction using the Gradual Release of Responsibility Model : I do, we do together, you do.

18. What do we mean by linguistically appropriate instruction? • Uses ACCESS data (WAPT) to determine student’s English proficiency level • Plan targeted instructional goals based on those levels • Differentiate using the Can Do descriptors and performance definitions to accommodate students at all proficiency levels

19. Focal ELLs placed on WIDA Can-do Descriptors for ELP Levels, PreK-12

20. Performance Definitions

21. Case Studies Case studies

22. ELL Case Studies • Marco is a Level 1 ELL from Brazil who speaks Brazilian Portuguese. Marco arrived in the United States earlier this year. The ESL teacher determined informally that Marco can read and write in Portuguese, but probably below grade level. According to the district’s ESL placement test, Marco is a Level 1 Listening, Level 1 Speaking, Level 1 Reading, and Level 1 Writing. • Julia is a Level 3 ELL who was born in the United States into a Mexican family that speaks mostly Spanish at home and in the neighborhood. Julia has attended school in the US since kindergarten, and she has been in pull-out ESL each year. There is no bilingual program at the school, and Julia has not learned to read and write in Spanish. According to the ACCESS for ELLs, Julia is a Level 5 Listening, Level 4 Speaking, Level 3 Reading, and Level 2 Writing. Her levels are indicated on the Can-do descriptors • Hassan is a Level 3 ELL from Sudan who speaks Arabic. Hassan is a refugee and has been in the United States for two years. He had no formal schooling before coming to the United States, nor had he learned to read or write. When Hassan arrived, he was placed in a newcomer/port of entry class that focused on literacy and numeracy development, with attention to the cultural norms of US schools and society. According to the ACCESS for ELLs, Hassan is a Level 4 Listening and Speaking, and a Level 2 Reading and Writing. • Amitabh is a Level 3 ELL from India who speaks Gujarati. Amitabh arrived in the United States in the middle of last year. He has a strong educational background which included English instruction every year in India. However, Amitabh’s English instruction gave him little opportunity to speak English at school, and he has had little exposure to American English prior to his arrival. According to the ACCESS for ELLs, Amitabh is a Level 2 Listening, Level 1 Speaking, Level 5 Reading, and Level 4 Writing

23. Focal ELLs placed on WIDA Can-do Descriptors for ELP Levels, PreK-12

24. SIOP Instructional Model Sheltered Instruction Observation Protocol

25. What is Sheltered Instruction ? Sheltered instruction includes strategies such as – • Interactive Teaching • Explicit, targeted vocabulary development • Slower speech with clear enunciation and fewer idiomatic expressions • Visuals, demonstrations and hands-on learning • Text adaptations • Homework adaptations • Content objectives AND language objectives for each lesson

26. Big Four of SIOP Visuals- makes content more comprehensible Vocabulary- implicit and explicit instruction Student conversations- to increase interaction Sentence frames –scaffolding output • ESL Look for… available at http://webgui.phila.k12.pa.us/offices/c/curriculum/interventions/rtii

27. Tier 2 Intervention- Using the concept of “ true peers” Tier 3 Few students at this level Lower achieving students when compared to peers of similar language ability, and cultural background Tier 2 Some students at this level Issues of acculturation at all levels. Core plus strategic evidenced based instruction Tier 1 ALL English Language Learners at this level

28. Tier 2- Students Who Need Different and More Intensive Instruction than Tier I • Students who do not make progress in Tier 1 are provided more intensive support through intensive interventions (double dose) still as part of general education

29. What intervention models do we suggest?

30. District approved interventions for Literacyhttp://webgui.phila.k12.pa.us/offices/c/curriculum/interventions/rtii

31. Creating a Framework to Navigate School District Approved Interventions for ELLS Jigsaw: Group 1: Read Phonemic Awareness and Phonics Group 2: Read Vocabulary Group 3: Read Fluency and Comprehension Share out!

