Interventions for English Language Learners: A Review

English Language Learners (ELLs) are individuals who have “sufficient difficulty reading, speaking, writing, or understanding the English language” (US Department of Education, 2014). These individuals require strategic and targeted instruction in order for them to succeed in classroom settings. This population represents a clear area of need in the American education system. ELLs are the fastest growing student population in the United States (U.S. Census Bureau, 2010). However, general education teachers consistently report feeling underprepared in their ability to accommodate the unique needs of the ELLs in their classroom (Durgunoğlu & Hughes, 2010, 35). This review only includes high quality sources. The purpose of this literature analysis is to comprehensively evaluate the experiences of English Language Learners, in order to better ascertain the accommodations that they are receiving in the context of the American education system. Through my analysis it is evident that this population has clear needs that are not currently being met. However, if ELLs are provided with tiered interventions, they show significant improvements in their language acquisition.

Diversity Beyond Disability

The effective delivery of special education relies heavily upon the type of family collaboration beyond the students' disability, an area that is commonly overlooked in education. Hence, based on the schema presented here, the students' unique cultural and familial needs become paramount in boosting student achievement. The author contends that inclusive practices, coupled with a peacemaking curricula that is culturally responsive, has the potential to provide the ripe amount of programming to enable students to become change agents. Additionally, peacemaking coupled with diversity, tiered interventions, and family collaborations enlarge the floor of opportunity for students with special needs. Students with identified special and other needs and who come from diverse backgrounds benefit not only from rigorous and goal-centered instruction, but also from culturally responsive teaching and pedagogy beyond their disability, embedded with culturally-responsive family collaboration.

Estimating future smoking in Danish youth – effects of three prevention strategies

Aims: Preventing smoking and aiding cessation among youth and young adults carries the possibility of reducing future smoking prevalence significantly. This paper estimates the impact on future smoking prevalence of 25 year olds by increasing tobacco prices, securing indoor smoke-free homes and implementing school-based multi-tiered interventions. Methods: Utilizing a multi-state Markov model, a status quo projection of the smoking prevalence from years 2017 to 2030 were compared with projections of the smoking prevalence in 2030 considering the impact of the three prevention strategies. Results: In a status quo projection, 27.0% of Danish 25-year-old females are expected to be smokers in 2030, while 13.2% would be smokers in 2030 were all three prevention strategies in effect from 2019. By itself, increasing tobacco prices by 50% reduced the prevalence of smokers among 25-year-old females to 14.8% in 2030, a relative reduction of 47.5%. For 25-year-old males in 2030 the reductions were similar, with a prevalence of 16.6% when all three prevention strategies were in effect, a relative reduction of 51.5%. Conclusions: Implementing increasing tobacco prices, indoor smoke-free homes and school-based multi-tiered interventions in Denmark is likely to significantly decrease youth smoking prevalence in the future. However, these three strategies will not produce a smoke-free generation without other initiatives.

Diversity Beyond Disability

The effective delivery of special education relies heavily upon the type of family collaboration beyond the students' disability, an area that is commonly overlooked in education. Hence, based on the schema presented here, the students' unique cultural and familial needs become paramount in boosting student achievement. The author contends that inclusive practices, coupled with a peacemaking curricula that is culturally responsive, has the potential to provide the ripe amount of programming to enable students to become change agents. Additionally, peacemaking coupled with diversity, tiered interventions, and family collaborations enlarge the floor of opportunity for students with special needs. Students with identified special and other needs and who come from diverse backgrounds benefit not only from rigorous and goal-centered instruction, but also from culturally responsive teaching and pedagogy beyond their disability, embedded with culturally-responsive family collaboration.

Beyond Traditional Response to Intervention: Helping Rural Educators Understand English Learners’ Needs

Response to intervention (RTI) allows schools to support the academic success of English learners (ELs) while helping educators rule out cultural or linguistic differences and educational background as the root of ELs’ academic or behavioral struggles. However, in rural schools, insufficient training in how to effectively instruct ELs and limited experience teaching ELs due to local demographics may lead RTI teams to prescribe inappropriate interventions or to avoid putting ELs through the RTI process altogether. The framework proposed in this article guides rural RTI teams through the process of considering the factors that might be influencing the performance of struggling ELs to provide these students with the supports they need to benefit from core instruction and tiered interventions.

'He said he was going to kill me'

This article uses a case study design to explore attempted intimate femicide in metropolitan São Paulo, Brazil. We conducted 30 in-depth interviews with adult women on community and personal relationship experiences, health-care services, and national legislation about violence against women. Through a thorough transcript review, we identified two participants, Maria* and Raquel*, whose intimate partners attempted to kill them. We used a modified grounded theory approach to code the entire sample, and further analysed these transcripts to identify missed opportunities for intervention in both the prevention of- and responses to intimate partner violence (IPV), and the antecedents of attempted intimate femicide. Both women had normalized experiences of violence, and experienced psychological abuse prior to the attempted intimate femicide. Social and familial networks were sources of shame for Raquel and support for Maria. Neither woman expressed confidence in law enforcement’s ability to protect women and girls from IPV. These cases illustrate the need for multi-tiered interventions to prevent femicide in Brazil, which boasts one of the highest global female homicide rates. Although anti-femicide laws exist, better mechanisms are needed to integrate health, legal and social services for IPV and femicide prevention. In addition, community- and interpersonal- level interventions that counteract the Brazilian ‘culture of violence’ and machismo may provide support for at-risk women and girls. *pseudonyms have been used to protect the identity of the participants

Using School Improvement and Implementation Science to Integrate Multi-Tiered Systems of Support in Secondary Schools

The purpose of this paper is to describe the integration of tiered interventions and supports in secondary schools, sometimes referred to as multi-tiered systems of support (MTSS). The interventions include academic, behavioural, social, and emotional supports for all students. A description of the connections across specific MTSS systems, datasets, and practices is discussed. The article addresses the implementation of MTSS through the lens of school improvement and implementation science. A case example of a school implementing MTSS is provided to highlight the strengths and challenges of MTSS in secondary settings.