Jefferson County Public Schools

Response to Interventions K-12 English Learners

2013-2014
Equal Opportunity/Affirmative Action Employer Offering Equal Educational Opportunities English as a Second Language

Response to Interventions for K-12 English Learners

Oral language is the foundation of literacy(Cloud, Genesee, and Hamayan, 2009) and it is the "tool for shaping literate development" (Vygotsky, cited by Dorn). For English learners (ELs), it is essential that literacy instruction ties reading to writing, and both to oral language development. For ELs at all levels of English language proficiency, instruction that supports literacy development must "build on and expand ELs' oral language skills in English" (Cloud, Genesee, and Hamayan, 2009). The core literacy program for ELs must include explicit English language development (ELD) provided by the classroom teacher at the elementary level and the ESL teacher at the middle and high school levels. In elementary ESL program schools, additional ELD support is provided by an ESL teacher. ELD should be provided using specially designed instruction. Instruction should reflect best practices and meet the students academic and linguistic needs, while considering what instructional accommodations are appropriate for them to succeed academically (Echevarria & Hasbrouck, www.cal.org/create, 2009).

If an EL is receiving culturally and linguistically responsive literacy instruction in English but shows evidence of reading difficulties, he/she should receive additional instructional support to learn to read. The intervention should be specific to his/her needs based on the five core reading elements (phonological awareness, phonics, reading fluency, vocabulary, and comprehension) and the students English proficiency level.

A school-based (RTI) team should include the ESL teacher and ESL Resource Teacher, when possible. The team should consider each students Universal Screening (e.g., ACCESS, WAPT, Running Records, Scholastic Reading Inventory (SRI) or MAP results, K-PREP data, Diagnostic and Proficiency assessments). Its also important to consider ELs date of entry to a U.S. school, ethnicity/cultural background, and educational background to make informed decisions about the most effective next-step interventions. ELs at the beginning levels of English language acquisition require special considerations when receiving additional support through reading interventions. This additional support may best be provided in a small group setting. EL beginners, including those in grades 4-12, need support in the following areas: Oral English Language Development Phonological Awareness Vocabulary Development

Providing intensive early reading instruction for English learners does not imply they have a reading disability, or that they will not learn to read as well as other students. Learning a new language and learning to read in that language simultaneously may pose challenges different from those faced by native-English speaking peers. Instruction should be tailored to address the needs of each student.

Response to Interventions for K-12 English Learners

Characteristics of ELs Stage Preproduction Characteristics The student Has minimal comprehension Does not verbalize Nods Yes and No Draws and points Understands very little overall Acquires 1-500 listening words Pays attention to shared readings but heavily relies on pictures and context clues for understanding The student Has limited comprehension Produces one or two word responses Participates using key words and familiar phrases Uses present-tense verbs Understands to a small degree overall Builds up to 1000 listening /speaking words Mainly relies on pictures and context for clues in reading, but begins to decode by end of Stage 2 The student Has good comprehension Can produce simple sentences Makes grammar and pronunciation errors The student Has excellent comprehension Makes few grammatical errors

WIDA Level 1-Entering

Approximate Time Frame *0-6 months

Teacher Prompts Show me Circle the Where is? Who has?

WIDA Level 1-Entering to Level 2-Emerging

Early Production

*6 12 months

Yes/no questions Either/or questions One or two answers Lists Labels

WIDA Level 2-Emerging to Level 3-Developing Intermediate Fluency WIDA Level 3-Developing to Level 4-Expanding Advanced Fluency WIDA Level 4-Expanding to Level 5-Bridging

Speech Emergence

*1 3 years

*3 5 years

Why? How? Explain Phrase or shortsentence answers What would happen if? Why do you think? Decide if Retell

The student Has a near-native level of speech

*5 7 years

Source:Adapted from Hill & Flynn (2006). *Time frame varies depending on student progress and access to prior schooling.

Response to Interventions for K-12 English Learners

Tier 1 The foundation of Tier 1 should be culturally and linguistically responsive instruction in the core literacy program. Teachers should implement instructional strategies linked to the academic growth of their English learners (ELs) as well as assessment procedures that can be used to monitor progress, particularly in language and literacy (Klingner, Barletta, & Hoover, 2008). Classroom teachers of ELs should understand English as a Second Language (ESL) teaching methods and the second language acquisition process. Literacy instruction should not be delayed until after the student has reached oral language proficiency in English (Ortiz & Vaughn, 2007). Literacy instruction and oral language instruction should occur concurrently. Teachers can scaffold language and provide opportunities for ELs to practice, use, and interact with language. Tier 2 When ELs have not made sufficient progress at a rate similar to their peers, despite having been taught using appropriate, culturally responsive methods implemented with fidelity, a second tier of intervention is necessary. In Tier 2, students receive targeted small group support, at least 2-3 times per week that supplements the core program. Progress monitoring occurs once every two weeks.

