RtI Flowchart for ELLs/PHLOTE Students, MCSS & MAST, Jefferson County Schools, 2/2407

1. Response to Intervention (RtI) for English Language Learners/PHLOTE Students(For more detailed description, see RtI Checklist for ELLs/PHLOTE Students) • If concerns about learning or behavior beyond Strategic Instruction, refer to RtI Problem-Solving Team for Intensive Interventions (including ESL/BL Resource Teacher). • Notify parents in language they understand best. • Review and analyze all data collected at Core and Strategic levels. Identify additional data needed. • Identify additional student needs and appropriate Intensive Interventions. • Collaborate with appropriate specialists (including MAST as needed). • Develop appropriate Intensive Intervention Plan, including timelines, frequency, and method of progress monitoring. Consider all available school interventions. • Implement and evaluate interventions. • Return to Core or Strategic Instruction OR continue Intensive Instruction. • If student does not demonstrate adequate rate of learning in spite of Intensive Interventions, may consider eligibility for specialized services. • Use a multidisciplinary team approach and evaluation methods that minimize cultural bias. • Collaborate with appropriate specialists. • Provide research-based Core Instruction that supports English language acquisition as ELLs achieve high standards. • Identify PHLOTE students who might need ESL/BL services (Home Language Survey – HLS). • Assess English language proficiency for all PHLOTE students (Colorado English Language Assessment – CELA). • Provide ESL/BL services to students identified as Limited English Proficient (LEP). • Maintain parent involvement. Intensive Core Strategic • If concerns about learning or behavior beyond Core Instruction, refer to RtI Problem-Solving Team (including ESL/BL Resource Teacher). • Notify parents in language they understand best. • Gather and analyze data: Home Language Survey, Language Proficiency Summary, Family Interview (short form), classroom observations & assessments, instruction provided & student response. • Consider L2 issues (see page 2). • Identify student needs and appropriate Strategic Interventions (see pages 2 & 3). • Develop Strategic Intervention Plan including timelines, frequency, and method of progress monitoring. • Implement and evaluate interventions. • Return to Core Instruction, continue Strategic Interventions, OR move to Intensive Instruction. See Considerations for ELLs RtI Flowchart for ELLs/PHLOTE Students, MCSS & MAST, Jefferson County Schools, 2/2407 Page 1 of 3

2. Considerations for ELLs/PHLOTE Students(Instructional decision-making for ELLs/PHLOTE students should include the following) Stages of English Language Proficiency: • Stage I: Preproduction (newcomer, emergent speaker, silent period) • Stage II: Early Production (emergent/beginner, 1-2 words, social language) • Stage III: Low Intermediate (short phrases/simple sentences, social language) • Stage IV: High Intermediate Fluency (bridging, academic language) • Stage V: Advanced Fluency (exitable, fluency, academic language) BICS/ALP: • Basic Interpersonal Conversation Skills (BICS), 1-2 years to develop • Academic Language Proficiency (ALP), 5-7 years to develop Behavioral/motivational issues: • Consider incentive, behavior modification, functional behavior analysis, or other emotional supports to build self-esteem and confidence, leading to improved performance in classroom • Lower affective filters to reduce anxiety Family supports/involvement: • Consider all available district or community resources for family (i.e., health needs, adult English classes, etc.) • Parents should be provided opportunities to be involved in their child’s education and must be communicated with in the language they understand best; district interpreters are available to assist ESL/BL recommended instruction: • 5 Components of Reading with reverse emphasis (i.e., Comprehension, Vocabulary, Fluency, Phonics, Phonemic Awareness) • Contextualized instruction, Sheltered Instruction (see Suggested Strategies for ELLs), Whole Language, Language Experience, Differentiated Instruction, Natural Approach, Total Physical Response (TPR), Read Alouds, Shared Reading, Guided Reading, Process Writing, Reader’s/Writer’s Workshop, Directed Reading-Thinking, Before-During-After Reading, Story Mapping/Webbing, Multiple Intelligences, Cooperative Learning, Reader’s Theater • Focus on comprehension, connecting to background knowledge; skill-work in context of “big picture” • Instruction should have both content and oral language development objectives (i.e., SIOP model) • Placement with ESL endorsed/trained teacher and/or provide staff development for non-ESL endorsed/trained teachers • Native language instruction, when possible District interventions currently being used: • JERI 1 & 2, TGIR, ESL/BL strategies/programs, Fundations/Wilson Reading Program (if student is Intermediate English Proficient on CELA), G/T, Positive Behavior Supports (PBS), Flooding, SPED • Consider district resources: ESL/BL Resource Teachers, District Interpreters, Translation Services, MAST, SPED Area Coordinators, G/T Staff, etc. RtI Flowchart for ELLs/PHLOTE Students, MCSS & MAST, Jefferson County Schools, 2/24/07 Page 2 of 3

3. Suggested Strategies for Teaching ELLs(Sheltering Instruction) First… • Smile. Learn to pronounce the student’s name correctly, without shortening or changing it. Seat your student near the front/center of the room, close to the teacher. Assign a buddy. Follow predictable routines & use consistent vocabulary. Use non-verbal classroom management. Try to establish a low anxiety, low-risk environment. STRATEGIES - Use multiple modalities: speaking; writing; gesturing; visual aids; facial expressions Oral – • Slow down rate of speech and articulate clearly – no need to talk loudly. • Explain & define as you speak; restate & paraphrase. • Allow non-English speakers to be silent (receptive) for a few months; eventually they will use nods, yes-no, and then one-word responses. Visual – (always include visual input) • Use illustrations & photos, realia (real objects) to clarify meaning. • Demonstrate & use gestures as you talk. • Write instructions/information on board/paper and use graphic organizers (with word bank provided). Academic – • Emphasize hands-on listening & speaking activities prior to reading & writing. In other words, teach it “backwards” – first do activities, then talk about the content, then look at questions to be answered, and then read material. • Activate prior knowledge and/or build background knowledge through interactive experiences as well as through use of native language. • Pre-teach, teach, and re-teach key vocabulary & concepts. Review main topic & key vocabulary frequently. • Use native language to preview and review sheltered lessons, when possible. • Provide clearly stated objectives and revisit them before & after each session. • Provide plenty of context (identify target vocabularies, use picture files, have oral discussion & directed listening/ thinking activities, writing response groups). • Consider reducing the amount of text by highlighting, rewriting, outlining, using graphic organizers, etc. • Check for understanding frequently, using non-verbal as well as verbal assessment and providing alternative ways to show understanding of targeted concepts. • Allow for extra time if needed; slow down & break into smaller steps. • Limit error correction when the focus is on understanding of content concepts. • Use cooperative learning structures – pairs, partners, groups - time to interact & discuss before responding. • Have the same high expectations for learning as with other students; adjust the load, not the cognitive level. RtI Flowchart for ELLs/PHLOTE Students, MCSS & MAST, Jefferson County Schools, 2/24/07 Page 3 of 3