Claudia has been a teacher, researcher, consultant, and professor of special education. She is a published national expert on Learning Disabilities of English Language Learners and presents on these topics since 2000 at various conferences including the the American Psychological Association (APA), the Council for Exceptional Children (CEC), the National Association of School Psychologists (NASP), the Teachers for Speakers of Other Languages (TESOL) among others.
Today, Claudia provides training and technical assistance and educational consultation for schools and districts for the Urban Special Education Leadership Collaborative housed at EDC, Inc. She conducts school-based research and supports schools district in the implementation of multi-tiered systems of instructional and behavioral supports including Response to Intervention (RTI) Models. Currently, she also serves as a member of the National Center on Response to Intervention (Grant H326E070004) Technical Review Committee (TRC) on Tiered Instruction for the Office of Special Education Programs, Department of Education, Washington, D.C.
Research interest includes: bilingual special education students, Multi-tiered System of Support for Academic and Behavioral Supports (MTSS) Frameworks, Response to Intervention (RTI) Model implementation for English language learners (ELLs) , the pre-referral intervention process, the special education referral process, reading and literacy of bilingual students.
Most Recent Articles and Presentations/Webinars:
Rinaldi, C. (April, 2011). Response to intervention: Fidelity of implementation Webinar. New England Comprehensive Center, Newton, MA. (http://vimeo.com/23217456)
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.
Rinaldi, C. [invited panel member- respondent] (2010, December). Capacity for fidelity of implementation – What is needed to realize RTI’s potential? The RTI Leadership Forum, RTI Action Network, The National Center for Learning Disabilities (http://www.rtinetwork.org/professional/rti-leadership-forum)
Below is a list of Previous Selected Publications and Presentations:
Stuart, S.K., Rinaldi, C. & Higgins A, O (2011). Agents of change: Voices of teachers on response to intervention. International Journal of Whole Schooling, 7(2), pp. 53-73.
Higgins-Averill, O. & Rinaldi, C. (2011). Multi-Tiered System of Support: A Research Brief. Urban Special Education Leadership Collaborative.
Higgins, O. A. & Rinaldi, C. (2011). Multi-tiered Systems of Support (MTSS): The RTI and PBIS approaches involve targeting specific areas in which students are struggling. District Administration, September 2011 Issue (Can be retrieved from District Administration Magazine).
Greenfield, R., Rinaldi, C., Proctor, P., & Cardarelli, A. (2010). Teachers’ perceptions of RTI reform in an urban elementary school: A consensual qualitative analysis. Journal of Disability Policy Studies, 21(2), 47-63
Chapman, L., Greenfield, R., & Rinaldi, C. (2010). Drawing is a frame of mind: An evaluation of students’ perceptions about reading instruction within a response to intervention model. Literacy Research and Instruction, 49(2), 113-128.
Rinaldi, C. & Stuart, S. K. (2009). Whole schooling and response to instruction.
International Journal of Whole Schooling, 5(1), 41-58.
Stuart, S.K., & Rinaldi, C. (2009). A collaborative planning framework for teachers implementing tiered instruction. Teaching Exceptional Children, 41(4), 52-57.
Rinaldi, C. & Rogers-Adkinson, D., & Arora, A. (2009). Language and behavioral competence in preschool children. International Journal of Early Childhood Special Education, 1(1), 29-41.
Madaus, J., Rinaldi, C., Chafouleas, S., & Bigaj, S. J. (2009). An examination of current assessment practices in Northeastern school districts. Assessment for Effective Intervention, 34(2), 86-93.
Rinaldi, C. & Samson, J. (2008). English language learners and response to intervention: Referral recommendations. Teaching Exceptional Children, 40(5), 6-14.
Rinaldi, C. & Paez, M. (2008). Preschool matters: Predicting reading difficulties for Spanish-speaking students in first grade. Learning Disabilities: A Contemporary Journal 6(1), 71-86.
Rinaldi, C. & Samson, J (2008). English language learners and response to intervention: Referral recommendations. In A Collection of Articles from Teaching Exceptional Children (pp. 119-134). Arlington, VA: Council for Exceptional Children.
Rogers-Adkinson, D., Melloy, K, Stuart, S., Fletcher, L. & Rinaldi, C., (2008). Reading and written language competency of incarcerated youth. Reading and Writing Quarterly: Overcoming Learning Difficulties, 24(2), 192-218.