32. The PLUSS Model for Interventions (Brown & Sanford, in preparation) • P: Preteach critical vocabulary • L: Language modeling and opportunities for using academic language • U: Use visuals and graphic organizers • S: Systematic and explicit instruction in reading components and strategies • S: Strategic use of native language

33. Linguistically and culturally appropriate strategies and interventions, implemented with fidelity • Very frequent progress monitoring in areas of concern as well as listening, speaking, reading, and writing • Heterogeneous and flexible grouping • Cultural adaptations and culturally appropriate alternatives to suspension and expulsion Tier 3 Intervention for ELLs Tier 3 Few students at this level Tier 2 Some students at this level Issues of acculturation at all levels. Tier 1 ALL English Language Learners at this level

34. Tier 3- Students Who Need Different and More Intensive Instruction • Ensure that appropriate instructional strategies were implemented in RTII Tiers I and 2 • Accurately monitor student’s progress • Develop culturally and linguistically appropriate plan for appropriate individualized instruction • All specialists must collaborate with the ELL teacher or specialist

35. The Key Components of RtII Data-Based Decision Making Courtesy of the National Center on Response to Intervention

36. Assessments • DRA • WRAP • Gates • DRA • AIMSWEB • ACCESS

37. Data to Use for ELLs • WAPT and ACCESS data • PSSA data • Progress in relationship to ELD level • Data regarding former educational experiences • Data regarding student’s background

38. Word of Caution for ELLs • An ELL who does not make adequate progress with research-based instructiondoes NOT necessarily have a learning disability • Consider: • Did the child receive culturally and linguistically responsive, appropriate, quality instruction? • Was the child taught using the instructional strategies which are proven to work best with ELLs?

39. The Key Components of RtII Progress Monitoring Courtesy of the National Center on Response to Intervention

40. What is Progress for ELLs? – It’s Not Teaching as Usual • How do you determine what is legitimate progress with ELLs? • Rigorous instruction must consider students‘ cultural and linguistic needs and adjust accordingly • Set the same goals – grade level standards • Short and long term goals may need to be set • It may take longer for instruction to have desired impact, but this does not necessarily mean a disability Courtesy of the National Center on Response to Intervention

41. What does progress monitoring look and sound like for ELLs? On-going progress monitoring must be implemented with fidelity

42. The Key Components of RtII Screening Courtesy of the National Center on Response to Intervention

43. Unique Considerations for Screening ELLs moving along the continuum… • Use tools with demonstrated reliability and validity to identify and monitor students’ needs for instructional support in reading in both L1 and L2. • Assess students’ language skills in L1 and L2. • Plan instruction based on what you know about the student’s performance and literacy experiences in L1 and L2 and teach for transfer if needed. Courtesy of National Center for Response to Intervention

44. Additional Screening Needed for ELLs • Evaluate the potential effect of the process of L1 and L2 acquisition on current performance. • Plan instruction based on what is known about the student’s current level of performance and the literacy experiences in L1 and L2. • *TBE and Dual Language Programs • Adapted from National Center on Response to Intervention • www.rti4success.org

45. LEARN MORE ABOUT TEACHING ELLS!! • Look at webinars posted on the Office of Multilingual Curriculum and Programs website http://webgui.phila.k12.pa.us/offices/m/multilingual-education/professional-development • Look at the Sheltered Instructional Observation Protocol (www.cal.org/siop) and start practicing some of the key strategies SIOP promotes for classroom teachers

46. Links to Standards: www.wida.us www.pdesas.org/standards/views www.pdesas.org/standards/standardsdownloads (English Language Proficiency Standards) http://www.pdesas.org/module/sas/curriculumframework/elloverlay.aspx

47. RtII School Leadership Team • Principal & Assistant Principal • “RtII Champion” • Teachers • Counselor • Technology Teacher Leader - TTL • Attendance Designee • Student Discipline Designee • Special Education Liaison – SEL • ESOL Teacher • Bilingual Counseling Assistant - BCA • School Psychologist

48. Contact Information Office of Curriculum, Instruction, and Assessment • Donna Runner • Janicka Newbill Office of Educational Technology • Fran Newberg • Jan Tong • Robert Karl Office of Attendance and Truancy • Ericka Washington • Maurice West Office of Student Discipline, Hearings and Expulsions • Rachel Holzman • Jackquelin Atkinson Office of Multilingual Curriculum and Programs • Alison Still, Director • Leslie Kirshner-Morris • Lovinda Weaver Office of Specialized Instructional Services • Belinda Miller • Joyce Dukes • Renay Boyce • Dr. Gary Feldman Office of Parent & Family Services • Claudia Averette • Julia Manokihna Office of Early Childhood Education • Renee Queen Jackson • Doria Mitchell Office of College Career Readiness and Counseling • Cassandra Ruffin • Catherine Fylypowycz • Marlene Owens Office of Information Systems • Melanie Harris • Patricia Dilella

49. Thank You! • For access to the OMCP Handbook and other professional development resources to support all ELLs, please visit- http://webgui.phila.k12.pa.us/offices/m/multilingual-education