Here is a great video to gear up high school staff to consider RTI/PBIS/MTSS at the high school level http://www.youtube.com/watch?v=YtTKuBZ-nvY
The district website also has great resources and information on implementation. They also have dual language schools who are implementing so this is great resource in this are. Here is the link to the school district http://www.ttsd.k12.or.us/.
If you have a great example to share please send it along!
Here is the abstract from my most recent article in the Journal of Education. Reference:
Rinaldi, C., Higgins, A.O., & Stuart, S. K., (2011). Response to intervention: Educators’
perceptions of a three-year RTI collaborative reform effort in an urban elementary
school. Journal of Education, 19(2), 43-52.
ABSTRACT
What are educators’ perceptions of the adoption and effectiveness of the Response to Intervention (RTI) model in their own schools? Over a three-year time span, the authors interviewed educators at an urban elementary school about their perceptions of an RTI model, tracking the model’s development and the effectiveness of the implementation. The study was conducted through a university-school partnership that involved these elementary school educators from the initial planning through the implementation of the model while providing the professional development that was required to support the model. While the educators initially viewed the model as an administrative directive, they began to assume responsibility for the model’s implementation during the second year as they considered themselves change agents and problem solvers for their school. During the third year, with continued administrative support and evidence of the model’s effectiveness, participants engaged in the additional development and growth of the model and assumed responsibility for the model’s sustainability as part of the school change process. Results suggest that RTI’s collaborative structures, related professional development, and co-shared leadership supported the implementation process and contributed to the effectiveness of the model. Implications for practice are discussed.
Free downloads on RTI and English Language Learners by Dr. Julie Esparza Brown
Module entitled:
1. Prereferral and Instructional Strategies for English Learners
http://mast.ecu.edu/modules/psell/
2. Practitioner Brief: A Cultural, Linguistic and Ecological Framework for Response to Intervention with English Language Learners
http://www.niusileadscape.org/lc/Record/150?search_query=
3. Practitioner Brief: RTI for English Language Learners: Appropriately Using Screening and Progress Monitoring Tools to Improve Instructional Outcomes
http://www.rti4success.org/resourcetype/rti-english-language-learners-appropriately-using-screening-and-progress-monitoring-too
4. Placemat to Accompany Brief:
http://rti4success.org/resourcetype/rti-considerations-english-language-learners-ells
5. Webinar Archive: RTI for English Language Learners: Appropriately Using Screening and Progress Monitoring Tools to Improve Instructional Outcomes
http://www.rti4success.org/webinar/rti-english-language-learners-appropriate-screening-progress-monitoring-and-instructional-pl
I want to share this latest resource brief posted on the National Center for Response to Intervention on RTI for ELLs. Here’s the link: http://www.rti4success.org/
This brief, authored by Drs. Julie Esparza Brown and Amanda Sanford, provides a framework for using Response to Intervention (RTI) with students who are English Language Learners (ELL) from Hispanic backgrounds. It examines the characteristics of these students; defines the RTI process; and then models how students’ linguistic, cultural, and experiential backgrounds can guide appropriate screening, progress monitoring, and goal setting that will help promote English literacy. The brief concludes with a case study that provides specific recommendations for how to apply screening and progress monitoring with ELLs.
Latest resource from the NAESP on RTI at the elementary level. Have a question click here
David and Yvonne Freeman in their latest book discuss this issue and how to evaluate a book as culturally relevant for your students.
Check out their perspective and Steven Krashen guidance on the subject as well in this link to Colorin Colorado website. Following the summary there is a list of children’s books in English with clear description on topics related to culturally related topics.
http://www.colorincolorado.org/article/40003/?utm_source=Twitter&utm_medium=Hootsuite&utm_campaign=CCSocialMedia
Latest report on the how Hispanic Students are doing– not a good picture.
Here is an excerpt from the most recent Ed Week article highlighting a summary of the report
“Florida, however, is bucking the trend. It was second only to California in having the largest Hispanic student population in grades 4 and 8 in 2009, but while California had wider achievement gaps for Hispanic students than the national average, Florida had less than half the national reading gap in grades 4 and 8. Gaps in math were 6 points smaller in 4th grade and 11 points smaller in 8th grade, compared with the national averages.
