Supporting English Language Learners Through Response to Intervention: What Preservice Teachers Need to Know

• In Event: Roundtable Session 5
  In Roundtable Session: Diverse Frameworks to Guide Preservice Teacher Instructional Practices

Abstract

Through a survey of thirty-three school district stakeholders, we explored how districts are currently using the Response to Intervention (RTI) model with English Language Learners (ELLs). School archives such as RTI manuals were examined for data triangulation. The purposes of this study are twofold. First, because RTI is an approach and not a fixed method, pre-services teachers need to be aware of different implementation models of RTI with ELLs in school settings. Second, practitioners’ experiences provide teacher educators with valuable information about what skills pre-service teacher need to cultivate in their teacher preparation programs. Challenges that RTI stakeholders are facing regarding the education of ELLs will also be discussed in this session.

Authors

• Stacie Kae Pettit, Augusta University

• Nai-Cheng Kuo, Augusta University