In this article, the authors describe a Southern California school district's application of response to intervention for all students to bring about successful academic outcomes. Chula Vista Elementary School District's strong commitment to addressing all students' needs using response to intervention, with particular attention to English language learners, has served the district and its students well. In 2003, Chula Vista scored 689 on the California Academic Proficiency Index; in 2010, the district scored 848, exceeding the state goal of 800. During the same seven-year period, the percentage of English language learners scoring proficient or advanced in English language arts increased from 20 percent to 50 percent, and the percentage scoring proficient or advanced on math rose from 31 percent to 65 percent. The district's professional development model for content-specific academic language focuses on four major themes: (1) Planning for purposeful talk aligned to purpose and standards; (2) Creating an environment that encourages academic discourse, which includes scaffolding language to connect with previous knowledge, teaching routines of talk and attending to physical room arrangements; (3) Managing academic discourse through student grouping and collaborative activities; and (4) Assessing academic language development continuously and addressing identified needs.