This document addresses five guiding questions for educators to consider when reviewing and interpreting assessment data for English Learners and includes links to selected resources.
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Implementation Guidance and Considerations
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This webinar illustrates considerations for implementing data-based individualization (DBI) with English Learners that accounts for their unique academic, social, behavioral, linguistic, and cultural experiences, assets, and needs.
The newsletter introduced the new NCII team, highlighted the new look on the NCII website, and shared a new intensive intervention for English Learners resource.
This brief illustrates considerations for implementing data-based individualization (DBI) with ELs that accounts for their unique academic, social, behavioral, linguistic, and cultural experiences, assets, and needs.
In this video, John M. Hintze, Professor in the Department of Student Development at the University of Massachusetts Amherst explains why it is important to consider whether an assessment is biased against a specific sub-group.
English learners (ELs), as defined by the Elementary and Secondary Education Act, are individuals enrolled in school between the ages of 3 and 21 whose native language is not English. Although ELs are categorized under a single, homogeneous label, they represent a diverse population of students with wide-ranging cultural experiences, native and second-language proficiencies, and varying degrees of subject matter knowledge (Vaughn et al., 2019). Delivering intensive intervention for ELs involves consistent attention to students’ language development, culture, and academic and behavioral needs throughout the DBI process. Supporting ELs with intensive needs depends on an educator’s
This brief provides a framework for using Response to Intervention (RTI) with students who are English Language Learners (ELL) from Hispanic backgrounds. It examines the characteristics of these students; defines the RTI process; and then models how students’ linguistic, cultural, and experiential backgrounds can guide appropriate screening, progress monitoring, and goal setting that will help promote English literacy. The brief concludes with a case study that provides specific recommendations for how to apply screening and progress monitoring with ELLs.