A Cultural, Linguistic, and Ecological Approach to Response to Intervention with English Language Learners

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).