Response to Intervention for English Learners: A Framework for School Counselors
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| Title: | Response to Intervention for English Learners: A Framework for School Counselors |
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| Language: | English |
| Authors: | Johnson, Leonissa V., Tuttle, Malti, Harrison, Jamie, Shell, E. Mackenzie |
| Source: | Journal of School Counseling. 2018 16(17). |
| Availability: | Journal of School Counseling. Montana State University, College of Education, Health and Human Development, P.O. Box 172940, Bozeman, MT 59717. Tel: 406-994-4133; Fax: 406-994-1854; e-mail: ehhddean@montana.edu; Web site: http://jsc.montana.edu |
| Peer Reviewed: | Y |
| Page Count: | 32 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Response to Intervention, School Counselors, School Counseling, Models, English (Second Language), Second Language Learning, Stakeholders, Learning Disabilities, Special Education, Parents, Public Schools, Language Teachers, English Language Learners |
| ISSN: | 1554-2998 |
| 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. |
| Abstractor: | As Provided |
| Number of References: | 56 |
| Entry Date: | 2018 |
| Accession Number: | EJ1185865 |
| Database: | ERIC |
| 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. |
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| ISSN: | 1554-2998 |
