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Response to Intervention (Rti) and English Learners: Using the Siop Model (Siop)by Jana Echevarria
Synopses & Reviews
This authoritative guide for ensuring all students are able to achieve high standards is an essential resource for educators in any school with English learners. It provides practical help for designing and implementing effective RTI programs using the SIOP® Model, and ensuring the appropriate type of instruction that English leaners need and deserve. Response to Intervention (RTI) and English Learners, 2/e includes important background information on RTI; examines the academic and linguistic challenges that English learners face; and covers appropriate and effective multi-tier instruction, assessment, and intervention with RTI, specifically for English learners. The authors include recommendations for implementing the eight components of the SIOP® Model for Tier 1 within an RTI framework, and additional suggestions for implementing RTI in secondary schools.
About the Author
Jana Echevarría is Professor Emerita of Education at California State University, Long Beach where she was selected as Outstanding Professor. She has taught in elementary, middle, and high school in general education, special education, ESL, and bilingual programs. She has lived in Taiwan, Spain, and Mexico where she taught and conducted research. Her UCLA doctorate earned her an award from the National Association for Bilingual Education’s Outstanding Dissertations Competition and subsequent research and publications focus on effective instruction for English learners, including those with learning disabilities. She has presented her research across the U.S. and internationally including Oxford University (England), Wits University (South Africa), Harvard University (U.S.), South East Europe University (Macedonia), and University of Barcelona (Spain). Publications include the popular SIOP book series and over 50 books, book chapters, and journal articles.
Catherine Richards-Tutor is an Associate Professor in the special education program at California State University, Long Beach. Before receiving her doctorate from the University of California, Santa Barbara, Dr. Richards-Tutor worked as a classroom teacher, a reading specialist for students at-risk, and a behavioral consultant. In 2009 she was awarded the Early Academic Career Excellence Award at CSU Long Beach for her accomplishments in research, teaching, and professional service. Dr. Richards-Tutor has worked with many districts and schools with high percentages of English Learners in implementing RTI in both academics and behavior. Currently, she is Co-PI on Project EQALS, Evidence-based, Quality Professional Development in Algebra for Learner Success, which is funded by the California Department of Education. Her research and publications focus on reading and math interventions and progress monitoring for English learners, particularly within a RTI model.
MaryEllen Vogt is Professor Emerita of Education at California State University, Long Beach. Dr. Vogt 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 sixteen 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. Dr. Vogt 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.
Table of Contents
Chapter 1 Using RTI with English Learners
Chapter 2 The Big Picture: Cultural and Linguistic Realities
Chapter 3 Assessment and Data Based Decision Making for English Learners
Chapter 4 Tier 1: What Is Best Practice for Teaching English Learners?
Chapter 5 Tier 2 and Tier 3 Interventions for English Learners
Chapter 6 How to Distinguish Disability from Linguistic Differences
Chapter 7 Special Considerations for Secondary English Learners
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