I am excited to share that I just had the opportunity to have one of my practitioner-based articles published in a great teacher website called ColorinColorado.org.
From their website, Colorín Colorado is the premier national website serving educators and families of English language learners (ELLs) in Grades PreK-12. Colorín Colorado has been providing free research-based information, activities, and advice to parents, schools, and communities around the country for more than a decade. Colorín Colorado is an educational service of WETA, the flagship public broadcasting station in the nation’s capital, and receives major funding from the American Federation of Teachers and National Education Association.
In this article, I was able to share research-based and teacher used guidance on how to help bilingual English learners succeed in schools Implementing a Multi-Tiered System of Support (MTSS) .
The article provides an introduction to the Multi-tiered System of Support (MTSS) framework and what MTSS means for English language learners (ELLs). I also explain how the relationship between MTSS and Response-to-Intervention (RTI) and includes guidelines for identifying effective interventions for ELLs who need extra support. I also provide forms that can support the implementation of Tier 1, 2, and 3, and explain how to use cycles of progress monitoring to ensure you can review all students in interventions. In addition, the Colorín Colorado added links to their other great content that includes videos with experts and other examples.
Please let me know your feedback.
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.