Are you curious about the link between Response to Intervention (RTI) and MTSS? Do you want to know how to do it when you have large numbers of English learners. Join Julie and I at our next webinar:
Multi-Tiered Systems of Support that deliver high-quality, research-based instruction and interventions can support the growing English language learner population in general and in special education. On this Bridge Webinar, Claudia Rinaldi, Assistant Director of the Urban Special Education Leadership Collaborative at EDC, and Julie Esparza-Brown, Assistant Professor and Project Director for Portland State University’s Bilingual/Special Education Program, present research on a culturally and linguistically appropriate model for MTSS and provide examples of instructional planning, assessment, and intervention across the tiers. Rinaldi and Esparza-Brown will present concrete examples of preventive assessment measures, collaboration structures, data-informed problem solving, and instruction and intervention planning and delivery to support ELLs. The presenters will highlight the importance of collaboration and joint responsibility among ELL, special education, and general education educators in meeting the needs of all English language learners, including those with disabilities. Practical application and identifying first steps will be presented.
Who Should Attend?
District-level ELL, special education, and response to intervention (RTI) directors and coordinators, as well as teachers with English language learners in their classrooms.
For more information go to http://www.relnei.org/events/mtss-developing-a-culturally-and-linguistically-appropriate-model-for-ells.html
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.