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

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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