National Center on Response to Intervention (RTI)

This article, released by the Council for Exceptional Children (CEC), discusses strategies to help English-language learners (ELLs) and culturally and linguistically diverse (CLD) students succeed in school.  It focuses on ways to properly assess ELLs and CLD students for learning disabilities and limit inappropriate referrals for special education, with an emphasis on how RTI can play a role.

HTML Version

This 2008 brief discusses how RTI can be adapted for English Language Learners (ELL).  It provides an initial framework in the use of RTI that considers students’ life experiences, including their language proficiencies in their first and second language, as well as the contexts in which they are taught. The brief begins by explaining what RTI is, and how the three tiered model of instruction and intervention can be used with ELL students.  The brief then provides a detailed table of information for each tier that delineates guiding questions, instruction/intervention, service provider and necessary service provider skills.  The brief concludes with an overview of how RTI can help students in general, and ELL students in particular. This brief was written by Julie Esparza Brown, of Portland State University, and Jennifer Doolittle, of the Office of Special Education Programs in the U.S. Department of Education, and disseminated by the National Center for Culturally Responsive Educational Systems (NCCRESt).

PDF Version

This series of professional learning modules, released by the National Center for Culturally Responsive Educational Systems (NCCRESt), presents Response to Intervention (RTI) as a culturally responsive framework for ensuring evidence-based, high-quality opportunities to learn in inclusive settings for all students, including those who are culturally and linguistically diverse.  Together, the modules are designed to help participants become familiar with the basic structures and features of culturally responsive RTI, expand upon traditional views of what counts as evidence in research and practice, and design interventions that take into account the role of culture in teaching and learning.

HTML Version

This 2007 educators’ guide provides information on disproportionality--what it is, issues that contribute to it, implications for students, schools, and communities, and practices that can create positive change,  including response to intervention models, early intervening services and positive behavior supports.  An overview of these approaches and district-specific case studies are presented.  This report is a collaborative effort of the National Education Association (NEA) and the National Association of School Psychologists (NASP). It was prepared by Patti Ralabate of NEA and Mary Beth Klotz of NASP, and was produced by the NEA Education Policy and Practice Department. 

HTML Version

This presentation provides an overview of disproportionality as it relates to school discipline. It outlines the reporting requirements under IDEA 2004, highlighting those specific to disproportionality. It then provides information on the research underlying the disproportionality of minorities and students with disabilities in school discipline data. The presentation concludes by offering potential responses to disproportionality, including procedures stipulated by federal law and Local Equity Action Development (LEAD) Projects. The presentation was given by Russ Skiba, of the Center for Evaluation and Education Policy at Indiana University, at the Annual Meeting of the Council for Exceptional Children, held in Salt Lake City, Utah, on April 6, 2006.

Powerpoint Version

This 2006 brief on preventing disproportionate representation in special education seeks to answer the question, “Are we identifying and serving the ‘right’ students?” It was written by Shernaz B. García and Alba A. Ortiz and  produced by the National Center for Culturally Responsive Educational Systems.

 PDF Version

This April 2006 presentation discusses RTI for English Language Learners, particularly within the context of a 3-tiered literacy intervention. It was presented by Sylvia Linan-Thompson of the University of Texas at Austin and produced by the National Center for Culturally Responsive Educational Systems.

Response to Intervention and EL Learners: Questions and Some Answers

This presentation discusses what an RTI model might look like for culturally and linguistically diverse students. It was presented by Janette Klingner of the University of Colorado at Boulder and produced by the National Center for Culturally Responsive Educational Systems

Considerations When Using RTI Models with Culturally and Linguistically Diverse Students

This September 2007 presentation (1) discusses equity in learning opportunities and outcomes, (2) identifies problematic assumptions about culture and learning and (3) outlines challenges to RTI models and steps to address these challenges. It was presented by Alfredo J. Artiles of Arizona State University and produced by the National Center for Culturally Responsive Educational Systems

  Challenges to Response to Intervention (RTI) Models: Equity and Cultural Considerations

This 2005 brief provides an overview of culturally responsive considerations and challenges when implementing RTI. It was produced by the National Center for Culturally Responsive Educational Systems.