To provide ELLs with rigorous, culturally responsive instruction, a strong Response to Intervention (RtI) model should be in place. This set of guidance documents has been designed to assist teachers, instructional leaders, and ELL support services with RtI implementation, as the model is adapted in each context. The documents outline a rationale for using the RtI model with a school’s ELL population, and describe the road map for implementation.
There are also 2 video series on RTI:
- A seven-part video series with Dr. Janette Klingner from the University of Colorado on implementing an effective Response to Intervention (RtI) model for ELLs is available here.
- A three-part webinar series with Dr. Nonie K. Lesaux from Harvard University on implementing an effective Response to Intervention (RtI) model for ELLs is available here.
To download the entire guide, click here
To download individual sections, click link below:
Distinguishing Language Acquisition from Learning Disabilities
The single biggest error made in placing English language learners (ELLs) into special education is misinterpreting language acquisition as a learning or language disability. In this guide, several questions are raised about how to distinguish language acquisition from learning disabilities (LD) and offer answers for each. Click here to read more.