MODULE 4 – Topic 403

Intervention Analysis

Toolkit for Learners who are Culturally and Linguistically Diverse

Module 4: Effective Instructional Practices

• A rigorous RTI implementation rules out inadequate instruction as a basis for the student’s achievement difficulties.

• If Tier 1 and Tier 2 instruction is effective, fewer students will need individual attention.

• Those who do not respond to interventions are students who will need to be followed closely to determine if they are eligible for specialized services.

Interventions and RtI

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Who Provides Interventions?

• Provided by special and general educators, based on training, not title– Multi-tiered

– Research-based

– Prescriptive

– Time-limited– Parent inclusive

Cherry Creek School District, 2004

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Any Trained Adult

Who Provides Interventions?

• General Ed teachers• Resource teachers• Speech/Language Pathologists• ESL providers• Deans/Counselors/Administrators• Gifted & Talented Specialists• Administrators• Special Education teachers• Mental Health professionals• Related Service providers• Reading specialists• Title I teachers

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Interventions and ELLs

“Many English learners are overlooked for early reading intervention because of their limited English proficiency; educators and clinicians alike assume that their reading skills will develop with increased oral proficiency. In fact, ELLs in the primary grades who struggle with early reading skills, such as sound-symbol correspondence and word recognition, may benefit more from intervention services for struggling readers than from ESL instruction that emphasizes conversational proficiency.”

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(Language and Reading Interventions for English Language Learners and English Language Learners with Disabilities, Center on Instruction, 2009)

English Instruction• English as a Second Language

instruction is designed to provide students with access to content knowledge through scaffolding, sheltering techniques and explicit language instruction.

• English as a Second Language instruction is not an intervention for reading, writing, math or other difficulties.

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Interventions and ELLs“Interventions that have most successfully advanced the reading skills of both at-risk ELLs and ELLs with an identified language or reading disability align very closely with interventions proven effective with monolingual English speakers who are struggling to read.”

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(Language and Reading Interventions for English Language Learners and English Language Learners with Disabilities, Center on Instruction, 2009)

Intervention Analysis for ELLs

• Handout 403a provides a method for analyzing the effectiveness of using interventions normed and utilized with mostly English-speaking students with English language learners.

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Instructional Strategies: Suggestions

For ELLs needing interventions, each instructional approach will be tailored. However, a general rule is to make modifications by increasing and decreasing certain activities as well as teaching for mastery, fluency, critical thinking, process building, and English language vocabulary acquisition as a means to English language fluency and literacy.

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Increase• Time

• Amount of practice

• Examples

• Repetition of concepts

• Focus

• Progress monitoring

• Feedback

• Student to student interaction

• Opportunities for instruction related student talk

• Use of functional English

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Decrease

• Number of students in instructional group

• Number of concepts taught at one time

• Number of steps in processes

• Linguistic complexity

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Teach for:• Mastery of essential skills• Fluency• Organization• Thinking skills• Processes• Vocabulary acquisition• Language proficiency

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Remember…

“Matching the intervention to student needs and giving students ample time toparticipate in the interventions enhance theodds of success.”

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(Language and Reading Interventions for English Language Learners and English Language Learners with Disabilities, Center on Instruction, 2009)

Resources for this Topic• Language and Reading Interventions for

English Language Learners and English Language Learners with Disabilities, Center on Instruction, 2009

• Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for Instruction and Academic Interventions, Center on Instruction, 2006

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