Response to Intervention is one of the most happening models of eduction instruction in schools today. It is a model designed to decrease the number of children referred to special education by addressing the needs of each individual student. I have been given the opportunity to guide a RTI Model at a very promising schools which was definitely asking the right questions and moving in this direction. As the months go by I will be updating you on the process.
The school is located in a high urban community with 68% of the population of students from Hispanic backgrounds most of which are ELLs and a 11% who are also receving special education services under IDEA. The school is implementing a 3-tier RTI model that addresses the needs of every single student in grades k-5 in reading. The screening process has been completed and implementation of a tier 2 and 3 curriculum/program is starting next week. I will be reporting some information on percentages at risk and type programs during the length of Australia this journal for online casino professionals interested in casino implementing the same approach. We will be following all the students with a particular focus on ELL and those receiving special education services and those who are ELL and receive special education services. I look forward to your comments.
Professor Claudia Rinaldi is the Chair of the Education Program at Lasell University. Her areas of research are the implementation of the Multi-Tier System of Supports (MTSS) framework in urban settings with English learners, teacher education in bilingual special education, and diversifying the teacher pipeline. Claudia has authored peer-reviewed publications and a book for educators called Practical Ways to Engage All Struggling Readers. She lead and developed a graduate certificate program in Teaching Bilingual Students with Disabilities for general, ESL and special education teachers geared towards applying research-informed practices to the questions and processes of identifying whether it is a language difference or a learning disability. Claudia developed a college mentoring program called Pathways to Teacher Diversity for districts and teacher education programs to partner in identifying and supporting underrepresented high school students interested in teaching careers to successfully access and persist in college. She serves in various boards including the National Center for Learning Disabilities and serves as an expert for Understood.org and the National Center for Intensive Interventions.
Professor Claudia Rinaldi believes that it is critical to prepare teacher leaders who may serve as advocates and allies and who will respond to the belief that all students can learn and succeed beyond barriers like culture, language, disability poverty, and marginalization in our country and globally.