RTI in a BILINGUAL context › Goal in bilingual programs is NOT English only › By promoting English-only instruction, maintaining a limited

perspective of what it means to know English, and treating multilingual learners as if they were monolingual, this study demonstrates that multilingual learners’ educational opportunities are being limited through a persistent and unhelpful overemphasis on English. Kara Mitchell (University of Colorado-Denver)

› Can’t forget all we know about Native Language Instruction because students are struggling

› Language and literacy learning is not the same for all ELL students, even though they look the same “on paper”.

Assessment › Should drive all decisions › Should be BILINGUAL (not just translations) › Critical to have DIAGNOSTIC assessments

driving interventions (DRA/EDL in TWI) › For students targeted for interventions,

assessments should match the focus area

RTI and Common Core › CCSS emphasize much higher-level

comprehension skills › Equal weight on reading and writing › With CCSS, literacy instruction will have to be

integrated across all content areas, (thematic instruction/project based learning)

Three K-4th schools and one 5-6th school All are title one schools 75% Latino, 60% ELL (In the TWI K-4th) Total of 5 TWI classes per grade level (In

the TWI K-4th) Each school also has “Mainstream” (non-

TWI) strands ELL students in both strands

Two-Way Immersion › Kinder – 1st gr. * Native language literacy › 2nd – 4th gr. * Dual literacy Goal: Biliteracy

Mainstream Class › Kinder – 1st gr. * Native language literacy › 2nd – 4th gr. * Transition to English by end of 4th gr. Goal: English literacy

New literacy adoption (Pearson) School wide deep rooted belief about

literacy instruction Non-negotiables:

› Daily 5 strategies (Read to Self) › Authentic literature › TONS of writing › Thematic instruction › Critical literacy

RTI that includes a focus on behavior as well as academics.

Teachers/Literacy Teachers use: › DRA/EDL data and writing samples › Data Team Process Data team process offers first “think tank” to

trouble-shoot interventions for struggling students.

THIS IS NOT SPECIAL EDUCATION! We CAN get the students caught up!

Think tank – ELL, Title 1, Counselor, Principal, Classroom Teachers, School Psychologist, and SPED available to consult

Team approaches each student as an individual case and, based on performance data, and adult expertise, interventions are determined

Occur OUTSIDE of the literacy block Must be extremely creative with the

resources available Can be cross-grade level Documentation is CRITICAL

Documenting what the intervention is, and how we will measure the efficacy.

Student Date Intervention

Specialist Intervention

& Time Scores &

Levels Student

Goals Follow Up

Date

Parent Contact &

Date

Other Information

XXXXXXXX 9/23/12 Manuel 1:00-2:00

Eng. Literacy DRA 16 EDL 4

Sight words, Read Naturally

12/1/12 Fall Conferences

Has "holes" in math like subtraction & addition

12/1/12 Manuel DRA 20 Phonics, site words

Hearing needs to be tested; will be referred. Some issues at home (mom left family).

Area we need to continually work on. Want our parents to speak “DRA/EDL”

and to understand what interventions are.

Strategies for home that are tied to areas that students need to focus on

Phonemic and phonological awareness built through the use of picture cards representing initial syllable sounds. If a student can’t hear the sound, s/he won’t be able to associate the letter symbol that goes with it no matter how many times we drill.

Letter recognition and sound/symbol correspondence

Find, Say, Write

ma si te po tu

su e pa mo mi

pi ta o u pu

se pe me so a

i to ti sa mu

Syllable recognition Syllable charts Palabras de uso frecuente Dictation of sílabas

Guided reading of predictable text: utilization of Reading Recovery strategies to focus students’ attention on the specific words and letters that compose the text › Cut up sentences › Cloze activities › Counting words in the sentence › Finding specific words in the text › Identifying capital and lower case letters in text › Differentiating letters from words › Dictation of words and sentences from the text

Week # Focus Assessments Week #1 11/17/2011

Silabas mpts; Conciencia fonológica mpts; Palabras de uso frecuente; Lectura de textos sencillos: Las serpientes & Casas

Week # 2 11/14/2011

Palabras de uso frecuente; Silabas mpts; Conciencia fonológica mpts; Lectura de textos sencillos

FL: CF- vocales AC: CF-vocales EF: CF-vocales IM: CF-vocales

Week #3 11/28/2011

FL: CF- mpts; S- mpts AM: CF-vocales & m,p,t,s; S-mpts AC: CF-mpts; S-mpts EF: CF-mpts; S- mpts IM: CF-mpts; S-mpts

