While RtI holds great promise for preventing substandard academic achievement through universal screening, providing appropriate instruction and support in general education prior to academic failure, and monitoring progress, schools will need to consider additional socio-cultural, linguistic, and assessment factors when applying this model to English language learners (ELLs). This workshop provides a case study illustration of how these factors guide instruction and intervention within the multi-tiered RtI process. Although the case study is based on an elementary ELL student from a Spanish-speaking home, the same framework and factors may be applied with all ELLs.
Participants at this session will explore the essential features of an RtI model for ELLS with a focus on:
• Defining RtI and the unique challenges involved when applying this prevention model to ELLs
• Examining how cultural, linguistic, and experiential factors of ELLS guide the RTI process
• Addressing screening and progress monitoring considerations
• Establishing appropriate goals for ELLs
• Providing appropriate interventions specific to the linguistic, cultural and literacy needs of ELLs
• Applying cultural, linguistic, experiential, and assessment information to a case –study of a elementary-age ELL student from a Spanish-speaking home
Download presentation PDF part 1 part 2
Sponsored by:
NYS RtI MSDP & NYS Council for Exceptional Children
June 27, 2011