Response to Intervention (RTI) and English Learners: Making it Happen

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Overview

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.

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Editorial Reviews

From the Publisher

"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

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Product Details

  • ISBN-13: 9780137048908
  • Publisher: Pearson
  • Publication date: 8/6/2010
  • Series: Response to Intervention Series
  • Pages: 168
  • Product dimensions: 8.40 (w) x 10.70 (h) x 0.20 (d)

Meet the Author

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.

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Table of Contents

TABLE OF CONTENTS

PREFACE AND ACKNOWLEDGEMENTS

Chapter 1 WHAT IS RTI FOR ENGLISH LEARNERS?

RTI As An Opportunity

RTI Definition Unpackaged

Assessment and Intervention

Identify Areas of Concern and Monitor Progress

Provide Evidence-based Interventions

Identify Learning Disabilities

RTI Models

Standard Treatment Protocol

Problem-Solving Model

Hybrid Approaches

Making RTI Work

Final Thoughts

For Reflection and Discussion

Chapter 2 THE BIG PICTURE

Issues Faced by English Learners in School

Language Proficiency

Background Knowledge and Experience

Cultural Values and Norms

Factors Associated with Underachievement

Lack of Qualified Teachers

Inappropriate Teaching Practices

At-Risk School Environments

Factors Associated with Educational Success

High Expectations for All Students

Effective Teaching Practices

Relationships of Respect

RTI and Cultural and Linguistic Diversity

The Important Role of Parents

Why Don’t They Come?

What Can We Do?

Parents and RTI

Final Thoughts

For Reflection and Discussion

Chapter 3 TIER 1: WHAT IS BEST PRACTICE FOR TEACHING ENGLISH LEARNERS

An Overview of Tier 1: Effective Instruction for English Learners

Universal Screening in Tier 1

Progress Monitoring

Challenges in Tier 1 Universal Screening and Progress Monitoring for English Learners

High-Quality Classroom Instruction Making Content Comprehensible for English

Learners: The SIOP Model

Components of the SIOP Model

Lesson Preparation

Research Support for the Lesson Preparation Component

Building Background

Research Support for the Building Background Component

Comprehensible Input

Research Support for the Comprehensible Input Component

Strategies

Research Support for the Strategies Component

Interaction

Research Support for the Interaction Component

Practice and Application

Research Support for the Practice and Application Component

Lesson Delivery

Research Support for the Lesson Delivery Component

Review and Assessment

Research Support for the Review and Assessment Component

Uses and Benefits of the SIOP Model

Differentiated Instruction

A Glimpse Into a Classroom with High-Quality Instruction for English Learners

Final Thoughts

For Reflection and Discussion

Chapter 4 TIER 2 INTERVENTIONS FOR ENGLISH LEARNERS by Catherine Richards

Using Data to Select Students in Need of Intervention

Curriculum-Based Measurements (CBM)

An Example of a Tier 2 Intervention Process at the Elementary School Level

Grouping Students in Small Groups for Intervention

Conducting Small Group Intervention

Content of Intervention

Methods of Delivering Instruction

Monitoring Student Progress

Reflecting on Data and Making Decisions

Final Thoughts

For Reflection and Discussion

Chapter 5 TIER 3 INTERVENTIONS FOR ENGLISH LEARNERS

What is Different About Tier 3?

Identifying a Disability

A Learning Disability is Hard to Define

Distinguishing Disability from Difference

Successful IEP Meetings

Final Thoughts

For Reflection and Discussion

Chapter 6 SPECIAL CONSIDERATIONS FOR SECONDARY ENGLISH LEARNERS

Literacy Issues for Secondary English Learners

Why Do Secondary English Learners (and Other Students) Struggle with Reading

and Writing

Implementation of RTI for English Learners at the Secondary Level

What Adolescent English Learners Need and Deserve: Effective Tier 1 Instruction

Secondary RTI for English Learners: Putting It All Together

Final Thoughts

For Reflection and Discussion

Chapter 7 SUCCESSES AND BARRIERS TO EFFECTIVE RTI IMPLEMENTATION

Principles of a Successful RTI Program

Questions to Guide RTI with English Learners

Frequently Asked Questions

Final Thoughts

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