Response to Intervention (RTI) and English Learners

Description

Chapter 1 Using RTI with English Learners

Chapter 2 The Big Picture: Cultural and Linguistic Realities

Chapter 3 Assessment and Data Based Decision Making for English Learners

Chapter 4 Tier 1: What Is Best Practice for Teaching English Learners?

Chapter 5 Tier 2 and Tier 3 Interventions for English Learners

Chapter 6 How to Distinguish Disability from Linguistic Differences

Chapter 7 Special Considerations for Secondary English Learners

Jana Echevarría is Professor Emerita of Education at California State University, Long Beach where she was selected as Outstanding Professor. She has taught in elementary, middle, and high school in general education, special education, ESL, and bilingual programs. She has lived in Taiwan, Spain, and Mexico where she taught and conducted research. Her UCLA doctorate earned her an award from the National Association for Bilingual Education’s Outstanding Dissertations Competition and subsequent research and publications focus on effective instruction for English learners, including those with learning disabilities. She has presented her research across the U.S. and internationally including Oxford University (England), Wits University (South Africa), Harvard University (U.S.), South East Europe University (Macedonia), and University of Barcelona (Spain). Publications include the popular SIOP book series and over 50 books, book chapters, and journal articles.

Catherine Richards-Tutor is an Associate Professor in the special education program at California State University, Long Beach. Before receiving her doctorate from the University of California, Santa Barbara, Dr. Richards-Tutor worked as a classroom teacher, a reading specialist for students at-risk, and a behavioral consultant. In 2009 she was awarded the Early Academic Career Excellence Award at CSU Long Beach for her accomplishments in research, teaching, and professional service. Dr. Richards-Tutor has worked with many districts and schools with high percentages of English Learners in implementing RTI in both academics and behavior. Currently, she is Co-PI on Project EQALS, Evidence-based, Quality Professional Development in Algebra for Learner Success, which is funded by the California Department of Education. Her research and publications focus on reading and math interventions and progress monitoring for English learners, particularly within a RTI model.

MaryEllen Vogt is Professor Emerita of Education at California State University, Long Beach. Dr. Vogt has been a classroom teacher, reading specialist, special education specialist, curriculum coordinator, and university teacher educator. She received her doctorate from the University of California, Berkeley, and is a co-author of sixteen books, including Reading Specialists and Literacy Coaches in the Real World (3rd ed., 2011) and the SIOP® book series. Her research interests include improving comprehension in the content areas, teacher change and development, and content literacy and language acquisition for English learners. Dr. Vogt was inducted into the California Reading Hall of Fame, received her university’s Distinguished Faculty Teaching Award, and served as President of the International Reading Association.

• Provides important background information on RTI—its purposes and components:
• NEW! Addresses universal screening, progress monitoring, diagnostic measures, and data-based decision making in a new Chapter 3 on assessment.
• Shows the assessment-instruction relationship as the foundation of effective RTI and how to use assessment to make intervention decisions.
• Presents concrete ideas for progress monitoring and making decisions based on the data.
• Looks at a sample class and walks readers through the assessment process, including the use of Curriculum Based Measures (CBM).
• Provides clear, concrete guidance for making decisions about English learners and their instructional program (Ch. 6).
• Discusses issues surrounding English learners and decisions about learning disabilities to provide insight into what might be expected for students learning in a second language.
• Includes ready-to-u se ideas and activities for implementing the eight components of the SIOP Model in an RTI framework:
• Covers PDToolkit resources, including videos, to give readers access to a wide range of video examples of effective teaching and interviews discussing various aspects of RTI and the material in the text. (Margin notes in each chapter)
• NEW! One or more references to PDToolkit are included in each chapter, allowing readers to access videos and documents related to the chapter content, and bring the material and concepts alive. The documents are downloadable.
• Gives readers a useable, research-validated approach for teaching English learners as a framework for lesson planning and delivery of effective instruction for English learners (Chapter 4 on Best Practices for Teaching English Learners).
• From the Field featuresin each chapter include insights from a teacher, administrator, school psychologist, or other specialist on topics from their experience.
• NEW! Half of the interviews are new to this edition.

This authoritative guide for ensuring all students are able to achieve high standards is an essential resource for educators in any school with English learners. It provides practical help for designing and implementing effective RTI programs using the SIOP^® Model, and ensuring the appropriate type of instruction that English leaners need and deserve. Response to Intervention (RTI) and English Learners, 2/e includes important background information on RTI; examines the academic and linguistic challenges that English learners face; and covers appropriate and effective multi-tier instruction, assessment, and intervention with RTI, specifically for English learners. The authors include recommendations for implementing the eight components of the SIOP^® Model for Tier 1 within an RTI framework, and additional suggestions for implementing RTI in secondary schools. The new, Second Edition features:

• A reorganized chapter on intervention (Ch. 5) shows the continuum of services between Tiers 2 and 3, and discusses reasons for increasing intensity of services.
• A new Chapter 3 on How to Distinguish Disability from Language Difference.
• A revised chapter on Special Considerations for Secondary English Learners, reflecting changes in practice and research related to RTI in the secondary grades.
• One or more references to PDToolkit are included in each chapter, allowing readers to access videos and documents related to the chapter content, and bring the material and concepts alive. The documents are downloadable.
• Half of the From the Field interviews are new to this edition.

• NEW! A reorganized chapter on intervention (Ch. 5) shows the continuum of services between Tiers 2 and 3, and discusses reasons for increasing intensity of services.
• NEW! A new Chapter 3 on How to Distinguish Disability from Language Difference:
• Draws on information in the first edition, but expands the previous discussion about issues surrounding English leaners and decisions about learning disabilities.
• Provides guidance about what might be expected for students learning in a second language.
• Includes new recommendations for assessing English leaners for learning disabilities and the role of the site-based decision-making team.
• NEW! A revised chapter on Special Considerations for Secondary English Learners reflects changes in practice and research related to RTI in the secondary grades.
• Includes resources and information specifically for secondary grades.
• NEW! One or more references to PDToolkit are included in each chapter, allowing readers to access videos and documents related to the chapter content, and bring the material and concepts alive. The documents are downloadable.
• NEW! Half of the From the Field interviews are new to this edition.

This authoritative guide for ensuring all students are able to achieve high standards is an essential resource for educators in any school with English learners. It provides practical help for designing and implementing effective RTI programs using the SIOP® Model, and ensuring the appropriate type of instruction that English leaners need and deserve. Response to Intervention (RTI) and English Learners, 2/e includes important background information on RTI; examines the academic and linguistic challenges that English learners face; and covers appropriate and effective multi-tier instruction, assessment, and intervention with RTI, specifically for English learners. The authors include recommendations for implementing the eight components of the SIOP® Model for Tier 1 within an RTI framework, and additional suggestions for implementing RTI in secondary schools.

An authoritative guide for ensuring that all students are able to achieve high standards—an essential resource for any school with English learners

Here’s practical help for designing and implementing effective RTI programs using the SIOP^® Model, and providing the appropriate type of instruction that English leaners need and deserve. Response to Intervention (RTI) and English Learners, 2/e includes important background information on RTI; examines the academic and linguistic challenges that English learners face; and covers appropriate and effective multi-tier instruction, assessment, and intervention with RTI, specifically for English learners. The authors include recommendations for implementing the eight components of the SIOP Model for Tier 1 within an RTI framework, and additional suggestions for implementing RTI in secondary schools.

• Provides important background information on RTI—its purposes and components
• Includes ready-to-use ideas and activities for implementing the eight components of the SIOP ^® Model in an RTI framework

Additional information