Overview

This newest resource, from The SIOP Model series authors Jana Echevarria and MaryEllen Vogt, assists all mainstream teachers and administrators to design effective RTI programs, using the SIOP Model, providing the appropriate type of instruction that English Learners need and deserve.    Response to Intervention (RTI) and English Learners: Making it Happen, written to assist teachers and administrators to better meet the needs of the increasing group of English Learner students in U.S. schools, includes background on Response to Intervention, explains the linguistic and academic issues that English Learners face, and covers appropriate and effective Tier 1, 2, and 3 interventions for English Learners using the eight components of the SIOP Model.  The book provides use-tomorrow ideas and activities for implementing these eight components of the SIOP Model in an RTI framework; with special considerations and recommendations for aligning current practices in adolescent literacy with RTI programs for Secondary ELs. Even if educators are not familiar with the SIOP Model, they will find this as a useful resource.   Learn strategies for overcoming barriers and implementing an effective RTI process for English Learners (ELs) at Pearson's RTI for ELs Institute at www.siopinstitute.net.

Full Product Details

Author:   Jana Echevarria ,  MaryEllen Vogt ,  Deborah J. Short
Publisher:   Pearson Education (US)
Imprint:   Pearson
Dimensions:   Width: 27.40cm , Height: 0.80cm , Length: 21.60cm
Weight:   0.340kg
ISBN:  

9780137048908

ISBN 10:   0137048904
Pages:   168
Publication Date:   27 August 2010
Audience:   College/higher education ,  Tertiary & Higher Education
Replaced By:   9780133431070
Format:   Paperback
Publisher's Status:   Out of Print
Availability:   In Print  
Limited stock is available. It will be ordered for you and shipped pending supplier's limited stock.

Table of Contents

TABLE OF CONTENTS   PREFACE AND ACKNOWLEDGEMENTS   Chapter 1  WHAT IS RTI FOR ENGLISH LEARNERS?                         RTI As An Opportunity RTI Definition Unpackaged             Assessment and Intervention             Identify Areas of Concern and Monitor Progress             Provide Evidence-based Interventions             Identify Learning Disabilities RTI Models             Standard Treatment Protocol             Problem-Solving Model             Hybrid Approaches Making RTI Work Final Thoughts For Reflection and Discussion Chapter 2  THE BIG PICTURE             Issues Faced by English Learners in School                         Language Proficiency                         Background Knowledge and Experience                         Cultural Values and Norms             Factors Associated with Underachievement                         Lack of Qualified Teachers                         Inappropriate Teaching Practices                         At-Risk School Environments             Factors Associated with Educational Success                         High Expectations for All Students                         Effective Teaching Practices                         Relationships of Respect             RTI and Cultural and Linguistic Diversity             The Important Role of Parents                         Why Don’t They Come?                         What Can We Do?                         Parents and RTI             Final Thoughts             For Reflection and Discussion Chapter 3  TIER 1: WHAT IS BEST PRACTICE FOR TEACHING ENGLISH LEARNERS An Overview of Tier 1: Effective Instruction for English Learners Universal Screening in Tier 1 Progress Monitoring Challenges in Tier 1 Universal Screening and Progress Monitoring for English Learners High-Quality Classroom Instruction Making Content Comprehensible for English Learners: The SIOP Model             Components of the SIOP Model                         Lesson Preparation                         Research Support for the Lesson Preparation Component                         Building Background Research Support for the Building Background Component                         Comprehensible Input Research Support for the Comprehensible Input Component                         Strategies                         Research Support for the Strategies Component                         Interaction                         Research Support for the Interaction Component                         Practice and Application                         Research Support for the Practice and Application Component                         Lesson Delivery                         Research Support for the Lesson Delivery Component                         Review and Assessment                         Research Support for the Review and Assessment Component             Uses and Benefits of the SIOP Model             Differentiated Instruction             A Glimpse Into a Classroom with High-Quality Instruction for English Learners             Final Thoughts             For Reflection and Discussion Chapter 4  TIER 2 INTERVENTIONS FOR ENGLISH LEARNERS by Catherine Richards             Using Data to Select Students in Need of Intervention             Curriculum-Based Measurements (CBM)             An Example of a Tier 2 Intervention Process at the Elementary School Level             Grouping Students in Small Groups for Intervention             Conducting Small Group Intervention             Content of Intervention             Methods of Delivering Instruction             Monitoring Student Progress             Reflecting on Data and Making Decisions             Final Thoughts             For Reflection and Discussion Chapter 5  TIER 3 INTERVENTIONS FOR ENGLISH LEARNERS             What is Different About Tier 3?             Identifying a Disability                         A Learning Disability is Hard to Define             Distinguishing Disability from Difference             Successful IEP Meetings             Final Thoughts             For Reflection and Discussion Chapter 6  SPECIAL CONSIDERATIONS FOR SECONDARY ENGLISH LEARNERS             Literacy Issues for Secondary English Learners Why Do Secondary English Learners (and Other Students) Struggle with Reading and Writing             Implementation of RTI for English Learners at the Secondary Level                         What Adolescent English Learners Need and Deserve: Effective Tier 1 Instruction             Secondary RTI for English Learners: Putting It All Together             Final Thoughts             For Reflection and Discussion Chapter 7  SUCCESSES AND BARRIERS TO EFFECTIVE RTI IMPLEMENTATION             Principles of a Successful RTI Program             Questions to Guide RTI with English Learners             Frequently Asked Questions             Final Thoughts  

