ICT role in 21st century education and it's challenges.
Tesol Rti
1. Implementing a Response to Intervention Model with ELLS: An Urban Case Study Claudia Rinaldi, Ph.D. Orla Higgins Averill, CAGS Sarah Estabrook [email_address]
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6. Tier 1 – Primary Prevention Universal screening (CBM) of all students Progress monitoring of ELLs: oral language proficiency & academic language development Progress monitoring of high-risk students Collaborative Problem Solving- School & Grade level Tier 2 – Secondary Prevention 15-20 weeks of small group instruction & Progress Monitoring & Collaborative Problem Solving Team decision to Add, change and/or refer to Multidisciplinary Team Evaluation (MDT) for Special Education Tier 3 – TeRTIary Prevention 1:1 and PM using CBM MDT evaluation Eligibility and IEP Oral English proficiency Academic language proficiency Increasing needs-based intervention Response to Intervention Model for English Language Learners (Rinaldi & Samson, 2008) TIER 3 One-on-One Referral to Special Ed. TIER 2 Additional EIRP Pre-referral Intervention TIER 1 Evidenced-based instructional reading program (EIRP) Universal Screening
Model implementation Teacher Perceptions of implementation Implications for practice
The growth of ELLs in schools + limitations around teachers’ preparation in teaching ELLs coupled with the prevalence of learning disabilities = Complicated student profiles for teachers, schools, and states Imisidentification and referral of ELL for special education Leos and Demilio--2005 reported that while special education training averaged 40 hours, 60% special education teachers who also worked with at least 3 ELL only received an average of 3 additional hours of training
Thus applyig this model to schools with this growing population of students…. We must think ….Beyond the one teacher… one classroom…to school wide systems…. I developed this description of RTI as a conceptual model for my research work in addressing the needs ELL in urban settings/
All grades 3 times a year except K- only winter & spring
Ad current year plus YA, FES, HA
After the first year- school rates decreased from 10- 5%
(MaRTInez, Graves and Heckman 2008, March Communique): “However, in the case of RTI successful collaboration can serve the immediate needs of both schools and universities while further advancing the common goal of widespread RTI implementation and a greater awareness of the importance of research based educational practice.” Revisit this idea.
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