Bridgette Buhlman

CIL 604
CLEA #6
RTI for English Language Learners
Introduction:
Response to Intervention (RTI) is a model of tiered instruction that is designed to meet
the needs of all students. RTI is used in many schools across the nation including Jack Dailey
Elementary, here, in Las Vegas, Nevada. There is a significant amount of research that supports
the positive impact that RTI has on student learning. Most of the research indicates that the RTI
process is effective for English speaking students, but is it just as effective for English language
learners (ELLs)? What does research say about the impact RTI has on ELL students? What
must I do to ensure the RTI model benefits my ELL students just as effectively as my Englishspeaking students? Those questions, and because I am a kindergarten teacher at Jack Dailey
Elementary which serves a significant population of students who are ELL, have caused me to
research how the RTI process relates to ELL students.
Article Summary:
In the article, Response to Intervention: Implications for Spanish-Speaking English
Language Learners (Cardenas Hagan, 2015), the author presents staggering statistics regarding
the rapidly growing population of ELL students in public schools. The majority of ELL students
are Spanish speakers and the achievement gap between white and Hispanic students is evident
(Cardenas Hagan, 2015). There is growing evidence that RTI can provide effective interventions
for ELL students who are struggling to read; however, teachers must be educated on best
practices to use with ELL students (Cardenas Hagan, 2015). Teachers must determine if an ELL
students deficits are caused by lack of knowledge of the particular concept or limited second
language development, and then deliver the proper intervention and instruction (Cardenas
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Hagan, 2015). ELL students benefit from explicit instruction, understanding similarities and
differences between second language and first language, partnering with English speaking
students, and having native language support for directions and making connections across
languages (Cardenas Hagan, 2015).
In the article, Considerations for English Language Learners, the author explains that
the process for determining whether students difficulties are due to the normal process of
English language acquisition or limited opportunity for acculturative knowledge acquisition
rather than a disability is neither well understood nor applied by school personnel (Cardenas
Hagan, 2015, p. 1). Therefore, many ELL students are labeled with a learning disability, when in
reality, they need English language development instruction. The author provides information in
five specific areas to ensure students are provided with proper services. First, the RTI team must
demonstrate expertise and include informed parent participation (Cardenas Hagan, 2015).
Second, English as a second language (ESL) instruction must be and ongoing part of Tier 1
instruction rather than a tiered intervention in RTI (Cardenas Hagan, 2015). Third, Tier 2 and 3
interventions must be analyzed, based on specific criteria, and deemed appropriate for ELL
students (Cardenas Hagan, 2015). Fourth, assessments and interpretation of assessments must be
culturally responsive (Cardenas Hagan, 2015). Last, when using curriculum-based measurement
(CBM), populations and normative samples must be compared (Cardenas Hagan, 2015).
In the article, Response to Intervention in Reading for English Language Learners, the
author acknowledges that although RTI practices prove to improve outcomes in the majority of
students, there is little evidence about the effectiveness for ELL students (Vaughn, Hartfelder, &
Ortiz, 2015). The article briefly highlights the knowledge base on reading and RTI for ELLs,
and provides preliminary support for the use of practices related to RTI with this population
(Vaughn et al., 2015, p. 1). The author suggests ongoing and research based professional
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development for teachers and school personnel in order to familiarize them with educating ELL
students (Vaughn et al., 2015). Additionally, the author offers instructions for effective
implementation of universal screening, progress monitoring, and tiered instruction.
Discussion:
The article, Response to Intervention: Implications for Spanish-Speaking English
Language Learners, reminded me of the how rapidly the ELL student population is increasing.
It also reminded me of the challenges that ELLs experience, that are not experienced by their
English-speaking peers. For example, a significant challenge for ELLs is acquiring new
language and new concepts at the same time (Cardenas Hagan, 2015). This is why it is crucial to
use testing across languages to determine if the focus of instruction should be on second
language development, conceptual development, or both (Cardenas Hagan, 2015). Reading this
article made me realize that I must be intentional about assessing, identifying and considering the
challenges so I can ensure I am delivering the most essential instruction and intervention for my
students.
In addition, the article gave me insight on each component of reading as it relates
specifically to ELL students. In regards to phonemic awareness, if a student is able to process
sounds in his or her native language, then it is possible to transfer these same skills to the second
language (Cardenas Hagan, 2015, p. 3). Likewise, if a student is able to master phonological
skills in the first language then he or she is more likely to master this ability in the second
language (Cardenas Hagan, 2015, p. 4). In regards to vocabulary, the article points out that
being aware of similarities of words across languages allows for a meaningful approach to
beginning vocabulary instruction with ELL students (Cardenas Hagan, 2015). However,
instructors must also be aware that students do not spontaneously recognize cognates, or words
in both languages that are similar. They need explicit and purposeful instruction in this area
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(Cardenas Hagan, 2015, p. 6). Understanding the language similarities and potential transfer
process creates a new desire to learn about the native language and development of my new
students.
By understanding their development in their first language, I can determine the
instruction that may help support development in the second language. I have also learned how
important it is to assess word knowledge within and across languages to better understand ELLs
vocabulary knowledge. This information will also guide instruction for ELLs in all 3 tiers of
instruction within the RTI framework (Cardenas Hagan, 2015, p. 6). I have multiple colleagues
who speak Spanish and would be eager to assist me in assessing my ELL students. I will recruit
them during the upcoming year to assist me as needed.
