Increasingly, American educators are faced with the challenge of appropriately instructing, assessing, and identifying English learners who may be struggling academically. Given English learners may be overrepresented in special education while still others may be underrepresented but demonstrate a need, figuring out a process to distinguish between language difference and disabilities is an urgent need. This session will explore some options for identification but emphasize practical instructional processes within an RtI/MTSS approach.
