2010 Paperback Good Connecting readers with great books since 1972. Used books may not include companion materials, some shelf wear, may contain highlighting/notes, and may not ...include cd-rom or access codes. Customer service is our top priority!Read moreShow Less
Ships same day or next business day via UPS (Priority Mail for AK/HI/APO/PO Boxes)! Used sticker and some writing and/or highlighting. Used books may not include working access ...code or dust jacket.Read moreShow Less
2010 Paperback Good Connecting readers with great books since 1972. Used books may not include companion materials, some shelf wear, may contain highlighting/notes, may not ...include cd-om or access codes. Customer service is our top priority!Read moreShow Less
This newest resource, from The SIOP Model series authors Jana Echevarria and MaryEllen Vogt, assists all mainstream teachers and administrators to design effective RTI programs, using the SIOP Model, providing the appropriate type of instruction that English Learners need and deserve.
Response to Intervention (RTI) and English Learners: Making it Happen, written to assist teachers and administrators to better meet the needs of the increasing group of English Learner students in U.S. schools, includes background on Response to Intervention, explains the linguistic and academic issues that English Learners face, and covers appropriate and effective Tier 1, 2, and 3 interventions for English Learners using the eight components of the SIOP Model. The book provides use-tomorrow ideas and activities for implementing these eight components of the SIOP Model in an RTI framework; with special considerations and recommendations for aligning current practices in adolescent literacy with RTI programs for Secondary ELs. Even if educators are not familiar with the SIOP Model, they will find this as a useful resource.
Learn strategies for overcoming barriers and implementing an effective RTI process for English Learners (ELs) at Pearson's RTI for ELs Institute at www.siopinstitute.net.
"As an administrator of an ESL program, [the book] is very appealing. It would be a good 'book study' for a school improvement team that is looking into reasons for and solutions to an achievement gap between their ELs and general education students."
- Vickie Damon, ESL Director, Renton School District, Renton, Washington
"This book is easy to read offers ample opportunity for discussion and brainstorming. It is ideal for in-service or book-study purposes among teachers."
- Mirta Silvia Torres, ESE/Student Services, Lee County Public Schools, Fort Myers, Florida
"The authors have done a nice job of integrating the needs of ELs with the framework of RTI while keeping a focus on needs of learners (not teachers)."
"This book will contribute to the validation and recognition of the unique needs language learners bring to our schools, and does an excellent job of advocating for those needs to be met."
-Karla Stone, Ph.D., Title III Development Specialist, Robbinsdale Area Schools, New Hope, Minnesota
Jana Echevarría is a Professor Emerita at California State University, Long Beach. She has taught in elementary, middle, and high schools in general education, special education, ESL, and bilingual programs. She has lived in Taiwan, Spain and Mexico. An internationally known expert on second language learners, Dr. Echevarría is a Fulbright Specialist. Her research and publications focus on effective instruction for English learners, including those with learning disabilities. Currently, she is Co-Principal Investigator with the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) funded by the U.S. Department of Education, Institute of Education Sciences (IES). In 2005, Dr. Echevarría was selected as Outstanding Professor at CSULB.
MaryEllen Vogt, Ed.D., is Professor Emerita of Education at California State University, Long Beach. MaryEllen 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 fifteen 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. She 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 in 2004—2005.