How can Response to Intervention (RTI) and Multi-tiered System of Support (MTSS) support English Language Learners with and without Disabilities?

How does RTI affect affect English language learner (ELL) students who are already receiving ELL pull out supports? Are we still providing Tier 2 interventions in addition to the ELL class?
This response recently posted on the RTI Action Network is summarized below:

In her response Dr. Claudia Rinaldi provides recommendations to help teachers working with ELL students within any tier of RTI. One key consideration for serving ELL students is how to leverage RTI teams to increase collaboration and data-driven instructional planning and progress monitoring for all students, including ELL students with and without disabilities.
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http://rtinetwork.org/connect/593-diversity-and-disproportionality-q7

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Claudia Rinaldi View All →

Professor Claudia Rinaldi is the Chair of the Education Program at Lasell University. Her areas of research are the implementation of the Multi-Tier System of Supports (MTSS) framework in urban settings with English learners, teacher education in bilingual special education, and diversifying the teacher pipeline. Claudia has authored peer-reviewed publications and a book for educators called Practical Ways to Engage All Struggling Readers. She lead and developed a graduate certificate program in Teaching Bilingual Students with Disabilities for general, ESL and special education teachers geared towards applying research-informed practices to the questions and processes of identifying whether it is a language difference or a learning disability. Claudia developed a college mentoring program called Pathways to Teacher Diversity for districts and teacher education programs to partner in identifying and supporting underrepresented high school students interested in teaching careers to successfully access and persist in college. She serves in various boards including the National Center for Learning Disabilities and serves as an expert for Understood.org and the National Center for Intensive Interventions.

Professor Claudia Rinaldi believes that it is critical to prepare teacher leaders who may serve as advocates and allies and who will respond to the belief that all students can learn and succeed beyond barriers like culture, language, disability poverty, and marginalization in our country and globally.

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