Response to intervention (RTI) allows schools to support the academic success of English learners (ELs) while helping educators rule out cultural or linguistic differences and educational background as the root of ELs’ academic or behavioral struggles. However, in rural schools, insufficient training in how to effectively instruct ELs and limited experience teaching ELs due to local demographics may lead RTI teams to prescribe inappropriate interventions or to avoid putting ELs through the RTI process altogether. The framework proposed in this article guides rural RTI teams through the process of considering the factors that might be influencing the performance of struggling ELs to provide these students with the supports they need to benefit from core instruction and tiered interventions.

中文翻译：

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超越对干预的传统反应：帮助农村教育工作者了解英语学习者的需求

响应干预 (RTI) 允许学校支持英语学习者 (EL) 的学业成功，同时帮助教育工作者排除文化或语言差异以及教育背景作为 EL 学业或行为斗争根源的可能性。然而，在农村学校，如何有效指导 EL 的培训不足以及由于当地人口统计而导致的 EL 教学经验有限，可能会导致 RTI 团队开出不适当的干预措施或完全避免让 EL 完成 RTI 过程。本文中提出的框架指导农村 RTI 团队通过考虑可能影响陷入困境的 EL 表现的因素的过程，为这些学生提供他们从核心教学和分层干预中受益所需的支持。