ELL Mind Map
by Brayden Olson
1. Decision making
1.1. Monitors the effectiveness of instruction
1.2. preventing and responding to reading difficulties
1.3. Making sure students are in the right tier and are going through the right screening and progress monitoring
2. Progress Monitoring
2.1. Purpose- Monitor progress, provide evidence-based interventions
2.2. Focus- Maximize student achievement and reduce behavioral problems
2.3. Tools- CBM
2.4. Time frame- Tier 1: 7-8 times a year tier 2: weekly Tier 3: daily
3. Multi-level Prevention (all tiers)
3.1. Tier 1: Universal (80-90%)
3.2. All students in the general education classroom
3.3. Instruction grounded in research and based on the Common Core Standards
3.4. Tier 2: Targeted (10-20%)
3.5. Students participate in regular classroom, but are also in small groups for intervention
3.6. Intervention is targeted as needed for the student
3.7. Tier 3: Intensive (5-10%)
3.8. Individualized and intensive instruction for students who need it
3.9. Still in regular classroom for part of the day
4. Defining RTI
4.1. Process used by educators to help struggling students with strategic intervention
4.2. For ELL students intervention needs to take in account that English is not the students first language
5. References
5.1. Brown, J.E., Stanford, A. (2011). RTI for english language learners: appropriately using screening and progress monitoring tools to improve instructional outcomes. National Center on Response to Intervention. Retrieved from https://rti4success.org/sites/default/ files/rtiforells.pdf
5.2. “Essential Components of RTI--A Closer Look at Response to Intervention.” (2010). National Center on Response to Intervention. Retrieved from https://rti4success.org/sites/default /files/rtiessentialcomponents_042710.pdf.
5.3. “Multi-Tiered System of Supports (MTSS)” (2020). Iowa Department of Education. Retrieved from https://educateiowa.gov/pk-12/learner-supports/multi-tiered-system-supports-mtss
6. Screening
6.1. Purpose: identify students at risk for poor learning outcomes.
6.2. Focus: Identifying students who are learning below grade level
6.3. Tool: CBM
6.4. Time Frame: More than 3-4 times a year