The article, Considerations for English Language Learners, introduced me to a new term
culturally and linguistically diverse (CLD). I did not realize how many CLD and/or ELL
students get placed in special education for the wrong reasons. The article informed me about
how each tier of RTI instruction can be formed to best meet CLD and ELL student needs. As a
result of reading this article, I plan to intentionally make English language development (ELD)
part of my Tier 1 instruction.
Furthermore, in regards to Tier 2 and Tier 3, explicit instruction that builds on literacy
skills in the primary and secondary languages has proven to be effective; however, culturally
responsive intervention practices must be validated for the targeted populations of students
(Rinaldi, 2015). In addition to making sure instruction/intervention are implemented in a
culturally, linguistically, and developmentally appropriate manner, there are questions I can, and
will, ask myself when addressing common challenges with implementing Tier 2 and 3
interventions for CLD and ELL students. For example, do Tier 2 and Tier 3 interventions
supplement core instruction (not replace it)? If students did not make sufficient progress with
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Tier 2 intervention, are the Tier 3 interventions delivered with higher intensity? (Rinaldi, 2015,
p. 3). These questions will assist me as I evaluate the interventions for all students, but
specifically for CLD and ELL students.
The final article, Response to Intervention in Reading For English Language Learners,
made me aware that universal screenings must be conducted using native language and/or
English measures that have demonstrated high validity and reliability (Vaughn et al., 2015, p.
3). This will benefit my students by giving them an opportunity to demonstrate their
understanding in their native language. It will allow me, as the teacher, to understand what skills
they have that might transfer over to the second language if given proper instruction. Also, when
progress monitoring, I will consider students accents and pronunciations when scoring English
measures and provide appropriate interpretations when words are mispronounced (Vaughn et
al., 2015, p. 3). I will also take into consideration that ELL students may be acquiring word
meaning while acquiring word reading; therefore, oral reading fluency may advance at an
expected rate early (while students are focusing on word reading) and then proceed at a lower
than expected rate later when students are focusing more on word meaning (Vaughn et al., 2015).
Again, the knowledge of the process of learning for ELL students helps me as an educator
because the more I understand my students, the better I can meet their instructional needs.
When administering Tier 1 and Tier 2 instruction, I will not wait for the development of
oral English language to meet expectations before providing reading instruction and intervention
(Vaughn et al., 2015). Instead, I will be intentional about administering Tiered instruction and
oral language instruction simultaneously. In addition, I will scaffold language and opportunities
to respond. When my ELL students receive Tier 3 intervention, I will make a conscious effort to
have the intervention provided by a well-trained specialist such as a bilingual education or ESL
teacher with a strong background in literacy, or a learning disability teacher who has a strong
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background and understanding of the educational needs of ELLs (Vaughn et al., 2015, p. 5).
Conclusion:
In conclusion, I have realized that the RTI process proves to be beneficial for all students
including ELLs. The difference is that a careful attention needs to be paid to the language
development of ELL students, which occurs at the same time as learning literacy skills. All
instructional strategies that are effective for English speaking students are also effective for
ELLs. The difference lies in understanding the challenges of ELLs, being aware of the language
development in both first and second language, using additional strategies that help ELL students
make connections across languages, and being a teacher who is highly interested in ensuring
ELL students make adequate progress. Appropriate practices for teaching ESL must be
embedded in instruction, such as, repetitive language, rapid pacing, modeling, time to practice
and discuss reading, and systematic and explicit instruction (Vaughn et al., 2015). I intend to
intentionally implement these strategies on a consistent basis. I will also continue to study
current research, regarding ELL literacy learning and the RTI process, which will give me the
ability to provide ALL students with the highly effective instruction.

Annotated Bibliography
Cardenas Hagan, E. (2015). Response to Intervention: Implications for Spanish-Speaking
English Language Learners. Retrieved from http://rtinetwork.org/learn/diversity/
Elsa Cardenas Hagan, a Doctor of Education at the University of Houston, shares
research on the growing ELL population and the achievement gap between Hispanic and
white populations. To close the gap educators must identify and understand why each
ELL student struggles (language or skill deficit) so that proper instruction can be
delivered in all Tiers. This article contributed to my understanding of literacy
development in ELL students.
Rinaldi, C., Ortiz, S., & Gamm, S. (2015). Considerations for English Language Learners.
Retrieved from http://rtinetwork.org/getstarted/sld-identification-toolkit/ld-identificationtoolkit-considerations-for-ell
Multiple authors provide guidelines to follow when determining if a CLD or ELL student
has a learning disability, skill deficit, or is in need of additional tiered intervention.
Guidelines are suggested for implementation of an expert RTI team, parent participation,
tiered instruction and assessment interpretation. This article supports my desire to gain
practical and effective information to better serve ELL students.
Vaughn, S., Hartfelder, H., Ortiz, A. (2015). Response to intervention in reading for English
language learners. Retrieved from http://rtinetwork.org/learn/diversity/
Authors describe the existing knowledge of RTI in relation to ELL students and suggest
instructional practices that educators should follow in order to effectively implement
components of RTI with ELL students. The information in this article supports my
development as a teacher and gives me specific tools to apply to my teaching.