The English Learner and Response to Intervention
Response to Intervention (RtI) is a systematic, data-driven process that seeks to prevent
academic and behavioral difficulty for all students. The process is grounded in research-based
instruction, early intervention, and frequent assessment of student progress. All students,
including English learners (ELs), benefit from the goals of RtI.
All teachers who support ELs should differentiate instruction according to the child’s
language proficiency and make the content comprehensible. Good Tier 1 instruction includes
ESL services as well as strong Tier 1 core practices. ESL instruction is part of those core
practices for Tier 1. It is important to note that ELs take 5-7 years to develop full proficiency.
Below is additional guidance and resources.
Tier 1
English learners in Tier 1:
 Receive ESL services from ESL professional.
 Are supported by differentiated instruction by the classroom teacher.
 Are supported by techniques that ensure comprehensible input by the classroom teacher.
 Are supported by teachers who have awareness of cultural factors that impact student
progress.
 Are monitored by classroom teachers and the ESL teacher.
Tier 2
English learners may be referred for Tier 2 services if:
 The student’s proficiency level is higher than a level 1.
 There is clear evidence that Tier 1 instruction has been implemented thoroughly with a
focus on strategies to differentiate specifically for ELs.
 The student has not shown progress on the annual assessment of English language
proficiency.
 The student fails to meet important academic benchmarks or behaviors and has not
responded to Tier 1 core practices.
 The classroom teacher has discussed the concerns with the ESL teacher and they agree
that language acquisition is not the main concern.
Consideration must be given to the child’s proficiency level and the intervention tool.
ESL teachers do not provide the Tier 2 intervention during the child’s ESL instruction.
Tier 3
English learners may be referred for Tier 3 services if:
 The student’s proficiency level is higher than level 1.
 Tier 2 interventions have not been successful.
 The student has not shown progress on the annual assessment of English language
proficiency.
 The classroom teacher has discussed the concerns with the ESL teacher and they agree
that language acquisition is not the main concern.
Consideration must be given to the child’s proficiency level and the intervention tool.
ESL teachers do not provide the Tier 2 intervention during the child’s ESL instruction.
Resources to Support ELs
Title
Performance
Definitions
Can-do Descriptors
Developing a
Culturally and
Lingustically
Responsive
Approach to
Response to
Instruction &
Handbook for
Educators of
Students Who Are
English Language
Learners With
Suspected
Disabilities
The Special
Education Referral
and
Decision-Making
Process for English
Language Learners:
Child Study Team
Meetings and
Placement
Conferences
September 2013
Location
http://www.wida.us/standards/eld.
aspx (on the right under 2007 ELP
Standards
http://www.wida.us/standards/CA
N_DOs/
http://www.wida.us/resources/
Content
A tool that defines proficiency
levels
A tool to assist teachers in
differentiating for ELs and for
understanding the various
performance/proficiency levels.
A document that serves as a bridge
between English language
development standards and RtI.
http://www.doe.virginia.gov/instru A collaborative project resulting in
ction/esl/resources/handbook_educ a research-based tool to assist
ators.pdf
educators in determining if an EL
has a disability.
http://www.colorado.edu/educatio
n/faculty/janetteklingner/Docs/Kli
ngner%20&%20Harry_The%20Sp
ecial%20Education%20Referral%
20and%20DecisionMaking%20Process.pdf
At research-based article on the
identification of English learners
for exceptional education.