This recent article just appeared on Google Alerts and I wanted to share it here. The article provides a good summary of what is Response to Intervention (RTI) and culturally and linguistical diverse pedagogies. Aside from providing a good definition of all terms, they summarized the research on how culturally responsive pedagogy can impact the effectiveness and success of RTI. The focus is on Tier 1 Core instruction as a vehicle to ensure that culturally and linguistically diverse students (CLD) are taught using culturally responsive practices thereby increasing access to the regular curriculum and fidelity of implementation of the model. The article also addresses how the universal screening and progress monitoring practices within RTI can look for this population and how teachers can collaborate and problem solve which evidenced-based interventions and which differentiated instructional practices would be best for CLD students. The article summarizes research on how using the students primary language is imperative while also monitoring English proficiency. The authors did a nice job of bringing together the research on RTI, CLD pedagogy, and fidelity of implementation features.
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.