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This NCCRESt practitioner brief explains how to implement RTI in a way that will provide an equitable educational opportunity for students who are English language learners. It asserts that knowledge of each child’s particular set of life experiences as well as teacher-related and school-related issues must be taken into consideration when beginning implementation of RTI. It points out that educators must also be knowledgeable in first and second language acquisition principles and culturally responsive pedagogy and have access to specialists in differentiating cultural and linguistic differences from disabilities.


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