In Multi-tiered System of Support (MTSS) and Response to Intervention (RTI) models, the reading achievement of English Learners (ELs) is assessed multiple times during the school year to monitor students' progress toward meeting grade-level reading standards. Most MTSS/RTI frameworks do not include a comparable system for assessing oral language…

The purpose of this study was to survey the affective and cognitive progress of three classes of pre-first grade transitional students. An introduction discusses the issue of social promotion, or the promotion of a student regardless of the student's degree of mastery of the previous level, as opposed to grade retention. In an extensive literature…