I heard a wise school leader speak this morning explaining why they thought that Asian students outperform White, Hispanic, and African America students in academics. His answer “The Asian community is organized and recognizes that the system (here or in China) can't do it alone”. They recognize and invest in providing “Tier 2” interventions- tutoring after school/in the weekend/ in their language/etc. It is part of their culture!
He also said that Hispanic/Latino families and African American families rely solely on the “education system”. A simple expectation except the “education system” was designed for middle class white families who mothers stay at home and are ABLE to provide “tier 2” interventions at home for their children such as “reading and supporting homework”. It made so much sense. I get home at 5:30 and I am not the typical middle class WHITE mother (I am Hispanic), except I know that I should be proving “Tier 2” interventions for my own children because of my career (former professor of education and current school reform consultant). In fact, my son gets a repeated reading strategy to help him become not only a great reader but an excellent reader. One of the same strategies I taught teachers to do in a school implementing a Response to Intervention model with great success on student achievement.
It made sense that as a nation we are in need of effective Response to Intervention models that provide “tier 2 and Tier 3” interventions and services to all students in SCHOOL– only then can we provide equality of education and true opportunity for all children in our public school system.
How can we do this?
View one step Boston is taking –an excerpt from the Today show on the benefits of early education:
Program gives new meaning to ‘prep’ school
Sept. 27: TODAY’s Matt Lauer visits a school in Boston that is making strides in closing the achievement gap among young students by preparing children for the routines and rituals of being a student before they even enter kindergarten
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.