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RTI for Diverse Learners

RTI for Diverse Learners
More Than 200 Instructional Interventions

June 2012 | 288 pages | Corwin
The 2004 reauthorization of IDEA spells out schools' responsibility to provide instructional intervention and Response to Intervention (RTI) as the first line of problem solving when addressing students' learning and behaviour differences. This research-based resource provides more than 200 instructional interventions for teaching the growing population of students from culturally and linguistically diverse backgrounds within an RTI framework.

Organized by the tiers of RTI, these specific interventions help classroom teachers address students' cognitive, behaviour, literacy, and communication issues at each level. This book features:

- A reader-friendly format that allows busy teachers to easily find the interventions they need

- Straightforward, concrete directions for using each intervention

- Examples from practice and a glossary to aid implementation

RTI for Diverse Learners offers step-by-step guidance for distinguishing between language development and special education needs in diverse students and providing appropriate instruction.

About the Author
1. Framework for Instructional Intervention With Diverse Learners
What Is Response to Intervention?

Figure 1: Example of the Three Tier Model

Figure 2: Example of the Four Tier Model

Figure 3: Continuous Problem Solving Model

Figure 4: Pyramid of Resiliency, Instruction and Strategy Monitoring

Asking the Right Questions

What Information Do We Need?

How Should We Use the Information?

Providing Some Context

2. Tier 1 Interventions
Introduction to the Tier 1 Instructional Focus

Progress Monitoring at Tier 1

Figure 5: Example of Progress Monitoring

So What do I do with an ELL Student at Tier 1: Interventions

Example from Classroom Practice

Readiness and Resiliency Issues at Tier 1

Communication Issues at Tier 1

Literacy Issues at Tier 1

Behavior Issues at Tier 1

Cognitive Issues at Tier 1

3. Tier 2 Interventions
Introduction to Tier 2 Instructional Focus

Progress Monitoring at Tier 2

Figure 6: Progress Monitoring at Tier 2

So What do I do with an ELL Student at Tier 2 Interventions

Example from Classroom Practice

Adaptation and Development Issues at Tier 2

Communication Issues at Tier 2

Literacy Issues at Tier 2

Behavior Issues at Tier 2

Cognitive Issues at Tier 2

4. Tier 3 Interventions
Introduction to Tier 3 Instructional Focus

Progress Monitoring at Tier 3

Figure 7: Progress Monitoring of Diverse Concerns at Tier 3

So What do I do with an ELL Student at Tier 3: Intervention

Example from Classroom Practice

Communication Issues at Tier 3

Literacy Issues at Tier 3

Behavior Issues at Tier 3

Cognitive Issues at Tier 3

5. Tier 4 Interventions
Introduction to Tier 4 Instructional Focus

Progress Monitoring at Tier 4

So What do I do with an ELL Student at Tier 4: Interventions

Example from Classroom Practice

Adapting Interventions for ELL/CLD Students in Individualized Special Programs

6. In Conclusion

"A user-friendly and highly practical book full of research-based intervention strategies for teachers who are implementing RTI programs for second-language learners and other culturally diverse students."

Leonard Baca, Professor
University of Colorado, Boulder

"This highly readable book is appropriate for teachers, administrators, researchers, and other leaders in the field who seek to know more about the increasingly common practice of using RTI as an intervention, support, and eligibility determination system for diverse learners. Collier provides a thorough, research-based overview of what RTI is and why it is important, followed by a clear, practical overview of each tier of intervention. This book is filled with practical advice that guides educators through each stage of the intervention process, explains some of the most relevant issues in the educational system and their relationship to RTI, and provides a manual for applying RTI-based principles and approaches to the particular needs of culturally and linguistically diverse students."

Patricia Doran, Bridges to Curriculum Access Project Director
The George Washington University

"Like Collier's other books, this one provides an essential resource for teachers, particularly those who work with culturally and linguistically diverse (CLD) students along the continuum fo needs. Collier not only explains some of the current pitfalls and challenges related to the traditional assessment and intervention process, but also expounds on the reasons tiered interventions are rapidly becoming a highly regarded practice in the educational community. This easy-to-understand, practical book helps teachers put clear guidelines, effective collaboration, and appropriate decision-making processes in place to distinguish between students who are merely in the process of second-language acquisition and those who have genuine special education needs."

Amy Mazur, Lead Faculty for Bilingual Special Education, Professor of Special Education
The George Washington University

"Collier has crafted an indispensible resource for school districts faced with increasing numbers of culturally and linguistically diverse students. Many of these students arrive with issues that seem to indicate disability. In this book, Collier provides research-based and classroom-proven intervention strategies that allow schools to effectively address learning and adaptation issues of diverse students. By using these strategies within an RTI model, school teams can ensure that the needs of culturally and linguistically diverse students are appropriately identified and addressed."

Laura Lukens, ELL Program Coordinator
North Kansas City Schools, MO

"No one is left out! This all-inclusive volume builds on Catherine Collier's extensive work over many years and provides the one handbook teachers in the field have for years been wishing someone would write. Teachers can follow the carefully structured diagnosis and intervention plan with confidence and know their learners will be set on a learning path that will provide them with optimal support."

Sylvia Helmer, Adjunct Professor of Language and Literacy Education
University of British Columbia

This text has been adopted for the reading specialist instruction course. Our teachers need to make sure that diverse learners are focused upon as they implement the RtI programs in their classrooms. One of the roles that our reading specialist have to assume in their schools is a resource for the classroom teacher. This text provides the reading specialist with the tools that will help the classroom teacher enhance learning for all students.

Dr Michele Anders
Education Division, Olivet Nazarene University
January 10, 2011

Sample Materials & Chapters


Chapter 1: Tier 1 Interventions

Catherine C. Collier

Learn more about Catherine Collier's PD offeringsCatherine Collier, Ph.D. has over 45 years experience in equity, cross-cultural, bilingual, and special education. Dr. Collier is a nationally recognized expert on diverse learners with learning and behavior needs. She established and directed the Chinle Valley School, Dine Bitsiis Baa Aha Yaa, bilingual services for Navajo students with severe and multiple disabilities for the Navajo Nation. She was the director of a teacher-training program, Ikayurikiit Unatet for the University of Alaska for seven years, preparing Yup’ik Eskimo paraprofessionals for certification as bilingual preschool,... More About Author

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