Reviews

As an administrator of an ESL program, [the book] is very appealing. It would be a good 'book study' for a school improvement team that is looking into reasons for and solutions to an achievement gap between their ELs and general education students. - Vickie Damon, ESL Director, Renton School District, Renton, Washington This book is easy to read offers ample opportunity for discussion and brainstorming. It is ideal for in-service or book-study purposes among teachers. - Mirta Silvia Torres, ESE/Student Services, Lee County Public Schools, Fort Myers, Florida The authors have done a nice job of integrating the needs of ELs with the framework of RTI while keeping a focus on needs of learners (not teachers). This book will contribute to the validation and recognition of the unique needs language learners bring to our schools, and does an excellent job of advocating for those needs to be met. -Karla Stone, Ph.D., Title III Development Specialist, Robbinsdale Area Schools, New Hope, Minnesota

As an administrator of an ESL program, [the book] is very appealing. It would be a good 'book study' for a school improvement team that is looking into reasons for and solutions to an achievement gap between their ELs and general education students. - Vickie Damon, ESL Director, Renton School District, Renton, Washington This book is easy to read offers ample opportunity for discussion and brainstorming. It is ideal for in-service or book-study purposes among teachers. - Mirta Silvia Torres, ESE/Student Services, Lee County Public Schools, Fort Myers, Florida The authors have done a nice job of integrating the needs of ELs with the framework of RTI while keeping a focus on needs of learners (not teachers). This book will contribute to the validation and recognition of the unique needs language learners bring to our schools, and does an excellent job of advocating for those needs to be met. -Karla Stone, Ph.D., Title III Development Specialist, Robbinsdale Area Schools, New Hope, Minnesota

As an administrator of an ESL program, [the book] is very appealing. It would be a good 'book study' for a school improvement team that is looking into reasons for and solutions to an achievement gap between their ELs and general education students. - Vickie Damon, ESL Director, Renton School District, Renton, Washington This book is easy to read offers ample opportunity for discussion and brainstorming. It is ideal for in-service or book-study purposes among teachers. - Mirta Silvia Torres, ESE/Student Services, Lee County Public Schools, Fort Myers, Florida The authors have done a nice job of integrating the needs of ELs with the framework of RTI while keeping a focus on needs of learners (not teachers). This book will contribute to the validation and recognition of the unique needs language learners bring to our schools, and does an excellent job of advocating for those needs to be met. -Karla Stone, Ph.D., Title III Development Specialist, Robbinsdale Area Schools, New Hope, Minnesota

Author Information

Jana Echevarría is a Professor Emerita at California State University, Long Beach. She has taught in elementary, middle, and high schools in general education, special education, ESL, and bilingual programs. She has lived in Taiwan, Spain and Mexico. An internationally known expert on second language learners, Dr. Echevarría is a Fulbright Specialist. Her research and publications focus on effective instruction for English learners, including those with learning disabilities. Currently, she is Co-Principal Investigator with the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) funded by the U.S. Department of Education, Institute of Education Sciences (IES). In 2005, Dr. Echevarría was selected as Outstanding Professor at CSULB.     MaryEllen Vogt, Ed.D., is Professor Emerita of Education at California State University, Long Beach. MaryEllen has been a classroom teacher, reading specialist, special education specialist, curriculum coordinator, and university teacher educator. She received her doctorate from the University of California, Berkeley, and is a co-author of fifteen books, including Reading Specialists and Literacy Coaches in the Real World (3rd ed., 2011) and the SIOP® book series. Her research interests include improving comprehension in the content areas, teacher change and development, and content literacy and language acquisition for English learners. She was inducted into the California Reading Hall of Fame, received her university’s Distinguished Faculty Teaching Award, and served as President of the International Reading Association in 2004—2005.   

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