Implementing Response-to-Intervention to Address the Needs of English-Language Learners : Instructional Strategies and Assessment Tools for School Psychologists
- Paperback | 174 pages
- 152 x 229 x 10.16mm | 272g
- 01 Dec 2013
- Taylor & Francis Ltd
- London, United Kingdom
- 13 Line drawings, black and white; 26 Halftones, black and white; 14 Tables, black and white
Other books in this series
28 Feb 2014
03 Nov 2010
01 Dec 2013
19 Mar 2012
02 Mar 2012
29 Nov 2010
19 Nov 2010
25 Jun 2013
Table of contents
-Judy G. Berkowitz, MS, educational consultant, Jewish Family and Children's Service, Pittsburgh, Pennsylvania
"As educators, we too often try to solve problems and address issues alone, when in fact we should be teaming with other like-minded professionals. In this readable and relevant text, the authors lay out a framework to help navigate the terrain between ELL's, intervention, and designation for special education. They provide a clear framework for the implementation of culturally responsive RTI for our second language learners. This theoretically grounded but practical text should be a guide and resource for all professionals involved with both ELL instruction and the provision of intervention within RTI."
-Richard D. McCallum, PhD, Graduate School of Education, University of California-Berkeley
"What happens when RTI meets ELL? Using evidence-based research and practices, Hudspath-Niemi and Conroy offer alternative assessments to meet the changing demands of students with linguistic differences. This is an excellent contribution to the field of school psychology and will serve as a roadmap to further support the appropriate identification of students needing special services."
-Yuma Tomes, PhD, director and associate professor at the Philadelphia College of Osteopathic Medicine
About Holly S. Hudspath-Niemi
Mary Lou Conroy is a certified school psychologist and school administrator in Pennsylvania. She is president of Leaders in Learning, a company that provides special-education consultation and professional development to schools. Her academic interests include data-based decision making, consultation, and implementation of research-based interventions. She has contributed to the fields of school psychology and education through executive leadership in Pennsylvania's association for school psychologists, training at the university and school district level, presentations, articles, and consultation with school districts.