New Forms to Use for ELL Intervention Plan Committee Meetings

RTI ELL Intervention Committee Procedures

1.  If the ELL student is having academic difficulties and/or low scores on FCAT or SAT10, the teacher is to fill out Form 1, which is a teacher request. This form reflects student grades and any other documentation that shows where the areas of difficulty lie.

2.  After the ESOL Contact gets the teacher request, an ELL Committee meeting (with ESOL Specialist upon request)is scheduled, following the same procedure as in the past.

3.  At the meeting the ELL Intervention Plan Form (Form 2) is filled out. Notice that there is now a section for variables that may affect student learning and the strategies are SIOP(Sheltered Instruction Observation Protocol)strategies(Refer to form 5).These are strategies to help make content comprehensible for the student.

4.  Forms 3 & 4 will also be filled out by the teacher at the meeting to document the strategies that will be used. It is recommended that a folder bestartedfor that student to also compile student work and any other data that may help determine where the student needs are. Copies of forms 1 through 4 should be kept in the student’s Blue Insert folder.

5.  If academic difficulties continue, the committee will meetthree more times at intervals of no less than four weeks apart. Atthe fourth meeting (with ESOL Specialist)the student moves on to Tier 2 for additional assistance. At this point,the school’s Tier 2 plan is implemented for the ELL student, along with ELL accommodations and interventions.

6.  An ELL Committee reconvenes at the end of Tier 2 to determine if it is necessary for the ELL student to transition to Tier 3. At that point, the school’s Tier 3 plan is implemented for the ELL student along with ELL accommodations and interventions.

7.  At the end of Tier 3 an ELL committee (with ESOL Specialist) reconvenes todiscussfurther evaluations ifneeded. Atthistime,a CRANE or Statement ofLanguage Dominance will beprovided to the ESOL Contact if further evaluationsareneeded. If committee agrees that no evaluations are necessary,student can beplaced back in Tier 2 to receive small group support.

As you know, with the new RTI process, opinion is minimal and cannot stand alone. The process is data driven so we must compile as much documentation on the student as we can.

If a school can show documentation in cum file that an ELL student has failed in core curriculum (retention or below level in SAT10 or FCAT) and has already been through a program that aligns with Tier 2 (IR or iii classes), they can be placed in either Tier 2 or Tier 3, depending on the time and intensity of the program.

Before placing ELL students in IR classes there needs to be prior documentation of specific needs. Additionally, for compliance purposes, an ELL Committee meeting needs to be held to document change in program.

In addition, during Tier 2 or Tier 3 meetings, language interventions and accommodations need to be addressed for ELL students. The ESOL Contact needs to be present at these meetings and document language issues discussed.

For Speech and/orLanguage Referrals of ELL students, Speech Pathologists must be present at the meeting with all the paperwork generated that has led to the referrals (Communications Checklist [for ELL students], two observations, and conference with parents.)

For Speech Referrals only the ELL student is not required to go through the RTI process. However, forLanguage Referrals, the RTI process is a requirement.

NOTE: RTI forms can be found in the ESOL web site Documents Bank under RTI.