Bibliographic Details
| Title: |
Response to Intervention for English Learners: A Framework for School Counselors. |
| Authors: |
Johnson, Leonissa V.1, Tuttle, Malti2, Harrison, Jamie2, Shell, E. Mackenzie1 |
| Source: |
Journal of School Counseling. 2018, Vol. 16 Issue 17, p1-32. 32p. |
| Subject Terms: |
*Student counselors, *Academic achievement, *Limited English-proficient students, *Educational counseling, *Special education |
| 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. [ABSTRACT FROM AUTHOR] |
|
Copyright of Journal of School Counseling is the property of Montana State University's College of Education, Health & Human Development and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Education Research Complete |
