As I prepare to conduct a summer institute on RTI, I wanted to share some very informative and practical articles and books that will help anyone interested in learning and implementing RTI. It includes resources for principals, administrators, teachers, and others interested. In addition it provides information on how to address the needs of bilingual learners in the process and the history of RTI from the feds.
Berkeley, S., Bender, W.N., Peaster, L.G. & Saunders, L. (2009). Implementation of Response to Intervention: A snapshot of progress. Journal of Learning Disabilities, 42 (1), 86-92.
Bradley, R., Danielson, L. & Doolittle, J. (2007). Responsiveness to Intervention: 1997-2007. Teaching Exceptional Children, 39 (5), 8-12.
Brown-Chidsey, R. (October, 2007). No more “waiting.” Educational Leadership: ASCP, 39-46.
Buffum, A. Mattos, M. & Weber, C. (2006). Pyramid Response to Intervention: RTI, professional learning communities, and how to respond when kids don’t learn.
Dewitz, P., Jones, J. & Leahy, S. (2009). Comprehension strategy instruction in core reading programs. Reading Research Quarterly, 44 (2), 102-126.
Fletcher, J.M. & Vaughn, S. (2009). Response to Intervention: Preventing and remediating academic difficulties. Child Development Series, 3 (1), 30-37.
Fuchs, D. & Fuchs, S.L. (2006). Introduction to Response to Intervention: What, why, and how valid is it? Reading Research Quarterly, 41(4), 93-99.
Fuchs, L.S. & Fuchs, D. (2007). A model for implementing responsiveness to intervention. Teaching Exceptional Children, 39 (5), 14-20.
Fuchs, D., Fuchs, L.S., & Vaughn, S. (2008). Response to Intervention: A framework for reading educators. International Reading Association, Newark: DE.
Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan-Thompson, S. and Tilly, W.D. (2008). Assisting students struggling with reading: Response to Intervention and multi-tier intervention for reading in the primary grades. A Practice Guide. (NCEE 2009-4045). Washington, DC: National Center for http://www.southfayettenursing.com/directions.html
Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved July 1, 2009 from http://ies.ed.gov/ncee and http://ies.ed.gov/ncee/wwc/publications/practiceguides.
Gersten, R., Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective literacy and English language instruction for English learners in the elementary grades: A practice guide (NCEE 2007-4011). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved July 1, 2009 from http://ies.ed.gov/ncee.
Moore, J. & Whitfield, V. (2009). Building schoolwide capacity for preventing reading failure. The Reading Teacher, 62 (7), 622-624.
Murawski, W.W. & Hughes, C.E. (2009). Response to Intervention, collaboration, and co-teaching: A logical combination for successful systemic change. Preventing School Failure, 53 (4), 267-277.
National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel:
Teaching children to read. An Evidenced-based assessment of the scientific research literature on reading and its implications for http://www.nichd.nih.gov/publications.nrp/smallbrook.htm (or http://www.nationalreading panel.org).
Rinaldi, C. & Samson, J. (2008). English language learners and Response to Intervention: Referral Considerations. Teaching Exceptional Children 40 (5), 6-14.
Teale, W.H. (2009). Students learning English and their literacy instruction in urban schools. The Reading Teacher, 62 (8), 699-703.
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.