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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
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
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  Data: Response to Intervention for English Learners: A Framework for School Counselors
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  Data: <searchLink fieldCode="AR" term="%22Johnson%2C+Leonissa+V%2E%22">Johnson, Leonissa V.</searchLink><br /><searchLink fieldCode="AR" term="%22Tuttle%2C+Malti%22">Tuttle, Malti</searchLink><br /><searchLink fieldCode="AR" term="%22Harrison%2C+Jamie%22">Harrison, Jamie</searchLink><br /><searchLink fieldCode="AR" term="%22Shell%2C+E%2E+Mackenzie%22">Shell, E. Mackenzie</searchLink>
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  Data: 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
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  Data: 32
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  Data: <searchLink fieldCode="DE" term="%22Response+to+Intervention%22">Response to Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22School+Counselors%22">School Counselors</searchLink><br /><searchLink fieldCode="DE" term="%22School+Counseling%22">School Counseling</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Stakeholders%22">Stakeholders</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Parents%22">Parents</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22English+Language+Learners%22">English Language Learners</searchLink>
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  Data: 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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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 32
    Subjects:
      – SubjectFull: Response to Intervention
        Type: general
      – SubjectFull: School Counselors
        Type: general
      – SubjectFull: School Counseling
        Type: general
      – SubjectFull: Models
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Stakeholders
        Type: general
      – SubjectFull: Learning Disabilities
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Parents
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      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Language Teachers
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      – SubjectFull: English Language Learners
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      – TitleFull: Response to Intervention for English Learners: A Framework for School Counselors
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