Watson, S. M, Rinaldi, C, Bianco, M, & Samson, J. (April, 2007). Infosheet: What teachers need to know about culturally and linguistically diverse learners with and without disabilities. Council for Learning Disabilities. Practitioner Brief on the Identification of Culturally and Linguistically Diverse Students
Paez, M. & Rinaldi, C. (2006). Predicting English word reading skills for Spanish speakers in first grade. Topics in Language Disorders, 26(4), 338-350.
Stuart, S. K., Flis, L.D., & Rinaldi, C. (2006). Connecting with families: Parents speak up about preschools services for their children with Autism Spectrum Disorders. Teaching Exceptional Children, 39(1), 46-51.
Rinaldi, C. (2004). [The Fluent Reader: Oral Reading Strategies for Building Word Recognition, Fluency, and Comprehension.] Education Review (http://edrev.asu.edu/brief/jan04.html#4).
Rinaldi, C. (2003). Language competence and social behavior of children with emotional and behavior disorders [Special issue]. Behavioral Disorders, 29(1), 34-42.
Montague, M. & Rinaldi, C. (2001). Classroom dynamics and children at-risk: A follow-up. Learning Disability Quarterly, 24, 73-84.
Rinaldi, C. (August, 2011). Teaching in an Urban School District. Invited Keynote for Boston Public Schools Orientation to New Teachers. Boston Public Schools, Boston, MA
Rinaldi, C. (2011, September). Implementing a multi-tiered system of academic and behavioral supports in an urban school district: Lessons learned from year 1. 9th Biennial International Council for Children with Behavior Disorders Conference, New Orleans, LA.
Starr, M. & Rinaldi, C. (2011, March). Accelerating Achievement in Boston Public Schools: Social, Emotional and Behavioral Principles of the Academic Achievement Framework Aligning Efforts to Ensure Proficiency for All Learners: 3rd Annual Bridging the Gap Conference, Boston Public Schools, Boston, MA.
Rinaldi, C. & Putnam, B. (2010, June). Multi-Tier Systems of Support (MTSS): What is it? How is it done? Presentation at the Boston Public School Leadership Conference, Boston, MA.
Rinaldi, C. & Putnam, B. (2010, June). Using a Coherent Multi-Tiered System of Academic and Behavioral Supports to Realize the the Potential of Somerville Public Schools. School Leadership Retreat, Somerville, MA.
Stuart, S.L. & Rinaldi, C. (2010, April). Response to Intervention and Whole Schooling. Invited Workshop for the International Council for Exceptional Children (CEC) Annual Conference , Nashville, TN.
Rinaldi, C., Higgins, O. A., & Estabrook, S. (2010, March). Implementing a Response to Intervention Model with ELLs: An Urban Case Study. Teachers of English as a Second Language Conference (TESOL’s) 2010 Dream Day for K-12 Educators: Hot Topics Strand, Boston, MA.
Watson, S. & Rinaldi, C. (2009, Oct.). Confronting and resolving challenges of teaching ELL students with LD. Paper presentation at the 31st International Conference of the Council for Learning Disabilities, Dallas, TX.
Rinaldi, C. & Greenfield, R. (2009, Oct.). Teachers’ perceptions of RTI reform in an urban elementary school. Roundtable presentation at the 31st International Conference of the Council for Learning Disabilities, Dallas, TX.
Rinaldi, C. & Pizzo, L. (2009, February). RTI and school reform: Impacting ELL special education referrals. Paper presented at the National Association of School Psychology (NASP) 2009 Annual Conference, Boston, MA.
Rogers-Adkinson, D., Rinaldi, C., Stuart, S.L. (2008, November). The impact of a response to intervention model (RTI) on LD/EBD students. Invited presentation at the 32nd Annual Teacher Educators for Children with Behavior Disorders (TECBD) Conference On Severe Behavior Disorders of Children and Youth, Tempe, AZ.
Rinaldi, C., Greenfield, R., & Mc Eachern,K. (2008, April). The Special Education Process for Minority Students in Sheltered and Bilingual Programs. Paper presented at the Council for Exceptional Children Convention and Expo 2008, Boston, MA.
for a complete listing of publications and presentations please email me.