A California district sees gains from using RTI with English-language learners.
Chula Vista, Calif.
Fernando Lugo and Hector Martinez are only in 1st grade, but already educators at Lilian J. Rice Elementary School have mapped out different instructional paths for them.
A few months ago, both of the English-language learners had limited awareness of how to sound out words, according to a screening test. Fernando was assigned to an hour-long intensive reading "clinic" four days a week and was soon reading on grade level, so he graduated from the extra lessons last month. Hector was put in the reading clinic as well, but made only limited progress, so the school's reading expert now meets with him one-on-one for a half-hour four days a week.
Educators here in the Chula Vista Elementary School District used response to intervention to determine what kind of instruction the boys needed and whether they needed to be referred to special education. The district is on the cutting edge in its focus on how the approach applies to English-language learners, who make up 36 percent of the K-6 district's 27,450 students.
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