Esparza-Brown, J., & Doolittle, J. (2008)

Describes a tiered-RtI model or framework which outlines cultural, ecological, and linguistic considerations for ELLs at each tier. Also discusses the prerequisite knowledge and skill base required for educators who will work with this population of learners.

http://www.nccrest.org/Briefs/Framework_for_RTI.pdf

Heraldo V. Richards, H., Peay, A., & Forde, T.

Defines culturally responsive pedagogy and lists specific activities for becoming a culturally responsive teacher and implementing culturally responsive instruction.

http://www.nccrest.org/Briefs/Diversity_Brief.pdf?v_document_name=Diversity Brief

Gersten, R., Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007)

A practice guide, from the Institute of Education Sciences (IES) National Center for Education Evaluation and Regional Assistance, which presents recommendations for teaching literacy to English Language Leaners (ELLs) in the elementary grades. Recommendations, which are grounded in empirical research, focus on the following topical areas: curriculum selection, assessments for monitoring progress, and expectations for student achievement and growth.

http://www.centeroninstruction.org/resources.cfm?category=ell&subcategory=&grade_start=&grade_end=

Francis, D., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006).

First in a series of three books, this document presents recommendations grounded in empirical research regarding instruction and instruction in the areas of reading and math for ELLs

(Under cooperative agreement grant S283B050034 for U.S. Department of Education). Portsmouth, NH: RMC Research Corporation, Center on Instruction

http://www.centeroninstruction.org/files/ELL1-Interventions.pdf

Echevarria, J. & Hasbrouck, J. (2009)

The authors have designed this brief for educators who are interested in RtI, specifically how RtI can meet the needs of LEP/EL Learners.  The authors emphasize the importance of having an ESL teacher involved in the RtI data-based decision making process.  After giving a description of the tiers in an RtI model and the use of assessments in RtI, the brief discusses considerations for English Learners and effective teaching practices to consider with this population. 

http://www.cal.org/create/resources/pubs/CREATEBrief_ResponsetoIntervention.pdf

Baca, Leonard (2009)

Presented by Dr. Leonard Baca (University of Colorado at Boulder) in April 2009 at the Buffalo State College’s Annual Exceptional Education Graduate Research Symposium. Presentation summarizes the current state of research as it related to best practice instruction for ELLs. Outline the factors from an ecological model that need to be taken into consideration when implementing the RtI process with ELLs.

Implementing Response to Intervention with English Language Learners - Baca 2009.pdf

Garcia, Shernaz (2009)

A March 2009 presentation by Dr. Shernaz Garcia at the New York State Association for Bilingual Education Conference. The presentation outlines key issues relative to RtI and students who are bilingual and learning English as a second language. Presents a framework to help schools conceptualize an RtI model/process that is responsive to the cultural and language needs of students whose native language is not English.

Implications of Response Implications of RtI for Bilingual & ELLs - Garcia (2009).pdf

Dr. Laura Sáenz for the National Center on Student Progress Monitoring (2008)

Discussed the advantages of using CBM to monitor the progress of students who are considered English language learners within an RtI model or process.

http://www.studentprogress.org/library/Webinars.asp#ELLReading

The Center on Instruction provides informational materials and resources on NCLB and evidence-based practices in reading, math, science, Special Education and English Language Learning instruction.

http://www.centeroninstruction.org/

NCCREST is a federally funded project that provides technical assistance and professional development on issues related to students from culturally and linguistically diverse backgrounds. The project aims to reduce inappropriate referrals to special education by establishing and disseminating information regarding effective culturally response practices, early intervention, literacy and positive behavioral supports.

http://www.nccrest.org/

A division of the New York State Education Department, OBE provides technical assistance and support to districts in developing and implementing educational programs for limited English proficient (LEP) students. Website includes information on legislative requirements involving the education of LEP students. Also includes resource materials to assist schools in meeting the linguistic needs of students from diverse culturally backgrounds.

http://www.emsc.nysed.gov/biling/bilinged/info.html