Disentangling language from disability: Teacher implementation of Tier 1 English language development policies for ELs with suspected disabilities

Can Response to intervention (RTI) be used to more accurately differentiate between ELs who are having difficulties due to a lack of opportunity to learn English, and those who need special education services? This article posits that RTI can be used for this purpose when it is done correctly. RTI can rule out the lack of opportunity to learn English when the RTI includes high-quality Tier 1 English language development (ELD). This study examines teachers' abilities to implement RTI and ELD in order to disentangle language from disabilities.