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After observing the student and trying different strategies in class, the teacher refers the student to the School-Based Team (SBT) to start the Response to Intervention (RTI) process. The SBT includes ESOL staff, teachers, parents, counselors, intervention specialists, and administrators(PalmBeachSchools.org).

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When a parent asks for an evaluation based on what they've seen, the school has 30 days to arrange it. If the school is conducting the evaluation, it must be completed within 60 days after the parent agrees to it. The School-Based Team (SBT) will handle the request (PalmBeachSchools.org).

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Identifying Learning Disabilities and Language Needs.

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Identifying Learning Disabilities and Language Needs.

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The School-Based Team starts the screening process to identify the student's needs. When assessing Language Development, important areas to focus on include speech, phonological processing skills, letter recognition, and reading of words and texts (readingrockets.org). It's important to take the student's native language into account, as many students may find it challenging to learn and communicate in their first language (Wagner, Spratt, & Ezzaki, 1989).

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During an 8-week period, carry out interventions and monitor progress. This may involve tier 3 targeted instruction or small group teaching focused on specific learning objectives (palmbeachschools.org). Additionally, the teacher can customize a student's learning experience by creating an Individualized Education Plan (IEP) aimed at enhancing academic performance (Thompson et al., 2005).

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Screen for difficulties in academic subjects, particularly math, reading, and writing. It's also important to assess motor skills, as well as functional and social-emotional behaviors. The screenings should help identify any potential causes of learning disabilities (National Library of Medicine, 2018).

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Once students are screened and their achievement levels are identified, SBT develops individual intensive interventions that include direct and systematic teaching. (Steedly et al., 2008) Teachers can then differentiate instruction to provide additional support to those learners.

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The School-Based Team (SBT) gathers to review progress and RTI data. During this meeting, they determine ESE eligibility and the services that will be offered. The team might also choose to collect data for an additional 8 weeks, while teachers continue to support the student.

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References

https://www.fldoe.org/core/fileparse.php/7590/urlt/0107233-y2006-8.pdf

https://wida.wisc.edu/resources/response-instruction-and-intervention-english-language learners#:~:text=Response%20to%20Intervention%20or%20Responsiveness,and%20linguistically%20responsive%20educational%20systems

readingrockets.org

https://www.ncbi.nlm.nih.gov/books/NBK545498/
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As the process moves forward and services are provided, parents will receive regular updates on their child's progress, which will be closely tracked.

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If it's found that the student has needs related to language acquisition, the ESOL team will implement support systems for both teachers and students. Some suggested practices include offering reading interventions, teaching vocabulary, and arranging peer learning opportunities.