Coordinate with school special ed personnel to work out a plan, e.g., Response to Intervention (RTI).

(Source: Understanding Response to Intervention & Multi-Tiered System of Support)

For Tier 1, try multiple interventions.

• Give it a month.

• Keep track of each, noting effects.

• Consider Tier 2 if no progress after 6 months.

Summary: Find ways of better meeting the needs of ELLs with learning disabilities by emphasizing instruction that's "simultaneously responsive to their disability, English language status, and culture."

-unprompted acting out

-aggressive behavior / language

-falling asleep in class

-unwillingness to participate

-unexcused absences

-inappropriate responses to questions

-etc.

• native language & literacy skills;

• English language & literacy skills;

• cultural factors affecting test / school performance;

• family and developmental history;

• educational history

Note: Assessments are best designed for and given in the native language.

Ensure students receive:

• Culturally and linguistically responsive and relevant instruction

• Culturally and linguistically responsive teachers

• Support in general education classrooms

• Supportive learning environment

• Assistance with English language acquisition

• Intensive research-based interventions

Consider:

• visuals to strengthen concepts & vocabulary;

• cooperative learning and partner tutoring;

• strategic use of students' native language

• chances for students to practice speaking English in both formal & informal contexts;

• emphasis on vivid vocab to hold interest