Limited English Proficient/English Language Learners
Resources in this section provide information regarding RtI and students who are Limited English Proficient (LEP) or identified as English Language Learners.

Articles

Title A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners
Author

Esparza-Brown, J., & Doolittle, J. (2008)

Summary

Describes a tiered-RtI model or framework which outlines cultural, ecological, and linguistic considerations for ELLs at each tier. Also discusses the prerequisite knowledge and skill base required for educators who will work with this population of learners.

Links

http://www.nccrest.org/Briefs/Framework_for_RTI.pdf

Title Addressing Diversity in Schools: Culturally Responsive Pedagogy
Author

Heraldo V. Richards, H., Peay, A., & Forde, T.

Summary

Defines culturally responsive pedagogy and lists specific activities for becoming a culturally responsive teacher and implementing culturally responsive instruction.

Links

http://www.nccrest.org/Briefs/Diversity_Brief.pdf?v_document_name=Diversity Brief

Title Effective Literacy and English Language Instruction for English Learners in the Elementary Grades
Author

Gersten, R., Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007)

Summary

A practice guide, from the Institute of Education Sciences (IES) National Center for Education Evaluation and Regional Assistance, which presents recommendations for teaching literacy to English Language Leaners (ELLs) in the elementary grades. Recommendations, which are grounded in empirical research, focus on the following topical areas: curriculum selection, assessments for monitoring progress, and expectations for student achievement and growth.

Links

http://www.centeroninstruction.org/effective-literacy-and-english-language-instruction-for-english-learners-in-the-elementary-grades

Title Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for Instruction and Academic Interventions.
Author

Francis, D., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006).

Summary

First in a series of three books, this document presents recommendations grounded in empirical research regarding instruction and instruction in the areas of reading and math for ELLs


(Under cooperative agreement grant S283B050034 for U.S. Department of Education). Portsmouth, NH: RMC Research Corporation, Center on Instruction

Links

http://www.centeroninstruction.org/files/ELL1-Interventions.pdf

Briefs

Title Response to Intervention and English Learners
Author

Echevarria, J. & Hasbrouck, J. (2009)

Summary

The authors have designed this brief for educators who are interested in RtI, specifically how RtI can meet the needs of LEP/EL Learners.  The authors emphasize the importance of having an ESL teacher involved in the RtI data-based decision making process.  After giving a description of the tiers in an RtI model and the use of assessments in RtI, the brief discusses considerations for English Learners and effective teaching practices to consider with this population. 

Links

http://www.cal.org/create/publications/briefs/pdfs/response-to-intervention-and-english-learners.pdf

Title RtI for English Language Learners: Appropriately Using Screening and Progress Monitoring Tools to Improve Instructional Outcomes
Author

Esparza Brown, J. & Sanford, A. (2011)

Summary

This brief provides a framework for using RtI with students who are ELLs from Hispanic backgrounds.  The authors provide characteristics of Hispanic ELLs, what teachers should know about ELLs, and the stages of second language proficiency. The following sections provide an example RtI framework for Spanish-speaking students suggesting the framework can be used with all ELLs when considering culture-specific factors.  Screening and progress monitoring procedures for students who are ELLs are recommended and depicted within a case study provided at the end of the brief.

Links

http://www.rti4success.org/resource/rti-english-language-learners-appropriately-using-screening-and-progress-monitoring-tools

Power Point Presentations

Title Assessment Considerations in a RtI framework for ELLs
Author

Presenter: Dr. Julie Esparza Brown (2011)

Summary

This webinar, presented during the 2011 NYS RtI TAC Summer Institute, will address how to improve educational outcomes for ELLs through culturally and linguistically responsive implementation of an RtI framework in the area of elementary reading. Specifically, it will discuss critical considerations to appropriately utilize screening and progress monitoring data with ELL students to improve reading outcomes by addressing the factors that influence ELL students' academic success. 

Links

RtI_for_ELL_-_webinar_Esparza_Brown.pdf

Title Effective Response to Intervention for English Language Learners
Author

Sylvia Linan-Thompson, Ph.D., University of Texas at Austin
Sponsored by:
NYS RtI Technical Assistance Center

Summary

Ensuring a comprehensive and coherent instructional program is essential for student success. RtI provides a framework for ensuring that students receive the level and type of instruction they need for academic success. However, to ensure that English language learners will benefit from instruction in an RtI framework, assessment and instruction practices must respond to both their academic and language needs. This session will present effective instructional strategies for ELLs in Tiers 1, 2 and 3 and factors to consider when interpreting assessments. Lecture, case studies, and interactive activities will be used.

Links

RtI__ELL_-_Thompson.pdf

Title RTI in Linguistically Diverse Schools: How to Address Challenges
Author

Klingner, J., University of Colorado at Boulder & Lesaux, N., Harvard Graduate School of Education

Summary

Powerpoint presentation that outlines the challenges of implementing RtI relative to students who are linguistically diverse and suggestions for addressing those challenges. Drs. Klinger and Lesaux stress the importance of using scientifically based instruction and programs that have been empirically validated for use with students who are learning English as a second language.  Provides a series of guiding questions RtI teams should consider when dealing with linguistically diverse students who are struggling in the area of literacy.

Links

RTI_for_ELLs.Klinger_Lesaux.pdf

Presentations

Title English Language Learners and RtI
Author

Dr. Linan-Thompson

Summary

This breakout strand presented at the 2009 Center on Teaching and Learning Conference focused on key questions:  What language should we assess in? How do I integrate RtI and the identification of ELs?  What indicator is a good predictor of EL students?  Dr. Linan-Thompson concludes by recommending partner learning to structure the instruction.  

