Culture and language are influential sociocultural factors in student learning. An RTI framework for diverse student groups includes multitiered instruction that is culturally and linguistically responsive. This means teachers purposefully consider the cultural, linguistic, and socioeconomic factors (background knowledge and experiences) that students bring from their homes and communities (Klingner, McCray Sorrells, & Barrera, 2007; National Center on Response to Intervention, April 2010).
A fundamental component of culturally responsive instruction is taking an assets-based approach when working with students and families. This refers to the belief that the language and cultural knowledge that students bring to school are assets in their academic achievement rather than deficits or obstacles to learning. It also includes a view of parents and families as “capable advocates for their children and as valuable resources in school improvement efforts” (Ortiz, 2001, p. 1). High-quality evidence-based instruction requires teachers to know students individually, to learn about the literacy practices of their homes and communities, to have a strong knowledge of students’ language background, and to understand the stages of second-language acquisition. Knowing the social, cultural, and linguistic differences among students allows teachers to respond to students’ unique needs and deliver literacy instruction that builds on prior language, knowledge, and experience.
“Today’s classrooms are characterized by diversity of student ability, achievement, social and emotional development, background experience, culture, language, and economic means. Because teachers are responsible for providing effective instruction to all students, they must design instruction that . . . incorporates various levels of support and flexible teaching methods, materials, and assessments” (Alber-Morgan, 2010, p. 1).
Keeping the tenets of culturally responsive instruction in mind, let’s take a closer look at the instructional needs of English learners. Action Step E5 calls on schools to provide staff with the knowledge and skills to implement instruction and assessments that are appropriate for diverse student populations. An effective RTI framework is one that is equally and adequately implemented in classrooms in which the language of instruction differs from English. Teachers in bilingual classrooms should apply the RTI model to literacy instruction in both languages, not just English. Regardless of the language of instruction, however, materials and methods (e.g., instructional and screening assessments) may need to be adjusted to be valid for English learners.
In working with students who are learning English as a second language, remember that “limited English proficiency” does not mean limited potential or limited ability. Your team should stress to instructional staff across Tiers I, II, and III that literacy instruction should never be delayed because students are in the process of learning to understand and speak English (Escamilla, 2007; Vaughn & Ortiz, 2010). Students at each stage of the second-language-acquisition process can develop strong literacy skills. On the other hand, teachers should not hone in on literacy skills at the expense of developing students’ oral language in English (Escamilla, 2007). Instructional staff should be skilled in setting goals and implementing strategies that simultaneously support listening, speaking, reading, and writing skills.
To accomplish this, teachers need to systematically review appropriate data, such as TELPAS scores, to gain a strong knowledge of their students’ level of language proficiency. Knowing students’ English proficiency levels, as well as the stages that learners go through when they acquire a second language, allows teachers to identify student behaviors at each stage and to respond with the appropriate instructional strategies. As the Standards-based Instruction module discusses, the TSLP requires that all of your teachers integrate the English Language Proficiency Standards (ELPS) as they plan and provide literacy instruction across the tiers.
Learning a second language is a challenging and complex social task that demands a lot from students. Echevarria and Hasbrouck (2009) sum up the importance of providing instruction in accordance with student needs: “Because English learners face the challenge of learning new material, skills, and information in a new language, teachers need to use practices that have been shown to be effective in making instruction understandable for them” (p. 1).
Five evidence-based recommendations for effective literacy and English language instruction for ELs follow. Notice how the recommendations are closely aligned to the multitiered approach in your RTI framework.
Effective Literacy and English Language Instruction for English Learners in the Elementary Grades
- Conduct formative assessments with English learners using English language measures of phonological processing, letter knowledge, and word and text reading. Use these data to identify English learners who require additional instructional support and to monitor their reading progress over time.
- Provide focused, intensive small-group interventions for English learners determined to be at risk for reading problems. Although the amount of time in small-group instruction and the intensity of this instruction should reflect the degree of risk, determined by reading assessment data and other indicators, the interventions should include the five core reading elements (phonological awareness, phonics, reading fluency, vocabulary, and comprehension). Explicit, direct instruction should be the primary means of instructional delivery.
- Provide high-quality vocabulary instruction throughout the day. Teach essential content words in depth. In addition, use instructional time to address the meanings of common words, phrases, and expressions not yet learned.
- Ensure that the development of formal or academic English is a key instructional goal for English learners, beginning in the primary grades. Provide curricula and supplemental curricula to accompany core reading and mathematics series to support this goal. Accompany [this instruction] with relevant training and professional development.
- Ensure that teachers of English learners devote approximately 90 minutes a week to instructional activities in which pairs of students at different ability levels, or different English language proficiencies work together on academic tasks in a structured fashion. These activities should practice and extend material already taught.
Excerpted from Gersten, R., Baker, S. K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective literacy and English language instruction for English learners in the elementary grades: A practice guide (NCEE 2007-4011). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
You can access the entire practice guide for ELs and additional resources for addressing the instructional needs of diverse learners in To Learn More at the end of this section.
As your team works to implement the RTI instructional framework, it is important to include an intentional focus on addressing the diverse needs of the students you serve. An instructional framework that is effective for all students provides for system-wide practices that are responsive to the needs of diverse student populations in all aspects, from scheduling and assessments to instructional practices.
TO LEARN MORE: The resources below provide additional information about addressing the needs of English learners in the RTI framework.
Texas English Language Learners Portal on the Texas Education Agency (TEA) website provides information and resources for administrators, teachers, and parents of English learners, including information about online courses such as “Implementing the ELPS.”
The Effective Practices for English Learners series was developed by Cohort 5 of the Model Demonstration Coordination Center and focuses on implementing effective multitiered instructional frameworks for English learners. The goal of this series is to assist administrators, educators, policymakers, and other stakeholders in implementing or refining a campus-wide model for improving the academic achievement of ELs in the primary grades. The five briefs in the series address key issues in model implementation for ELs, such as assessment and data-based decision making, core and supplemental English as second language instruction, core and supplemental biliteracy instruction, and professional development to support a multitiered framework for ELs.
“Effective Literacy and English Language Instruction for English Learners in the Elementary Grades,” published by the Institute of Education Sciences (IES), provides evidence-based recommendations for literacy instruction for English learners, including potential roadblocks and solutions related to successful implementation
Culturally Responsive Teaching Resources provides dozens of links to articles and publications pertaining to culturally responsive teaching.
NEXT STEPS: Depending on your progress toward implementing evidence-based practices to enhance achievement for diverse student populations, you may want to consider some of the following actions:
- Peruse the resources listed in To Learn More for Parts 1–3.
- Assess the need for professional development in meeting the needs of diverse student populations at your school.
- Review the RTI components currently in place to determine if they include appropriate assessments and instruction for all student populations.
- Brainstorm how to facilitate the collaboration and coordination of services among the providers of specialized services and other teachers and interventionists in Tiers I, II, and III.