Considerations in Implementing Intervention Assistance Teams to Support English Language Learners

Abstract

Intervention assistance teams (IATs) can help teachers design and implement interventions to improve the performance of English language learners (ELLs) who are experiencing academic or behavioral difficulties, providing the supports needed to resolve many such difficulties within the context of general education. If interventions are unsuccessful and ELLs are subsequently referred for special education, eligibility decisions are informed by documentation that students did not make adequate progress despite general education problem solving and that students' problems cannot be explained by such factors as limited English proficiency or cultural differences. To be successful, however, IATs must accurately interpret data about ELLs and design culturally and linguistically responsive interventions. This article presents considerations in implementing IATs for ELLs, including team membership, the knowledge base needed by team members, intervention design, and recordkeeping.

Beyond Traditional Response to Intervention: Helping Rural Educators Understand English Learners’ Needs

“…Educational policies have emphasized the need for schools to address English learners’ (ELs) academic needs (Every Student Succeeds Act, 2015; No Child Left Behind, 2002) and conduct unbiased assessments to guarantee that disability diagnoses are not the product of English language or acculturation deficits (Individuals with Disabilities Education Improvement Act, 2004). Relatedly, researchers have warned about the need to conduct culturally and linguistically appropriate assessments to avoid giving erroneous diagnoses, which might contribute to disproportionality of diverse students—including ELs—in special education (Counts et al, 2018; Harris et al, 2015; Ortiz et al, 2006). More specific to rural school districts, Barrio (2017) provided recommendations for developing, implementing, and evaluating local educational policy to address the disproportionality of ELs in special education programs within rural schools.…”

“…To move toward the goal of redefining RTI for ELs, schools must go beyond emphasizing principles of good teaching to provide staff with PD that explicitly addresses EL’s characteristics and needs and that exposes educators to evidence-based practices for teaching and supporting the linguistic and academic growth of ELs (Haager, 2007; Ortiz et al, 2006; Samson & Collins, 2012; Xu & Drame, 2008). For example, schools could provide teachers with PD on how to apply the Specially Designed Academic Instruction in English (SDAIE) model in their classroom to ensure access to content and opportunities (California Department of Education, 1993).…”

State Policy and Guidance for Identifying Learning Disabilities in Culturally and Linguistically Diverse Students

“…Ortiz, Wilkinson, Robertson-Courtney, & Kushner, 2006). Most commonly, states recommend that an ELL teacher be part of the team.…”

Effects Of Explicit Reading Comprehension Strategy Instruction For English Learners With Specific Learning Disabilities

“…By reflecting on or conducting an inventory of the learning environment, teachers or interventionists can become aware of affective, sociocultural, and other contextual factors (e.g., interpersonal dynamics of the classroom) that affect learning. This process and its inherent self-examination allows for steps to be taken to reduce or eliminate potential threats to student learning (e.g., by using a turn-and-talk rather than calling on individual students to answer questions orally ;Ortiz et al, 2006). In addition to creating an environment where ELs feel safe in taking risks to use the English language, literacy interventions must also provide meaningful, interesting, and relevant instruction to ignite student learning (Damico, & Nelson, 2010;Rueda, MacGillivary, Monzó, & Arzubiaga, 2001).…”

“…Interventions that have been found to be effective for English-only struggling readers are inadequate for ELs who struggle in reading (Klingner, Boelé, Linan-Thompson, & Rodriguez, 2014). To be effective for ELs, interventions must support language acquisition and demonstrate cultural responsiveness while delivering targeted, academic instruction to address the student's areas of need (Klingner & Soltero-González, 2009;Ortiz, Wilkinson, Robertson-Courtney, & Kushner, 2006). Since the NCLB Act was signed into law in 2002, reading has become an area for which many instructional interventions have been designed, implemented, and tested.…”