We Need to “Catch Them Before They Fall”: A Case Study of One School Districts’ Journey of RTI (Response to Intervention) Implementation for Elementary English Language Learners

• In Event: Roundtable Session 2
  In Roundtable Session: Constructions of Ability: From Psychological to Sociocultural Considerations

Abstract

This paper is based on a study of the RTI implementation plan for ELLs in bilingual, dual language, newcomer, and ESL programs created by an urban school district in Central Texas. We focus on the process of how the district responded to mandates surrounding RTI while also taking into account the needs and experiences of their diverse population of ELLs. Three main findings will be highlighted; the importance of the shift from special education to curriculum areas for the RTI implementation, the feelings of inadequacy and lack of training on the part of teachers and specialists, and the unique challenges of implementation due to the complexity and diverse backgrounds of the ELLs in the district.

Authors

• Minda M. Lopez, Texas State University - San Marcos

• Marie Arnold Mendoza, North East Independent School District