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dc.contributor.author Kaplan, Sandra J. en
dc.date.accessioned 2017-05-05T20:39:30Z en
dc.date.available 2017-05-05T20:39:30Z en
dc.date.issued 2017 en
dc.identifier.citation Kapla, Sandra J. 2017. English Learners, Equity, and Early Intervention. School of Education, Sonoma State University. en
dc.identifier.uri http://hdl.handle.net/10211.3/190546 en
dc.description.abstract Purpose of the Study: In California, many English Learners (ELs) struggle to achieve the necessary levels of literacy required for school success. Thus, it is imperative that districts and schools design and implement effective literacy interventions for ELs as well as Native English Speakers (NES) who need additional support. In response to this imperative need, Pastoral Elementary School (PES) implemented a Response to Intervention (RTI) Tier 2 Literacy Intervention program for all students at-risk of failing to achieve literacy for school success. This Tier 2 Literacy Intervention program, which I coordinated and implemented, has been in existence in PES for the past ten years. Procedure: This thesis project summarizes current research in the field that supported the establishment of our R TI program. It describes the system of formative assessments we developed to guide our Tiers 1 and 2 levels of support, and the Tier 2 intervention program. This paper also describes the family support program that is an integral component of our success. Findings: A key finding of this thesis project is the critical imperative of a strong Tier 1 program in Kindergarten and first grade to support students in achieving the literacy benchmark goals by the end of first grade. This finding is supported both by research and by ten years of experience within the tiered intervention program. Conclusions: This thesis project presents research-based recommendations for achieving the goal of meeting end of first grade literacy benchmarks. The emphasis is on formative assessments and tiered early intervention. en
dc.language.iso en_US en
dc.publisher School of Education, Sonoma State University en
dc.title English, Equity, and Early Intervention en
dc.type Thesis en
dc.contributor.sonomaauthor Kaplan, Sandra J. en
dc.contributor.committeeMember Estrada, Kelly en
dc.contributor.committeeMember Mahdavi, Jenifer en
dc.contributor.committeeMember Nelson, Enola, M.S.Ed en


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