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"Collier provides research-based and classroom-proven intervention strategies that allow schools to effectively address learning and adaptation issues of diverse students. By using these strategies within an RTI model, school teams can ensure that the needs of culturally and linguistically diverse students are appropriately identified and addressed."--Laura Lukens, ELL Program CoordinatorNorth Kansas City Schools, MO

"This easy-to-understand, practical book helps teachers put clear guidelines, effective collaboration, and appropriate decision-making processes in place to distinguish between students who are merely in the process of second-language acquisition and those who have genuine special education needs."--Amy Mazur, Lead Faculty for Bilingual Special Education, Professor of Special EducationThe George Washington University

Provide targeted instruction to ELLs and other diverse learners!

Many Response to Intervention (RTI) models were developed to identify specific learning disabilities in English-speaking students. When using RTI with culturally and linguistically diverse students, especially non-native English speakers and those with limited English proficiency, educators must look beyond students′ academic performance in reading and mathematics to address complex learning and behavior issues.

This research-based resource provides more than 200 instructional interventions for teaching the growing population of students from culturally and linguistically diverse backgrounds within an RTI framework. Organized by the tiers of RTI, these specific interventions help classroom teachers address students′ cognitive, behavior, literacy, and communication issues at each level. This book features:

A reader-friendly format that allows busy teachers to easily find the interventions they need Straightforward, concrete directions for using each intervention Examples from practice and a glossary to aid implementation

RTI for Diverse Learnersoffers step-by-step guidance for distinguishing between language development and special education needs in diverse students and providing appropriate instruction.

Tabla de contenidos provista por Syndetics

• Acknowledgments
• About the Author
• 1 Framework for Instructional Intervention With Diverse Learners
• What Is Response to Intervention?
• Figure 1 Example of the Three Tier Model
• Figure 2 Example of the Four Tier Model
• Figure 3 Continuous Problem Solving Model
• Figure 4 Pyramid of Resiliency, Instruction and Strategy Monitoring
• Asking the Right Questions
• What Information Do We Need?
• How Should We Use the Information?
• Providing Some Context
• 2 Tier 1 Interventions
• Introduction to the Tier 1 Instructional Focus
• Progress Monitoring at Tier 1
• Figure 5 Example of Progress Monitoring
• So What do I do with an ELL Student at Tier 1: Interventions
• Example from Classroom Practice
• Readiness and Resiliency Issues at Tier 1
• Communication Issues at Tier 1
• Literacy Issues at Tier 1
• Behavior Issues at Tier 1
• Cognitive Issues at Tier 1
• 3 Tier 2 Interventions
• Introduction to Tier 2 Instructional Focus
• Progress Monitoring at Tier 2
• Figure 6 Progress Monitoring at Tier 2
• So What do I do with an ELL Student at Tier 2 Interventions
• Example from Classroom Practice
• Adaptation and Development Issues at Tier 2
• Communication Issues at Tier 2
• Literacy Issues at Tier 2
• Behavior Issues at Tier 2
• Cognitive Issues at Tier 2
• 4 Tier 3 Interventions
• Introduction to Tier 3 Instructional Focus
• Progress Monitoring at Tier 3
• Figure 7 Progress Monitoring of Diverse Concerns at Tier 3
• So What do I do with an ELL Student at Tier 3: Intervention
• Example from Classroom Practice
• Communication Issues at Tier 3
• Literacy Issues at Tier 3
• Behavior Issues at Tier 3
• Cognitive Issues at Tier 3
• 5 Tier 4 Interventions
• Introduction to Tier 4 Instructional Focus
• Progress Monitoring at Tier 4
• So What do I do with an ELL Student at Tier 4: Interventions
• Example from Classroom Practice
• Adapting Interventions for ELL/CLD Students in Individualized Special Programs
• 6 In Conclusion
• References
• Glossary
• Index

Notas de autor provistas por Syndetics

Catherine Collier, Ph.D. has over 45 years experience in equity, cross-cultural, bilingual, and special education. Dr. Collier is a nationally recognized expert on diverse learners with learning and behavior needs. She established and directed the Chinle Valley School, Dine Bitsiis Baa Aha Yaa , bilingual services for Navajo students with severe and multiple disabilities for the Navajo Nation. She was the director of a teacher-training program, Ikayurikiit Unatet for the University of Alaska for seven years, preparing Yup'ik Eskimo paraprofessionals for certification as bilingual preschool, elementary, and special educators. She was an itinerant (diagnostician/special education) for Child Find in remote villages in Alaska. For eight years, Dr. Collier worked with the BUENO Center for Multicultural Education, Research, and Evaluation at the University of Colorado, Boulder, where she created and directed the Bilingual Special Education Curriculum/Training project (BISECT), a nationally recognized effort. She is active in social justice activities for culturally and linguistically diverse learners and families. She started the first bilingual special education programs for the Navajo Nation and the White Mountain Apache. She is currently the director of the national professional development project Curriculum Integration for Responsive, Crosscultural, Language Education (CIRCLE) at Western Washington University. She works extensively with school districts on professional and program development for at-risk diverse learners. Dr. Collier provides technical assistance to university, local, and state departments of education regarding programs serving at-risk cognitively, culturally and linguistically diverse learners. She works with national organizations to provide professional development in the intersection of crosscultural, multilingual, diversity, special needs issues in education.