The table below suggests some available Tier 2 interventions and organizes them with consideration for oral English proficiency. Selection of an intervention should reflect the students specific literacy needs. Recommended Interventions for elementary ELs Recommended Interventions for middle/high ELs Tier 2 Oral Language Proficiency Levels 1 & 2 Emergent Language and Literacy Group (ELLG) Earobics

Discover English (a component of SuccessMaker Enterprise) ESL focus groups based on students needs Additional ESL enrichment

Oral Language Proficiency Levels 3 & 4 Comprehension Focus Group Leveled Literacy Intervention Quick Reads Comprehension Plus Guided Reading Plus Study Island ESL focus groups based on students needs Additional ESL enrichment Read 180 Read XL Study Island

Response to Interventions for K-12 English Learners

Tier 3 ELs who are significantly behind in reading after receiving culturally and linguistically responsive Tier 1 and Tier 2 instruction are placed in Tier 3 interventions. Interventions may require individualized reading instruction that considers other factors such as attention, phonological processing, language and vocabulary development, and behavior issues. There should be a wide range of meaningful intervention strategies and sufficient opportunities to learn. A students difficulties should be observed across time and settings. In Tier 3, students receive intensive smaller group or individual support on a daily basis in addition to Tier 1 and Tier 2 instruction. Progress monitoring occurs once each week. The table below suggests some available Tier 3 interventions and organizes them with consideration for oral English proficiency. Selection of an intervention should reflect the students specific literacy needs. Recommended Interventions for elementary ELs Recommended Interventions for middle/high ELs Tier 3 Oral Language Proficiency Levels 1 & 2 Emergent Language and Literacy Group (ELLG) Discover English (a component of SuccessMaker Enterprise) Oral Language Proficiency Levels 3 & 4 SuccessMaker Reading Reading Recovery Guided Reading Plus SuccessMaker Fast ForWord

Discover English (a component of SuccessMaker Enterprise) SuccessMaker System 44

After receiving intensive and focused interventions, students who fail to make satisfactory progress may need further evaluation. JCPS ESL Program Revised September 26, 2012

Response to Interventions for K-12 English Learners

References:

Cloud, N., Genesee, F., & Hamayan, E. (2009). Literacy Instruction for English Language Learners A Teachers Guide to Research-Based Practices. Portsmouth, NH: Heinemann.

Dorn, L., & Soffos, C. (2001). Shaping Literate Minds: Developing Self-Regulated Learners. Portland, ME: Stenhouse. Echevarria, J., Vogt, M.E., & Short, D. (2000). Making Content Comprehensible for English Learners: The SIOP Model. Needham Heights, MA: Allyn and Bacon. Echevarria, J., & Fisher, D. (2010). Implementing RTI with English-Language Learners Retrieved February 18, 2011, from http://www.edweek.org/ew/events/chats/2010/05/05/index.html

Echevarria, J., & Hasbrouck, J. (2009). CREATE Briefs. Response to Intervention and English Learners. Retrieved February 18, 2011, from http://www.cal.org/create/resources/pubs/index.html Edwards, P.A., & Klinger J.K. (2006). New Directions in Research Cultural Considerations with Response to Intervention Models. Reading Research Quarterly, 41, 108-117. Esparza-Brown, J., & Doolittle, J. (2008). A Cultural, Linguistic and Ecological Framework for Response to Intervention with English Learners. National Center for Culturally Responsive Educational Systems. Gersten, R., Baker, S. K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective Literacy and English Language Instruction for English Learners in the Elementary Grades: A Practice Guide (NCEE 2007-4011). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved April 7, 2009 from http://ies.ed.gov/ncee/wwc/pdf/practice_guides/20074011.pdf Hagan, E. C. (n.d.). Response to Intervention: Implications for Spanish-Speaking English Language Learners. Retrieved February 18, 2011, from RTI Network: http://www.rtinetwork.org/learn/diversity/response-to-interventionimplications-for-spanish-speaking-english-language-learners

Hill, J.D., & Flynn, K. M. (2006). Classroom Instruction that Works with English Language Learners. Alexandria, VA: Association for Supervision and Curriculum Development. Klingner, J. K., Barletta, L. M., & Hoover, J. J. (2008). Response to Intervention Models and English Language Learners. In J. K. Klingner, J. J. Hoover, & L. M. Baca, Why Do English Language Learners Struggle with Reading? Distinguishing Language Acquisition from Learning Disabilities (pp. 37-56). Thousand Oaks, CA: Corwin Press.

Response to Interventions for K-12 English Learners

Ortiz, A., & Vaughn, S. (2007). RTI Action Network: Response to Intervention in Reading for English Learners. Retrieved April 30, 2009 from www.rtinetwork.org/Learn/Diversity/ar/EnglishLanguage

Sun, J. W., Nam, J. E., & Vanderwood, M. L. (n.d.). Retrieved February 18, 2011, from: http://www.nasponline.org/publications/booksproducts/HCHS3_Samples/S7H4_E nglish_Language_Learners_and_Response_to_Intervention.pdf The University of the State of New York. (2010). Response to Intervention: Guidance for New York State Schol Districts. Albany: The University of the State of New York.