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.
This series is intended for educators at the state and local level who work with secondary students with intensive behavioral needs during virtual learning and the return to in-person.
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.