Mainstream Teachers and the Response to Intervention Process for English Language Learners


Spring 4-29-2015



Degree Name


Primary Advisor/Dissertation Chair

Pam Telleen

Secondary Advisor/Reader One

Ann Mabbott

Peer-Reviewer/Reader Two

Samantha Olson-Wyman


The research questions addressed in this project were, what methods and resources are mainstream teachers using throughout the Response to Intervention process to be appropriate for English language learners? How can the ESOL teacher be a part of this decision? The motivation for this capstone was the observation of misidentification of English language learners (ELLs) in the Response to Intervention (RTI) process. It summarizes interviews with elementary teachers reflecting on their experiences with ELLs and RTI. The interviews revealed that the teachers were providing some differentiated instruction for ELLs, but were using many of the same assessments and interventions with all students, regardless of the level of language acquisition, in the RTI process. The author outlines a proposal for professional learning in the areas of language objectives and the use of language assessment to assist teachers with Tier 1 instruction as part of the RTI process.


ESL/ ELLs, Response to Intervention

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