This collaborative position paper is propelled by the urgency to improve educational achievement opportunities for students who are English Language Learners (ELLs ), whether with or without disabilities. Prior to a statewide adoption of a Response to Intervention/ Multi-tiered (RTI/MTI) model, it is imperative that the RTI/MTI approach takes into account the specific educational needs and research-based interventions found to be effective with ELLs.
ELLs are entitled to the same rights as other students in American schools. They are en-titled to a free and an appropriate public education in the least restrictive environment. Equally, they are entitled to valid research-based instruction, delivered by appropriately qualified educators. ELLs have the legal right to learn English as a new language at high levels of proficiency and to receive the same grade level academic content, delineated by state curriculum frame-works, as every US student.
RTI/MTI, a tiered instructional model designed to provide more tailored supports to students, has quickly gained prominence as a vehicle for school improvement. The implementation of an appropriate RTI/MTI model has many potential benefits for ELLs. This position paper presents a modified RTI/MTI model called 2RTI/2MTI that addresses improving academic achievement, increasing English language proficiency, making progress in AYP, de-creasing dropout rates, reducing or eliminating the achievement gap, and avoiding the misrepresentation of ELLs and culturally and linguistically diverse (CLD) students as having disabilities. Ultimately, the proposed 2RTI/MTI Model will produce socially and academically well-prepared students, who are able to meet the challenges of life in the 21st Century.
(an excerpt of the introduction)
The Massachusetts 2RTI Working Group is an independent group of Culturally and Linguistically Di-verse (CLD) educators, researchers and academics. It was convened at Lesley University, Center for Special Education, in 2008 to address the promise and the possibilities for the implementation of Re-sponse to Intervention (RTI) Multi-tiered instruction that is appropriate and effective with students who are English Language Learners in Massachusetts.
How to reference this article: Massachusetts 2RTI Working Group (March 2010). 2RTI: A Focus on Eng-lish Language Learners and Their Academic Achievement: A Position Statement. Cambridge, MA: Les-ley University.
Authors of the working RTI group:
Michaela Colombo, Ed.D.
Assistant Professor of Education,
UMass Lowell, Lowell MA
Sue Cusack, M.Ed.
Director Collaborative with Boston Public Schools
Lesley University, Cambridge MA
Kathy Frye, M.Ed.
Director of English Language Learners Education and World Languages
Randolph Public Schools, Randolph MA
Phyllis Hardy, M.Ed.,
Member, Massachusetts Association For Bilingual Education Consultant
Patrícia Medeiros Landurand, Ed.D.
Mary Thorpe Professor of Education
Rhode Island College, RI
Solange de Azambuja Lira, Ph.D.
Professor of Education
Lesley University, Cambridge MA
Claudia Rinaldi, Ph.D.
Assistant Professor of Special Education
Boston College, Chestnut Hill MA
Maria Luisa Wilson-Portuondo, M.Ed.
Member, Massachusetts Association For Bilingual Education Consultant
Maria de Lourdes Serpa, Ed.D. – Co-Convener
Professor of Education and Special Education
Lesley University, Cambridge MA
Karen Zimbrich, M.Ed. – Co-Convener
Associate Director, Center for Special Education
Lesley University, Cambridge MA
Latest research highlights many benefits of bilinguals.
1. Ability to attend to important information and ignore the less important information
2. Ability to multi-task more effectively than monolinguals– through activation and sequencing of different and faster areas in the brain
3. Appears to delay the onset of Alzheimer’s
read on the New York Times at http://www.nytimes.com/2011/05/31/science/31conversation.html?smid=tw-nytimeshealth&seid=auto
I am happy to share the most recent research brief on Response to Intervention. The PDF can be found on the following website: The Urban Special Education Leadership Collaborative
This research brief clarifies a variety of terms related to Response to Intervention with direct connection to the law and implementation guidelines for success.
Please visit the Urban Special Education Leadership Collaborative and download now.