The training module, Implementing Effective Literacy Practices for Instructing English Language Learners Within the Response to Intervention (RTI) Framework, provides facilitators with materials to conduct a half-day workshop that can be delivered to teachers, administrators, or district RTI teams. The module reviews the research on effective practices for providing literacy instruction to English language learners (ELL) and how these practices can be applied within the RTI framework.
This webinar provides examples of what planning is required before successfully implementing RTI, as well as the initial steps that should be taken when implementing RTI within schools. Examples illustrate how elementary schools have used RTI to address the needs of culturally and linguistically diverse student populations. In addition, the webinar shares how elementary schools have resolved challenges such as revising schedules and reallocating personnel to provide interventions.
In this webinar, Dr. Julie Esparza Brown, Dr. Amanda Sanford, and Erin Lolich focus on improving educational outcomes for English Language Learners (ELLs) through culturally and linguistically responsive implementation of an RTI framework in the area of elementary reading. Specifically, it discusses critical considerations to appropriately utilize screening and progress monitoring data with ELL students to improve reading outcomes by addressing the factors that influence ELL students' academic success. The webinar includes recommendations for the appropriate selection and use of screening and progress monitoring data based on students' unique backgrounds and needs and uses a case study to illustrate these recommendations with a first grade ELL student.
This brief provides a framework for using Response to Intervention (RTI) with students who are English Language Learners (ELLs) from Hispanic backgrounds. It examines the characteristics of these students, defines the RTI process, and then models how students’ linguistic, cultural, and experiential backgrounds can guide appropriate screening, progress monitoring, and goal setting that will help promote English literacy. The brief concludes with a case study that provides specific recommendations for how to apply screening and progress monitoring with ELLs. The accompanying placemat was developed to provide an overview of specific considerations for ELLs when implementing the four essential components of a RTI framework.
To ensure that the implementation of RTI strategies effectively addresses the needs of all students, this information brief provides guidelines for organizing and implementing a school leadership team that focuses on the needs of English Language Learners (ELLs).
Watch and listen as Dr. Alfredo Artiles addresses this question.
Watch and listen as Dr. Beth Harry addresses this question.
This 2008 brief discusses how RTI can be adapted for English Language Learners (ELL). It provides an initial framework in the use of RTI that considers students’ life experiences, including their language proficiencies in their first and second language, as well as the contexts in which they are taught. The brief begins by explaining what RTI is, and how the three tiered model of instruction and intervention can be used with ELL students. The brief then provides a detailed table of information for each tier that delineates guiding questions, instruction/intervention, service provider and necessary service provider skills. The brief concludes with an overview of how RTI can help students in general, and ELL students in particular.
This series of professional learning modules, released by the National Center for Culturally Responsive Educational Systems (NCCRESt), presents Response to Intervention (RTI) as a culturally responsive framework for ensuring evidence-based, high-quality opportunities to learn in inclusive settings for all students, including those who are culturally and linguistically diverse. Together, the modules are designed to help participants become familiar with the basic structures and features of culturally responsive RTI, expand upon traditional views of what counts as evidence in research and practice, and design interventions that take into account the role of culture in teaching and learning.
This document, developed by the Tigard-Tualatin School District in Tigard, OR in October 2009, includes information on Effective Behavior and Instructional Support (EBIS) as a structured, systematic process (1) to review school-wide behavior and academic data in order to evaluate the effectiveness of core programs, (2) to screen and identify students needing additional academic and/or behavior support, and (3) to plan, implement, and modify interventions for these students. The document focuses on secondary school (middle schools and high schools) and explains how EBIS works with English Language Learner (ELL) students.
This 2006 brief on preventing disproportionate representation in special education seeks to answer the question: “Are we identifying and serving the ‘right’ students?”
This presentation discusses issues related to successfully implementing progress monitoring at the school or district level. It also addresses how to support the implementation of CBM in classes that have students with disabilities and/or English Language Learners (ELLs).
Despite inclusion within federal and state policies and the wide implementation of tiered frameworks in both academics and behavior, confusion with terminology, how to understand the continuum of services and level of evidence across the framework, and how to serve culturally and linguistically diverse populations continue to exist and challenge implementation success. Panelists review current research and provide relevant examples from the field to assist practitioners in tackling these topics.