This document addresses five guiding questions for educators to consider when reviewing and interpreting assessment data for English Learners and includes links to selected resources.
This resource is a companion to NCII’s Clarifying Questions to Create a Hypothesis to Guide Intervention Changes: Question Bank and provides additional questions for teams to consider for students who are English learners.
English learners (ELs), as defined by the Elementary and Secondary Education Act, are individuals enrolled in school between the ages of 3 and 21 whose native language is not English. Although ELs are categorized under a single, homogeneous label, they represent a diverse population of students with wide-ranging cultural experiences, native and second-language proficiencies, and varying degrees of subject matter knowledge (Vaughn et al., 2019).
Delivering intensive intervention for ELs involves consistent attention to students’ language development, culture, and academic and behavioral needs throughout the DBI process. Supporting ELs with intensive needs depends on an educator’s