RtI for ELLs Checklist
(Detailed Information on all steps can be found under the “RtI/CLD Toolkit” on the CLD and RtI Blogs)
Step 1- Teacher and/or parent have identified an academic need for an individual student.
Staff responsible for implementation: Classroom teacher and ESL teacher.
 Parents are contacted, concerns are shared, and next steps are explained.
 Tier I interventions are in place. Tier 1 Instruction/Interventions are:
a. Tier 1 Best Practices
b. Additional small group, in the classroom, as needed for core content areas
c. Direct instruction in English language development (pull-out or push-in)
d. ELL Direct Instruction in English Language Development- Avenues, Inside, Edge
e. Bi-lingual Education- Avenues, Content-based ELD
 Teacher begins to document interventions and collect data. Documentation must include the researchbased intervention and progress monitoring tool (such as classroom quizzes, writing samples, spelling tests,
etc.)
 Teacher collects work samples from the student
 Teacher selects average peers with similar background and collects work samples to be used for
comparison.
If need persists:
 Teacher seeks input from grade level team and ESL staff.
 New interventions are tried to meet the student’s needs. Documentation of interventions and data
collection continues.
If need persists:
Step 2 – Based on data, the student’s needs are beyond the classroom teacher’s ability to address with
only Tier 1 supports. The classroom teacher arranges to meet with the Problem-Solving/RtI Team to discuss
progress/achievement and possible targeted interventions that may be necessary.
Staff responsible for implementation: Classroom teacher, interventionist, ESL teacher and/or other RtI team
member (designated by team).
 Parents are contacted and invited to a Tier II meeting. A language acquisition specialist should be present.
 Teacher brings documentation to be reviewed by the RtI team. Documentation must include:
Report cards
 Alpine Achievement: student portfolio, APAS (RtI, ELL, ILP, other learning plans)
Work samples
Peer work samples
ACCESS Report
Current progress monitoring (quizzes, classroom assessments, AIMSweb, DIBELS, etc.).
 Parent-School Partnership signature is obtained during the meeting.
 Research-based intervention(s) are put in place on a consistent, daily basis for 20/30 minutes.
Tier 2 Interventions are delivered in small group (5/7 students) by the classroom teacher or interventionist,
IN ADDITION to the instruction that continues to happen in the classroom. Examples:
a. Small group instruction on the area of need
b. Reteaching or preteaching vocabulary
c. Direct instruction that includes: review previously taught material, state objectives, present
new material, guided practice, feedback
 Six to eight data points are collected using an appropriate (normed) progress monitoring tool or CBM. If
the trend line is going strongly positive or strongly negative, we can make decisions sooner.
 RtI liaison or team member communicates on a weekly basis with the classroom teacher and organizes and
supports with the Intervention, Progress Monitoring (CBMs – 6 to 8 data points), Data Analysis.
 A follow-up meeting is scheduled to review results.
If need persists:
Step 3 - The PST/RtI Team and parents meet to discuss the possibility of a Sp. Ed. referral and the CLD role
and involvement. DO NOT get permission to test/Prior Written Notice (PWN) signed yet.
Staff responsible: Classroom teacher, interventionist, ESL teacher, and/or other RtI team member
(designated by team) Building Team Leader (BTL).
 At this time, the RtI Liaison and classroom teacher should have the following documentation:
 Work samples in area(s) of concern
 Comparable peer work samples
 Alpine Achievement: student portfolio, APAS (RtI, ELL, ILP, other learning plans)
 Documentation of Tier I and Tier II interventions and assessment data
 Any other background information that is relevant to concerns
 New interventions are planned; intensified interventions are discussed and developed with the PST/RtI
Team and building ESL specialist.
Step 4 – Tier 3 interventions. Possible special education evaluation.
Staff responsible: Classroom teacher, interventionist, ESL teacher and/or other RtI team member (designated
by team) Building Team Leader (BTL), CLD team.
 Submit CLD referral, Tier I and Tier II data and supporting documents.
 PST/RtI Team, IEP team, parent(s), and district CLD team work together to review current concerns and
data.
 The district CLD team, PST/RtI Team, IEP team, will evaluate documentation to determine if an evaluation
for special education is warranted.
 If an evaluation is justified, CLD will develop an assessment plan based on needs and level of language
acquisition. Permission for testing (PWN) can be secured after the team receives the evaluation plan from the
CLD office.
Important: Collaboration with CLD can start at any point.