Links

http://ctl.uoregon.edu/pd/cf09/presentation/English%20Language%20Learners%20and%20RtI
pdf S.Linan-Thompson_CTL_2009.pdf

Title Implementing Response to Intervention with English Language Learners
Author

Baca, Leonard (2009)

Summary

Presented by Dr. Leonard Baca (University of Colorado at Boulder) in April 2009 at the Buffalo State College’s Annual Exceptional Education Graduate Research Symposium. Presentation summarizes the current state of research as it related to best practice instruction for ELLs. Outline the factors from an ecological model that need to be taken into consideration when implementing the RtI process with ELLs.

Links

Implementing Response to Intervention with English Language Learners - Baca 2009.pdf

Title Implications of Response to Intervention for Bilingual and English Language Learners
Author

Garcia, Shernaz (2009)

Summary

A March 2009 presentation by Dr. Shernaz Garcia at the New York State Association for Bilingual Education Conference. The presentation outlines key issues relative to RtI and students who are bilingual and learning English as a second language. Presents a framework to help schools conceptualize an RtI model/process that is responsive to the cultural and language needs of students whose native language is not English.

Links

Implications of Response Implications of RtI for Bilingual & ELLs - Garcia (2009).pdf

Webcasts

Title Closing the Literacy Achievement Gap Through Culturally Responsive Instruction
Author

Kathryn H. Au

Summary

The presenter shares what it means to be culturally responsive in today's classrooms. The segments answer questions on suggested group size and self-confidence levels. Several strategies for recognizing patterns of interaction and the invisible culture in your classroom are given.

Links

http://www.jackstreet.com/jackstreet/WIRA.Au.cfm 

Webinars

Title English Learner Literacy Development through Formative Assessment of Oral Language
Author

Alison Bailey & Margaret Heritage  

Summary

Alison Bailey and Margaret Heritage present an approach to literacy development for English learners which stresses the kinds of oral language that are foundational to reading. They discuss formative assessment of language skills as a key element in both oral language and reading development, and provide practical illustrations of how formative assessment can be used in the classroom.

Links

http://www.schoolsmovingup.net/cs/smu/view/e/3046

Title Making Standards-based Lessons Understandable for English Learners: The SIOP Model (Encore Presentation)
Author

Ms. Jana Echevarria

Summary

This presentation focuses on the challenges English learners encounter in learning grade-level content (e.g., math, science, social studies) through a second language. In this interactive online presentation Jana Echevarria, Professor of Education at California State University, Long Beach, will provide an overview of the Sheltered Instruction Observation Protocol (SIOP) Model of instruction, which provides educators with a research-based approach for making standards-based lessons understandable for English learners.

Links

http://www.schoolsmovingup.net/cs/smu/view/e/3063

Title Programs and Practices for Effective Sheltered Content Instruction
Author

Ms. Jana Echevarria and Ms. Deborah J. Short

Summary

In this webinar the presenters describe effective strategies aimed at providing English learners access to the core curriculum. The presenters will review current practices and explore various pedagogical models of sheltered content instruction, focusing on the Sheltered Instruction Observation Protocol (SIOP) model, sample lessons, and a review of research findings on the effectiveness of this model in increasing student outcomes. Short and Echevarria will then discuss issues around implementation of sheltered instruction program models and classroom strategies and share examples from exemplar schools. Finally, they will conclude by reflecting on the centrality of teacher professional development to sustained implementation of these strategies.

Links

http://www.schoolsmovingup.net/cs/smu/view/e/4686

Title RtI for ELL: Appropriate Screening, Progress Monitoring, and Instructional Planning
Author

Dr. Julie Esparza Brown, Dr. Amanda Sanford, and Erin Lolich

Summary

This webinar, hosted by the National Center on Response to Intervention, focused on improving educational outcomes for ELLs through culturally and linguistically responsive implementation of an RTI framework in the area of elementary reading. Specifically, it discussed critical considerations to appropriately utilize screening and progress monitoring data with ELL students to improve reading outcomes by addressing the factors that influence ELL students' academic success. Recommendations were provided for the appropriate selection and use of screening and progress monitoring data based on students' unique backgrounds and needs. A case study was provided to illustrate these recommendations with a first grade ELL student.

Links

http://www.rti4success.org/video/rti-english-language-learners-appropriate-screening-progress-monitoring-and-instructional

Title Using CBM to Progress Monitor English Language Learners
Author

Dr. Laura Sáenz for the National Center on Student Progress Monitoring (2008)

Summary

Discussed the advantages of using CBM to monitor the progress of students who are considered English language learners within an RtI model or process.

Links

http://www.studentprogress.org/library/Webinars.asp#ELLReading

Websites

Title Center on Instruction
Summary

The Center on Instruction provides informational materials and resources on NCLB and evidence-based practices in reading, math, science, Special Education and English Language Learning instruction.

Links

http://www.centeroninstruction.org/

Title National Center for Culturally Responsive Educational Systems (NCCREST)
Summary

NCCREST is a federally funded project that provides technical assistance and professional development on issues related to students from culturally and linguistically diverse backgrounds. The project aims to reduce inappropriate referrals to special education by establishing and disseminating information regarding effective culturally response practices, early intervention, literacy and positive behavioral supports.

Links

http://www.nccrest.org/

Title Office of Bilingual Education (OBE)
Summary

A division of the New York State Education Department, OBE provides technical assistance and support to districts in developing and implementing educational programs for limited English proficient (LEP) students. Website includes information on legislative requirements involving the education of LEP students. Also includes resource materials to assist schools in meeting the linguistic needs of students from diverse culturally backgrounds.

Links

http://www.emsc.nysed.gov/biling/bilinged/info.html

This Web site is made possible through a contract (#C009953) between Buffalo State College and New York State Education Department P-12, Office of Special Education. The contents of this Web site do not necessarily reflect views or policies of the NYS Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the NYS Education Department.