Response to Intervention for English Learners: A Framework for School Counselors

Collection:
Clark Atlanta University Faculty Publications
Title:
Response to Intervention for English Learners: A Framework for School Counselors
Creator:
Johnson, Leonissa V.
Tuttle, Malti
Harrison, Jamie,
Shell, E. Mackenzie
Date of Original:
2018-01
Subject:
African Americans--Education (Higher)--Georgia
Clark Atlanta University
Location:
United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
Medium:
articles
Type:
Text
Format:
application/pdf
Description:
Abstract: Response to intervention (RTI) is a process used to identify academic, behavioral, and/or social-emotional supports for students with school related concerns. School counselors often serve on this team as supporters, interveners, advocates, and facilitators. English learners present unique language, access and identification challenges to RTI. This article presents a framework for school counselors to utilize during their advocacy for English learners in the instructional RTI process. The model outlines relevant stakeholders, parent/guardian supports, interpreter guidelines, and pertinent academic resources needed to advocate for English learners in the instructional RTI process.
Source: Semantic Scholar
URL: https://pdfs.semanticscholar.org/6b1d/b77dd03fdaf263b55ed449962401123a438a.pdf
Metadata URL:
http://hdl.handle.net/20.500.12322/cau.ir:2018_johnson_leonissa_v
Language:
eng
Original Collection:
Clark Atlanta University Faculty Publications
Holding Institution:
Clark Atlanta University
Rights:
Rights Statement information

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