1. Implementation of Response to Intervention (RTI) or Multitiered Systems of Support (MTSS) can reduce the chances of ELs being inappropriately placed into disability categories. What are some questions that teachers and support teams should ask, or what types of data should they collect, to fully understand why an EL is struggling? (e.g., What is the current instructional program for this student? Is it in English or the native language?) Provide 4-5 additional examples.
2. Research and summarize the stages of writing development. How is the writing development process the same for native English speakers and non-native English speakers? How is it different? Share 2-3 instructional strategies to support ELs in various stages of writing development.
Sample Answer
1. RTI/MTSS for English Learners (ELs)
The primary goal of Response to Intervention (RTI) or Multitiered Systems of Support (MTSS) for ELs is to distinguish between a language acquisition hurdle and a learning disability. To avoid inappropriate placement in special education, teams must look beyond standard test scores.
Essential Questions and Data Points:
Peer Comparison (The "True Peer" Analysis): How is the student performing compared to other ELs with the same native language, similar English proficiency levels, and similar educational backgrounds? If the student is lagging significantly behind "true peers," it may indicate a learning disability rather than a language gap.
Native Language Literacy (L1 Profile): What is the student’s literacy level in their primary language? If a student has strong literacy skills in their native language, they usually transfer those skills to English. A struggle in both languages is a significant "red flag" for a disability.
Opportunity to Learn (Instructional History): Has the student had consistent schooling? Interruptions in formal education (SIFE) can mimic the signs of a learning disability, but the root cause is a lack of exposure to content, not an inability to process it.
Cultural and Linguistic Congruence: Does the intervention take the student’s cultural background into account? An intervention that relies on American cultural idioms or contexts the student doesn't understand will yield poor results, regardless of the student’s cognitive ability.