Response to Intervention RTI: Mathematics Interventions Jim Wright .
Collaboration of Interventions: ESL, RTI, and BBSST August 31, 2009.
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Transcript of Collaboration of Interventions: ESL, RTI, and BBSST August 31, 2009.
Collaboration of Interventions:ESL, RTI, and BBSST
August 31, 2009
Identification of ELLs
Home Language Survey is the initial indicator that the student has a language other than English in his/her background and is eligible for ESL services
English Proficiency Assessment Administered
ELL Committee recommends placement or exemption from ESL services
ELL Committee
Parent ESL Teacher Classroom Teacher Counselor/ESL Liaison Administrator
Role of ELL Committee
Determines whether placement into ESL and accommodations in instruction are necessary for the student
Reviews and monitors student progress (on a quarterly basis, at a minimum)
Recommends referral of an ELL to BBSST
ELLs and RTI
The ELL plan outlines the necessary accommodations to be provided during Tier 1 (Core) instruction
The ELL plan can assist in outlining and documenting Tier 2 intervention
ESL services may be the Tier 2 intervention in Reading (specifically designed and implemented to support core instruction)
ELLs and RTI(continued)
Follow the RTI model as you would for all students
Take into serious consideration the student’s language level and educational background when contemplating Tier 3 intervention
Consider the appropriateness of the Tier 3 intervention(s) available and their application with ELLs
Basis of ELL Committee Recommendation for BBSST
Student demonstrates excessive negative behavior ELL demonstrates academic difficulties despite
appropriate progression in language acquisition ELL has received appropriate accommodations in
Tier 1 instruction and participated in Tier 2 Intervention but has not demonstrated progress and the committee feels that further intervention is necessary through a Tier 3 intervention
Basis of ELL Committee Recommendation for BBSST (continued)
Application of the stages of Second Language Acquisition
1. Stages serve as “norms”
2. Provide guidance when reviewing student progress
Indicators that validate the need for SPED evaluation
Poor communicative proficiency in the home as compared to siblings and age peers in bilingual environments, especially when this lack is noticed by the parents.
English language development that appears to be significantly different than that of peers who are also learning English as a Second Language.
Noted developmental delays or other at-risk conditions.
Requirement
Thorough Documentation
Thorough Documentation
Thorough Documentation