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

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.

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

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

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

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

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

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.

http://www.centeroninstruction.org/resources.cfm?category=ell&subcategory=&grade_start=&grade_end=

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

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

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

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

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. 

http://www.cal.org/create/resources/pubs/CREATEBrief_ResponsetoIntervention.pdf

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

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.

http://www.rti4success.org/pdf/rtiforells.pdf

Presenter: Dr. Julie Esparza Brown (2011)

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. 

RtI_for_ELL_-_webinar_Esparza_Brown.pdf

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

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.

RtI__ELL_-_Thompson.pdf

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

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.

RTI_for_ELLs.Klinger_Lesaux.pdf

Dr. Linan-Thompson

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.  

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

Baca, Leonard (2009)

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.

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

Garcia, Shernaz (2009)

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.

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

Kathryn H. Au

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.

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

Alison Bailey & Margaret Heritage  

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.

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

Ms. Jana Echevarria

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.

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

Ms. Jana Echevarria and Ms. Deborah J. Short

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.

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

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

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.

http://www.rti4success.org/webinars/video/893%20

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

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

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

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.

http://www.centeroninstruction.org/

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.

http://www.nccrest.org/

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.

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