"Response to Intervention for English Language Learners (ELLs)" by Stacie K. Pettit and Nao-Cheng Kuo

Journal of Contemporary Research in Education

Article Title

Response to Intervention for English Language Learners (ELLs): Using Data Collection, Goal Setting, and District Level Support for Instructional Improvement

Authors

Stacie K. Pettit, Augusta University
Nao-Cheng Kuo, Augusta University

Abstract

Response to Intervention (RTI) has become a mandatory educational policy in many states. However, issues on how school districts use RTI to support English Language Learners (ELLs) has not been fully discussed in literature. In this study, artifacts including school RTI manuals and handbooks for instructing ELLs were analyzed. A survey with all school district ELL coordinators in one of the states where RTI is mandated in K – 12 was also conducted. The purpose of this study is to help educators and researchers in the field of language education understand how schools use RTI to support ELLs and how to maximize the value of RTI to reach diverse learners.

Relational Format

Journal Article

Recommended Citation

Pettit, Stacie K. and Kuo, Nao-Cheng (2020) "Response to Intervention for English Language Learners (ELLs): Using Data Collection, Goal Setting, and District Level Support for Instructional Improvement," Journal of Contemporary Research in Education: Vol. 7: Iss. 1, Article 6.
Available at: https://egrove.olemiss.edu/jcre/vol7/iss1/6

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