March 2, 2011 Day Two Distinguishing a Language Difference from a Disabilites

March 2, 2011 Day TwoDistinguishing a Language Difference from a Disabilites

Case Study Overview Language difference vs. disability

Objective: Generate 1. What strategies does he have in Math that helps him Questions- not judgments compensate in other content areas? regarding the data. 2. Does he memorize? 3. Is he visually acute? Is he a good artist? “I wonder… 4. MEPA level 4, SRI- Scholastic Reading Inventory “I want to know Reading and Speaking were low. Listening and Writing reaching transitional level. 5. What was his previous schooling in China? Rural setting? 6. Can understand Cantonese and Mandarin but family speaks a different dialect. 7.Ask parents about schooling? 8. When do we refer? 9. What can the child do? What is he having difficulty with? 10. RTI- Provide services and check-in on progress. RTI for ELLs Read chapters 4 & 5 Break into groups. Each group answers questions and records current practices from Beebe School. How does the Beebe implement RTI for ELLs on each Tier? Tier 1: Core curriculum, whole group instruction w/ fidelity to curriculum. Tier 2: small group researched based instruction. Identify an intervention. Select how many days per wk. and how many min. per week. Example: Project Read 4xWK. @ 30 min. Tier 3: One on One or small group instruction. Identify research based intervention, increase times per week or minutes per week. Increase intensity or duration. or in some cases Specialized individual services from a special education teacher. Tier 4: Special Education- Service provided by a special educator and construct an IEP. RTI for ELLs debrief- JIGSAW activity. Key Themes regarding Oral Language RTI for ELLs Academic vocabulary group discussion from New curriculum chapter 4 & 5 (Klinger More PD opportunities Text) Data collection Elem. teachers have more success modifying curricul.