Presented by Julie A. DeCook ELL Program Support Teacher School District of Janesville WITESOL...

THE BEGINNING OF A STORY: RTI & ELLS

Presented by Julie A. DeCookELL Program Support TeacherSchool District of Janesville

WITESOL ConferenceOctober 9, 2009


Journeys like artists, are born and not made. A thousand differing circumstances contribute to them, few of them willed or determined by the will—whatever we make think.

~Lawrence Durrell


The Planets Aligned

Disproportionate

RtI in Law

Standards-

Based Reportin

g

Curriculum

Renewal Process

Formative &

Common Assessme

nt

Grading &

Reporting

Diversity-

Focused Staff

ELL Progra

m Support

More


Together Everyone Achieves More

Leadership from Special Education & Instructional Services

Ownership by Buildings & Central Office

Cross-district, Cross-specialty Collaboration


Steps in the Process Opportunity to Learn

Interventions Pre-Referral Considerations

Referral & Evaluation


Questions, Questions, and More Questions

Post-It Activity

Opportunity to Learn Interventions

Pre-Referral Considerations Referral & Evaluation


Opportunity to Learn= Accessible Comprehensible

MeaningfulInstruction

In theUniversal Classroom


Accessible ComprehensibleMeaningful

Differentiation

Cultural Relevancy

Formative Assessment

Linguistic Accommodations

Teacher-Ownership of Learning

Multiple Opportunities to

Learn

Talent Development


Cultural Relevance“Mirror, mirror on the wall, do I see

myself at all?”


Proportionate Representation Gifted Programming & Talent

Development Special Education Referrals &

Identifications Disaggregated Achievement Data

Disciplinary Data Attendance Data


Opportunity to LearnWhat’s Working Well for You?


Intervention Issues Research/Evidence-Based Interventions Ecological Validity Population Validity Fidelity of Implementation


Intervention Selection & Progress Monitoring Issues

What is the expected trendline for growth?

Population-based trendline vs. standards-based trendlines.

Time it takes to acquire full proficiency vs. “fixing” gaps through 6-8 week interventions.


Models of RtI Standards-Based: is the student

meeting expected benchmarks for his/her grade-level?

Problem-Based: is the student making comparable/expected/appropriate progress in relation to “true peers”?


Intervention & Progress Monitoring

What’s Working Well for You?


Prerefferal Considerations Native language proficiency & literacy

Dominant language proficiency & literacy Limited formal or interrupted schooling

Migrant Status Refugee Experience

Schooling Practices in Native Country Cultural and linguistic transfer issues

Health and Developmental History Current Health: Vision & Hearing

Slow progress or no progress?


Prereferral Considerations Are difficulties typical of “true peers” or red

flags? Do difficulties show across types of activities,

content areas, skills, and languages? Has the student had adequately supported

English learning environments? Have ELL strategies/interventions been

successful? Are there any red flags in the student’s

schooling history? (Especially if outside the U.S.)


Referral Dominant Language

Language of Instruction


Prereferral/Referral ConsiderationsWhat Wisdom

Do You Have to Share?


Essential Questions Per Tier to Ensure Appropriate

Instruction of ELLs


Our Questions and

Understandings thus Far


The Journey Continues

Presented by Julie A. DeCook ELL Program Support Teacher School District of Janesville WITESOL...

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