English Learners and Effective Response to Intervention (RTI) Strategies
Learn to distinguish between typical second language development and the needs of students who may demonstrate special needs or disabilities and develop a proactive plan for effective classroom interventions to promote student success.
The Response to Intervention (RTI) process is designed to assist in the identification of all students who are in need of additional support in the classroom and school environment. These students may include those who are working to acquire English as a second language, those who may have undiagnosed learning and attention issues, or those who may need help due to interrupted schooling or frequent absences.
This workshop will focus on the RTI process as it relates to the growing number of students from diverse linguistic and cultural backgrounds as they work to acquire a new language and succeed in the classroom.
Successful implementation of the Response to Intervention (RTI) process is key to ensuring that English learners receive appropriate intervention to maximize their academic achievement and language acquisition and are not disproportionately identified for special education services.
During this two-day informative workshop, participants will examine the steps of the RTI process that assist in the identification of students in need of additional support in the classroom and school environment; identify the process for the development of an RTI plan that will promote students’ academic as well as linguistic success; examine the steps for differentiating among typical second language acquisition, learning difficulties, cultural differences & influences and issues for students with limited or interrupted formal education (SLIFE). Participants will review instructional practices that support teachers’ implementation of RTI plans in the classroom; discuss with colleagues and team members the processes for monitoring and documenting student progress; and explore issues that challenge the practice of correctly identifying and assessing English learners with learning disabilities.
Building on CAL’s decades of experiences working with second language learners in elementary and secondary school settings, the institute will focus on specific aspects of the RTI process. Participants will review case studies and consider possible areas for observation, data collection, assessment, interventions, and key points of discussion for school/district faculty, staff, related service providers, and administrators in regards to academic achievement and second language acquisition. The workshop will include a variety of activities, such as jigsaw/partner readings, small group tasks, analysis of instructional strategies that support Tier I pre-referral interventions, and the development of instructional goals and implementation plans.
This institute is designed for PreK-12 general education/content area teachers, English as a Second Language educators, Title I teachers, ELL Coordinators, Administrators, and teachers/related service providers who are either members of RTI teams, or who support the RTI process in their schools. District personnel who are active in their schools’ RTI planning and implementation are encouraged to attend as turnkey support. RTI team members are encouraged to attend together in order allow for a collaborative approach to developing effective English learner implementation plans for their schools or districts.