Solutions - ELs and RTI

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 two-day informative workshop focuses 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 workshop will focus on specific aspects of the RTI process and 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. 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.

CAL can work with you to customize a workshop or series of workshops to best meet your needs.

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