English Language Learners and Response to Intervention Referral Considerations

Abstract

When a school is implementing a response to intervention model (RTI), what are the special considerations for the assessment of and referral for special education services for English language learners (ELLs) with academic difficulties? An RTI model and evidencebased instruction can inform the three areas of prereferral, referral, and assessment, as well as IEP development, for ELLs-but the assessment team must understand how to use information on oral language proficiency and academic language in the process. There are specific, appropriate action steps for educators during each phase of the process that will ensure that this group of students with unique learning needs are appropriately assessed and serviced.As the number of ELL students in the United States grows, so does the need 6 ■ COUNCIL FOR EXCEPTIONAL CHILDREN

The Voices of Special Educators: How Do Special Educators Teach English Language Learners Who are Receiving Special Education Services?

“…High quality professional development can be transformative, incorporating teacher knowledge while providing tools to support changes to support all students (Desimone, 2009;Kose & Lim, 2010). Rinaldi and Samson (2008) have outlined topics for professional development that specifically address ELL students aimed at reducing the number of these students who are referred for special education evaluation (see Figure 2). Figure 2.…”

“…Teske and Nelson (1974) stated that assimilation occurs when an immigrant starts to identify with the dominant group by acquiring the language and social rituals of the dominant group. An ELL student's past functional, developmental and educational history, cultural and linguistic considerations, story of arrival to the U.S., whether voluntary of involuntary, residency status and years in the host country can impact language development (Rinaldi & Samson, 2008). This leads one to ponder whether a request for evaluation for special education of ELL student is indeed a request for an assessment of assimilation.…”

Evaluating the effectiveness of response to intervention : comparing the reading achievement of ELLs and native English speakers.

“…Research shows specifically that waiting until fourth grade, or higher, to assess an ELL for LD in reading increases the difficulty of remediation (Rinaldi & Samson, 2008). …”

“…The ultimate goal of RTI is for the student to be successful in the regular classroom or to provide increasing support so the student can be successful (Cummins et aI., 2008;Fuchs & Fuchs, 1986;Linan-Thompson et aI., 2007;Vaughn & Fuchs, 2003 Rinaldi and Samson (2008) specifically define these evaluations as weekly progress, both formal and informal. …”

“…However, these are only superficial inquiries, especially if the teacher does not appreciate the depths to which a child's language and culture affect their education. Rinaldi and Samson (2008) suggest that schools have a "difficult time distinguishing between the difficulty of acquiring a second language and a language based learning disability" (p. 6).Acculturation is the process of internalizing, or becoming a part of, a culture other than one's native culture (Mettler, 1998). Betts et a1.…”