Last Thursday February 25th, I hosted the 2nd Response to Intervention (RTI) networking event. The event hosted 45 teachers, principals, and other education administrators from Boston area elementary schools involved in a research study.
The goals of the event were to:
1. allow teachers and administrators to interact in meaningful ways about a RTI model being implemented in their schools
2. celebrate the professionalism of these educators making change for all students
3. showcase the educational research that has resulted from the study by presenting relevant findings and articles.
The event was divided into two sections. A short presentation on the effectiveness of RTI and in particular the impact we are having on the reading outcomes for ELLs, and then roundtable discussion facilitated by highly effective teachers in the participating schools. The roundtables discussions addresses core reading curriculum at all K-5 grades, Effective and Engagement Tier 2 and Tier 3 interventions (specific focus on interventions for English Language Learners (ELL), and scheduling and progress monitoring strategies in a school implementing RTI. The pictures below showcase the event:
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.