Based on the RTI model, this comprehensive book provides seven steps to determining appropriate instruction, intervention, and services for culturally and linguistically diverse students.

Ensure appropriate placement and services for your school's diverse students! This timely book shows how to adapt the widely used Response to Intervention (RTI) model to distinguish between learning differences and disabilities in culturally and linguistically diverse (CLD) students. Readers will find: A seven-step framework for determining each student's unique strengths and needs and making appropriate decisions regarding resources, referrals, and integrated services Discussion of cognitive learning styles, language acquisition, acculturation, the role of family and community, and other key considerations A running case study demonstrating the book's strategies in action.

This essential book offers clear guidelines for determining if the Culturally Linguistically Diverse (CLD) students / English Language Learners (ELL) in your general education classroom are experiencing typical language differences, learning disabilities, or both. By combining helpful case-studies with insightful research, the authors provide a framework for differentiating instruction that uses culturally appropriate interventions to build upon student strengths while creating a foundation for further learning and achievement. You will discover how to: Connect your own and your students’ cultural assets to classroom content; Review language acquisition stages and design corresponding instruction; Collaborate with peers and discuss the realities of reaching out for support and problem solving; Choose effective and appropriate instructional strategies based on documentation of data through progress monitoring; Move from a traditional behavioristic perspective to a more culturally responsive perspective; Identify patterns in formal assessments and informal instruction in order to distinguish between language differences and learning disabilities. In addition, the book includes a number of activities and graphs that can be implemented immediately in any classroom. Many of these materials can be downloaded for free from the book’s product page: www.routledge.com/9781138577756.

Identifying appropriate strategies for instruction or intervention made easy! Select individualized and evidence-based interventions for struggling students with this comprehensive guide. Organized around an alphabetized and cross-referenced list and a fold-out selection grid featuring more than 150 PBIS, RTI and MTSS interventions, you’ll quickly find the tools to resolve specific learning and behavioral challenges. You’ll learn to Meet the needs of all your struggling students including at-risk, culturally and linguistically diverse, as well as those with IEPs Progress monitor, document, and modify instructional strategies Identify specific interventions for distinct learning and behavior problems Implement in variety of settings, including special education, learning assistance programs, and full-inclusion

Accessible and comprehensive, this book shows how to build a schoolwide multi-tiered system of support (MTSS) from the ground up. The MTSS framework encompasses tiered systems such as response to intervention (RTI) and positive behavioral interventions and supports (PBIS), and is designed to help all K-12 students succeed. Every component of an MTSS is discussed: effective instruction, the role of school teams, implementation in action, assessment, problem solving, and data-based decision making. Practitioner-friendly features include reflections from experienced implementers and an extended case study. Reproducible checklists and forms can be downloaded and printed in a convenient 8 1/2" x 11" size.

Providing both a theoretical framework and practical strategies, this resource will help teachers, counselors, and related service providers develop understanding and empathy to improve outcomes for culturally and linguistically diverse (CLD) students with disabilities. The text features narrative portraits of six immigrant families and their children with disabilities, including their cultural histories and personal perspectives regarding assessment, diagnosis, Individualized Education Program (IEP) meetings, and other instances in which families engaged with the special education process. Using guiding questions for reflection and “Talk Back” comments from preservice students throughout the text, readers are encouraged to reflect on their own positionality and to develop nuanced and dynamic understandings of CLD children, youth, and families—countering persistent and stereotypical deficit views. “A long-overdue textbook that proactively contributes to preparing teacher candidates to know more about and better understand the diverse students they will teach.” —From the Foreword by Maria de Lourdes B. Serpa, professor emerita, Lesley University “Accessible and innovative. It will be valuable to students, teachers, and family members.” —Philip Ferguson, professor emeritus, Chapman University “This powerful and much-needed book highlights the cultural misunderstandings and systemic inequities that can occur when disability intersects with race.” —Maya Kalyanpur, University of San Diego

This important guide shows how to determine appropriate interventions for ELLs with academic challenges. It includes extensive new discussions of RtI and standardized testing used for diagnostic purposes and and reviews consequences for ELLs. The ensuring a continuum of services model featured in the book is a strong collaborative framework that takes teams of educators step-by-step through gathering information about and implementing effective interventions for ELLs with learning difficulties.

Provides guidance for teaching culturally and linguistically diverse students within the response to intervention (RTI) framework through the use of two hundred instructional interventions.

Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.

"This handbook is designed for use by practicing professionals who are charged with accommodating the needs of students having emotional and behavioral disorders and problems within the context of schooling. This handbook consists of 32 chapters and is divided into six sections:(1) foundations, (2) screening, performance monitoring, and assessment, (3) interventions targeting specific disorders, settings and/or developmental levels, (4) generic intervention approaches, (5) early intervention, and (6) research. The editors view the book as a compendium of accessible best practices that, if practitioners adopt and apply with high levels of treatment integrity, will produce a strong impact on the emotional and behavioral problems that challenge the school success of EBD students"--