Academic RTI & Positive Behavioral Support. An Introduction to the Concepts Framework: English Language Learners. An Introduction:. ELL & Academic RTI. Reasons Kids Fail . Lack of Motivation (Won’t do it) Lack of practice and feedback (Never tried it) Not enough help doing it
Academic RTI & Positive Behavioral Support
An Introduction to the Concepts
Framework: English Language Learners
Teacher refers child for assessment
Psychologist performs assessment (IQ and Achievement test)
Psychologist subtracts the achievement score from the IQ score
Psychologist determines if any significant discrepancy b/w IQ and achievement
Eligibility team meets.
Child is either placed or not placed in special education
100% of the population
All students receive appropriate instruction
5% of the pop.
15% of the population
As needed, additional support
When determining whether a pupil has a specific learning disability, the public agency may use a process that determines if the pupil responds to scientific, research-based intervention as part of the evaluation procedures. (IDEA, 2004)
Waiting for a child to obtain L1 before referring may delay the child’s learning opportunities.
Interventions may need multiple specialists to work.
Interventions may need to be offered for longer than for English-only students.
Some interventions may need to be offered in native language.
Special Ed.: IEP Determination
Secondary: Small Group
Primary: Large Group
Children who are ELL may be targeted by bullies.
Children who are recent immigrants may be going through the acculturation W.
ELL in a new environment often go through a “silent” or “mute” period.
Some cultures emphasize behaving well over individuality.
Some cultures may view significant mental illness differently than we do in the United States.
Brown, J. E., & Doolittle, J. (2008)A cultural, linguistic, and ecological framework for response to with English language learners. Teaching Exceptional Children. 66-72.
Fairbanks, S. , Sugai, G., Guardino, D., & Lathrop, M. (2007). Response to intervention:Examining classroom behavior support in second grade. Exceptional Children, 73, 288-310.
Gresham, F.M. (2002). Responsiveness to intervention: An alternative approach to the identification of learning disabilities. In R. Bradley & L. Danielson (Eds.), Identification of learning disabilities: Research to practice (pp. 467-519). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Klingner, J., & Edwards, (2006). Cultural considerations with Response to Intervention models. Reading Research Quarterly 41(1), 108-117.