Week #4 12/5/2011

Week #5 12/12/2011

Week #6 1/3/2012

Week #7 1/9/2012

Group: Primer Grado Time: 10:45 – 11:15 daily Grade Level(s): __First Language of Intervention: Spanish Students: Goal: phonemic awareness, sound/symbol correspondence, lectura de textos sencillos Progress Monitoring Tools: Palabras de uso frecuente (PUF), letras, conciencia fonológica (CF), EDL, Sílabas (S) Strategies: Conciencia fonológica- fotos con vocales y sílabas m,p,t,s; escritura de palabras que empiezan con vocales y sílabas m,p,t,s; lectura de textos sencillos utilizando estrategias de Reading Recovery (cut up sentences, cloze, dictation of sentences, find the target words in the text, guided reading); Find/Say/Write for sílabas and sight words; sílaba worksheets

Conciencia fonológica- vocales › Conciencia fonológica assessments can

be done one-on-one with the student sorting the picture cards into the correct sílabas or they can be done through dictado (show the picture and say the word, students write down only the first sílaba)

_______________________________ _______________________________ _______________________________ ________________________________ ________________________________

Conciencia fonológica- sílabas m,p,s,t Conciencia fonológica- other basic

consonant/vowel sílabas (d,f,j,l,n,r,v) Letter/sound assessment Palabras de uso frecuente, Cornejo Sílaba recognition assessment Running Records of leveled text Evaluación del desarrollo de la lectura

(EDL) – Kathy Escamilla and Elena Izquierdo

Intervention Data Tracking Form

Student: Language of Intervention: Spanish Grade: 1st

Goal: phonemic awareness & sound/symbol correspondence

Homeroom Teacher: Walden Intervention Teacher(s): Mannen

Progress Monitoring Tools: Letter assessment, conciencia fonologica assessments

Instructional Strategies:

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Date: 11/7/11 11/14/11 11/28/11 12/5/11 12/12/11 1/3/12

Running Record: Level A Running Record: % accuracy Running Record: wpm Comprehension % Sight words: Level 1.0 Sight words: % accuracy 21/35 DRA / EDL Level Letter name recognition 15/27 Letter sound recognition 18/27 Other Conciencia fonologica-vocales 48/50 20/20 Other Conciencia fonologica-silabas m,p,t,s 3/9 4/5 Silabas: vocales, m,p,t,s 7/10 22/25

Overall: Adaptations of Fountas & Pinnell’s intervention program for English literacy,

Sí Puedo/Soar to Success, strategies from the Café Menu (Gail Boushey and Joan Moser from The Daily Five)

Read alouds- modeling predictions, asking questions while reading the text

EDL forms for story summaries/ interpretation questions

Comprehension questions of all Guided Reading texts

Songs, chants, poetry- have to hear the rhythm and rhyme of the language

Cancionero, Alma Flor Ada, GLAD chants, other music

Read Naturally Choral reading of text Teacher reading text aloud to students,

modeling rhythm, pace, intonation of language

Sílabas y Palabras de uso frecuente (These two are a base for all building of decoding skills)

Dictation of sílabas, sight words, blends, etc.

Running Records of leveled text done on a weekly basis

Sight words at increasing levels of difficulty

Read Naturally assessments Dictation assessments EDL Resumen del cuento form to assess

story comprehension Evaluación del desarrollo de la lectura

Intervention Data Tracking Form

Student: Language of Intervention: Spanish Grade: 1st

Goal: phonemic awareness & sound/symbol correspondence

Homeroom Teacher: Walden Intervention Teacher(s): Mannen

Progress Monitoring Tools: Letter assessment, conciencia fonologica assessments

Instructional Strategies:

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Date: 11/7/11 11/14/11 11/28/11 12/5/11 12/12/11 1/3/12

Running Record: Level A Running Record: % accuracy Running Record: wpm Comprehension % Sight words: Level 1.0 Sight words: % accuracy 21/35 DRA / EDL Level Letter name recognition 15/27 Letter sound recognition 18/27 Other Conciencia fonologica-vocales 48/50 20/20 Other Conciencia fonologica-silabas m,p,t,s 3/9 4/5 Silabas: vocales, m,p,t,s 7/10 22/25