RTI Implementation and Differentiation for Primary School English Language Learners

Abstract

This paper explores how one English as a Second Language (ESL) teacher assistant implemented RTI scripted ELA interventions at the primary (K–2) level. Using a variety of research analysis methods, the lesson plan record and detailed journal from the period in which the self-study was conducted were thoroughly analyzed. The analysis resulted in the identification of at what point I recognized a need for changes to the RTI plans for my ELL students, how specifically the RTI plans were modified to better accommodate my ELLs’ needs, and finally, what resulted from the modifications that I implemented. Through this self-study, I determined six conclusions and five implications. I concluded that ELLs require modifications when using scripted lessons and manipulatives with motivation and engagement. I concluded that school administration need to actively reevaluate and adjust RTI schedules regularly, along with encouraging strong partnership between the providers of Tier One, Two, and Three instruction. The self-study also revealed that technology was an important mode of modification used in today’s classroom for ELLs. Student learning implications were the need for RTI adjustments to better meet students’ need for motivating and engaging content and the creation of a RTI program, with the ESL population as the target audience. Implications for teachers included the requirement for modification to RTI meet the needs of ELLs, the importance of quality teacher investigation and collaboration to identify and address ELLs’ learning difficulties, and the creation of RTI with fluid movement of ELLs to other RTI instructional grade levels.