Response to Intervention (RTI) and English Learners
Making it Happen
Published on 27. August 2010
Book
Paperback/Softback
168 pages
978-0-13-704890-8 (ISBN)
Description
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.
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.
Reviews / Votes
"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
More details
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
College/higher education
Dimensions
Height: 216 mm
Width: 274 mm
Thickness: 8 mm
Weight
340 gr
ISBN-13
978-0-13-704890-8 (9780137048908)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Jana Echevarria | Cara Richards-Tutor | MaryEllen Vogt
Response to Intervention (RTI) and English Learners
Using the SIOP Model
Book
02/2014
2nd Edition
Pearson
€107.50
Shipment within 15-20 days
Jana Echevarria | Cara Richards-Tutor | MaryEllen Vogt
PDToolKit -- 12-month Extension Standalone Access Card -- for Response to Intervention (RTI) and English Learners
Using the SIOP Model
Software
2nd Edition
Pearson
€16.50
The article will not be published
Persons
Jana Echevarria 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. Echevarria 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. Echevarria 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 (R) 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.
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 (R) 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.
Content
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
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