Dear readers back in September I posted about a new initiative I am implementing at an elementary school. We implemeted a Response to Intervenion (RTI) Model for reading k-5th grade. Universal screening data using DIBELS oral reading fluency identified the school as having only 50% of the populatipn at benchmark for their particular grade level for September. Since then, we have been doing monthly progress monitoring CBAs and the October data showed an increased from 50% to 68% of students performing at benchmark. November data shows and increase from 68% to 74%. In terms of special education referrals, there has only been 1 up to now. As you can see this is a very exciting time for the school and for me as the researcher. The December benchmarking is coming!! I will post then.
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.