Implementing RTI with English Learners (Solutions). This item is unavailable.Implementing RTI with English Learners (Solutions)

Winner of the Association of Educational Publishers 2011 "Distinguished Achievement Award" and "Innovation Award"

Learn why response to intervention is the ideal framework for supporting English learners. Find clear guidelines for distinguishing between lack of language proficiency and learning disability. Follow the application and effectiveness of RTI through the stories of four representative students of varying ages, nationalities, and language proficiency levels. Throughout the book, the authors illustrate the benefits of implementing RTI in a professional learning community.

Benefits:

• Review a thorough treatment of both the RTI model and the unique needs of ELs.
• Gain a clear and detailed explanation of the three tiers of RTI.
• Examine real-life examples of supports and interventions for broad range of ELs.
• Get end-of-chapter solutions for teaching ELs.

Contents:
Introduction: Professional Learning Communities and RTI
Chapter 1: Success With English Learners: It All Comes Down to Language
Chapter 2: Tier 1: An Opportunity to Learn
Chapter 3: Using Data to Rally Resources
Chapter 4: Tier 2: Supplemental Interventions That Build Language and Content Knowledge
Chapter 5: Tier 3: Intensive Interventions and Decisions About Learning Language Versus Learning Disability
Chapter 6: Commitment to RTI: A Framework for Success

Douglas Fisher, PhD, is professor of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College in California. He teaches courses on instructional improvement, lesson design and delivery, policy, research, and literacy. As a classroom teacher, Dr. Fisher focuses on English language arts instruction. He works to create classrooms and schools that ensure all students develop literacy and critical-thinking skills as they prepare for careers.

Dr. Fisher received an International Reading Association Celebrate Literacy Award for his work on literacy leadership and the Exemplary Leader Award from the Conference on English Leadership of the National Council of Teachers of English. He has served on the boards of directors for the California Reading Association, International Reading Association, and Literacy Research Association.

Dr. Fisher has written numerous articles on reading and literacy, differentiated instruction, and curriculum design. His books include Checking for Understanding, Better Learning Through Structured Teaching, and Rigorous Reading.

He earned a bachelor's degree in communication, a master's degree in public health education, an executive master's degree in business, and a doctoral degree in multicultural education. He is a credentialed English teacher and administrator in California.

Nancy Frey, PhD, is a professor of literacy in the Department of Educational Leadership at San Diego State University. Through the university's administrative-credentialing and doctoral programs, she teaches courses on literacy leadership and research. Dr. Frey is also a teacher leader at Health Sciences High and Middle College in San Diego. A former board member of the California Reading Association, she is a credentialed special educator, reading specialist, and administrator in California.

Before joining the university faculty, Dr. Frey was a public school teacher in Florida. She worked at the state level for the Florida Inclusion Network, helping districts design systems for supporting students with disabilities in general education classrooms.

She is the recipient of the 2008 Early Career Achievement Award from the National Reading Conference and the Christa McAuliffe Award for excellence in teacher education from the American Association of State Colleges and Universities. She was corecipient of the Farmer Award for excellence in writing from the National Council of Teachers of English for the article "Using Graphic Novels, Anime, and the Internet in an Urban High School."

Carol Rothenberg is coordinator of the New Arrival Center for the San Diego Unified School District. This intensive, accelerated program assists adolescents who are new to the United States and English. She has worked with elementary and secondary schools throughout the district, training teachers and administrators on effective programs and instruction for ELs. Carol also consults with districts around the country, providing training for teachers, coaches, and administrators in developing language and literacy across content. An experienced classroom teacher and literacy coach, Carol has taught special education in Spanish and English and designed and taught state-approved classes for new teachers on effective instruction of ELs.

Carol's career in education has taken her from classrooms to lecture halls to on-site trainings, workshops, and study groups. As a member of the consultant network for the National Council of Teachers of English, she assisted in the development of their online professional development program Pathways. She also consulted on the Expressions program for English language development aligned with the English language arts program.