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EFFECTIVE RTI SYSTEMS TO SUPPORT
ENGLISH LANGUAGE LEARNERS
MODULE 3: USING ASSESSMENT-INSTRUCTIONLINKS TO PREVENT AND IDENTIFY LEARNING
DISABILITIES
Nonie K. Lesaux
Harvard Graduate School of Education
In collaboration with the NYC Office of English Language Learners
WHY RTI?
Comprehensive identification of ELLs at-risk for reading difficulties
Multiple indicators of reading development
Progress in reading development is monitored over time
Progress monitoring assessment promotes a focus on the quality of classroom instruction
GUIDING QUESTIONS
1. How do we use our comprehensive assessment battery to inform instruction?
2. How does assessment-driven instruction support prevention and identification of learning difficulties?
REMEMBER… MEETING COLLECTIVE NEEDS
Meets the needs of >80% of students
This means:
If >20% of students need more instruction in a particular area
focus first on the instructional core
Core of Instruction (Tier 1)
"Double Dose" of Instruction
Intensive Intervention
4
WHERE TO FOCUS?
When only a small number of students show risk in a skill area, focus on the individual
students
If more than a small group of students show risk in a skill area, focus on overall classroom
activities
0102030405060708090
100
Common ELL Reader Profile: Word-reading Word
Knowledge Gap
REMEMBER…MEETTING ELLS’ NEEDS DURING THE INSTRUCTIONAL CORE
Build deep academic vocabulary and content
knowledge
Use rich texts and discussions, word play and study, and writing
"Double Dose" of Instruction
Intensive Intervention
ALIGNMENT: ORGANIZING ASSESSMENT DATA
Aggregate Data And discuss what they show
Within classrooms
Across classrooms
Across grade levels
KEY STEPS FOR IMPACT
Organize assessment data to identify trends and patterns
Have an assessment system that spans across grade levels
Also promotes alignment instructionally
ASSESSMENT-INSTRUCTION LINKS: IDENTIFYING THE NEEDS OF THE COLLECTIVE
Step 1. What percentage/number of our students are at-risk in each of the areas we assess?
Step 2. How do these rates differ by grade level?
Step 3. What are our instructional strengths? Weaknesses?
Step 4. What are our priority issues?
How many students are at-risk in a given area?
What underlies student-trends?
What does this tell me about designing
instruction?
Daily Instruction
Designing Tomorrow’s Lesson Forming Reading Groups
Pinpointing Sources of difficulty Matching readers &
texts
Core: match needs of majority of students
tier 2: “Double dose” and bolster skills that some
students have yet to master, but not core-focus
How are our students performing compared to their same-age peers?
Are our readers’ code-based and meaning-based skills both developing?
Assessment-Instruction Links in your School Context
START AT TIER I, BUT DON’T STOP THERE
The Importance of Tier II:
Provides a “double dose” of instruction, targeted to their specific needs
bolsters skills that some students have yet to master, but not core-focus
The Three-Tiered Model• Creative, rigorous
curriculum
• Includes English language development for ELLs
• Serves >80% of students’ needs
Core of Instruction
• Extra attention, activities, and experience targeted to specific students, in addition to core instruction
• Serves about 5-10% of students
"Double Dose" of Instruction
• Intensive and individualized instruction (small group or 1:1)
• Serves about 1-5% of studentsIntensive Intervention
TIER III: INDIVIDUALIZED SUPPORT
The importance of Tier III:
Tailored instruction for students who are not sufficiently responding to tier I and 2 prevention efforts
Intensive, supplemental instruction delivered to small groups or individually
Instruction provided in the general education classroom or other general education location within the school
The Three-Tiered Model• Creative, rigorous
curriculum
• Includes English language development for ELLs
• Serves >80% of students’ needs
Core of Instruction
• Extra attention, activities, and experience targeted to specific students, in addition to core instruction
• Serves about 5-10% of students
"Double Dose" of Instruction
• Intensive and individualized instruction (small group or 1:1)
• Serves about 1-5% of students
Intensive Intervention
GUIDING QUESTIONS
1. How do we use our comprehensive assessment battery to inform instruction?
2. How does assessment-driven instruction support prevention and identification of learning difficulties?
ELLS & STRUGGLING READERS
Schools and Neighborhoods
High rates of special education placement
2 pressing issues
Delayed identification of early reading difficulties
Inappropriate identification of reading-related disabilities by adolescence
(Samson & Lesaux, 2009)
Children with reading
difficulties
Children from diverse
linguistic backgrounds
Children growing up in poverty
IDENTIFYING READERS WITH PERSISTENT DIFFICULTIES
In all schools, a small percentage of students do not respond to core instruction + supplemental supports
Children with reading
difficulties
Children from diverse
linguistic backgrounds
Children growing up in poverty
DECISION TREE FOR
ADDITIONAL TIERS
ELLS AND LEARNING DISABILITIES?
Implement early identification and intervention models to identify ELLs at risk for skills-based difficulties
Augment typical early literacy screening systems with assessments of meaning-based skills
Increase the match between ELLs’ needs and instruction
comprehensive, content-based approach
WHY USE ASSESSMENT-INSTRUCTION LINKS TO PREVENT
AND IDENTIFY LEARNING DISABILITIES?
Looking at data in the aggregate, especially at the classroom-level, is imperative to guide instructional improvement efforts
A data-driven instructional model standardizes practices and creates linkages to support services
Provide students who need extra help with consistency and sequential instruction
Promotes the use of a shared language and understanding among the regular and the special education classroom
Do’s
Look at data in the aggregate, especially at the classroom-level
Adjust the instructional core when many students are struggling
Provide students who need extra help with consistency and in-depth sequential instruction
Don’ts
Miss the (proverbial) forest for the trees
Address many students’ needs only through additional supports in small groups
Use too many different instructional approaches and programs with students who are struggling
SOME DO’S AND DON’TS
MAKING RTI WORK
Module 1. Tiered instruction
Module 2. Comprehensive assessment
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