Implementing Response-to-Intervention to Address the Needs of English-Language Learners: Instructional Strategies and Assessment Tools for School Psychologists

Hudspath-Niemi, Holly S. (Author)/ Conroy, Mary Lou (Author)

ISBN 10: 0415621933 / ISBN 13: 9780415621939

Published by Routledge, 2013

About this Item

1st edition. 192 pages. 9.50x6.50x1.00 inches. In Stock.

Seller Inventory # x-0415621933

Bibliographic Details

• Title: Implementing Response-to-Intervention to Address the Needs of English-Language Learners: Instructional Strategies and Assessment Tools for School Psychologists
• Publisher: Routledge
• Publication Date: 2013
• Language: English
• ISBN 10: 0415621933
• ISBN 13: 9780415621939
• Binding: Hardcover
• Condition: Brand New
• Weight: 0.52 kilograms

About this title

Synopsis

There is considerable concern surrounding the complex issue of how to meet the learning needs of English-language learners within general and special education programs. Implementing Response-to-Intervention to Address the Needs of English-Language Learners increases school psychologists’ knowledge of intervention strategies related to ELLs, through its examination of the challenges associated with evaluating ELLs and by providing a collaborative framework to enhance educational identification and placement in special education. It accomplishes this by incorporating research-based intervention approaches for ELLs and offering a comprehensive guide to the processes and tools that school teams should consider when utilizing a response to intervention model to support the academic and behavioral needs of ELLs. With a strong focus on alternative assessment, collaboration, and parental involvement, this volume in a definitive touchstone in the quest to provide culturally responsive pedagogy and appropriate adapted classroom instruction for English-language learners of various proficiency levels.

About the Author

Holly S. Hudspath-Niemi works as an ESL program specialist in Pittsburgh, Pennsylvania, and provides training and lectures, and presents at national and state conferences. Her academic and research interests range from supporting ELLs in the content area to identifying ELLs for special services, as well as educating refugees and limited formal schooling ELLs. She has contributed to the fields of ESL and education through multiple presentations, writings, research, and demonstrated classroom service.

Mary Lou Conroy is a certified school psychologist and school administrator in Pennsylvania. She is president of Leaders in Learning, a company that provides special-education consultation and professional development to schools. Her academic interests include data-based decision making, consultation, and implementation of research-based interventions. She has contributed to the fields of school psychology and education through executive leadership in Pennsylvania’s association for school psychologists, training at the university and school district level, presentations, articles, and consultation with school districts.