Response to intervention (RTI) is commonly implemented in the elementary grades as a framework for data-informed decision-making regarding the design and delivery of instruction for all students, including those identified with specific instructional needs. In many RTI models, instruction is “tiered” at three levels. Tier I refers to the core curriculum and instruction that all students receive, Tier II refers to supplemental support that some students receive, and Tier III offers an even more intensive level of instruction for students who do not respond adequately to Tier I and Tier II instruction. Educators use this multitiered system to identify students’ needs and respond accordingly with appropriate, research-based instruction and interventions.
We use this framework to conceptualize a multitiered system of support (MTSS) for English learners. Our work focuses on developing, testing, and adapting an MTSS in schools that serve high numbers of English learners, so that model practices address the unique language and literacy needs of students who are learning English as a second language or English and Spanish simultaneously.
Our model includes five components that are key to meeting the needs of English learners through an MTSS. You can learn more about each component by clicking on the boxes below.