Table of Contents
Foreword 7
Introduction 9
Chapter 1 Building and Activating Onr Own Schema 11
Who are Culturally and Linguistically Diverse Learners, and Why Do They Need Different Instruction? 11
What Is Linguistic Diversity? 15
Major Demographics: Impacting Schools and Classrooms Today 17
Conclusion 22
Reflect and Act 22
Chapter 2 Two Theories, One Result 23
The Soft Bigotry of Low Expectations 25
Taking Responsibility for Students' Achievement 26
A Moral Obligation Approach to Intervention 27
Getting Beyond Dogma 28
The Philosophy of Reading Instruction 29
Seven Theories of Reading Instruction 29
Choose the Right Approach 39
The Pedagogical Spectrum 42
Conclusion 43
Reflect and Act 43
Chapter 3 Instruction or Intervention? Which "I" for RTI? 45
What is RTI? The Classroom Teacher as First Responder 45
Multiple Tiers, Multiple Models: One Comprehensive System 49
Round and Round 59
Conclusion 61
Reflect and Act 62
Chapter 4 Screen for Problems and Monitor Progress 63
Assessing Assessment 63
An Instinctive Response 66
The Basics of Assessment in CA-RTI 67
You Make the Diagnosis 68
Struggling with Reading Is Persistent and Pervasive 68
Four Measurements 69
Outcomes Based Assessments 75
The Roles of Assessment, Data, and AYP 76
Conclusion 79
Reflect and Act 80
Chapter 5 The Importance of a Strong Core Program 81
Scientifically Based Versus Scientifically Validated 85
What Works Is not Whatever Works 87
Navigating Tier I Instruction 89
Conclusion 91
Reflect and Act 92
Chapter 6 Intensive Small Group Interventions 93
Using Small Groups 95
Tier 2 and Tier 3: The Action Plan 96
Two Steps Forward, Then Start Over 105
Technology 106
Conclusion 107
Reflect and Act 108
Chapter 7 Teaching English as an Explicit Language 109
History of the Divide 110
Why the History Matters 112
How Long Does it Take to Learn English? 113
What Is Involved in a Language Proficiency Assessment? 116
BICS and CALP 126
Conclusion 130
Reflect and Act 131
Chapter 8 Don't Leave Anything about Teaching and Learning to Chance 133
Review of Theories of Learning 135
Model Strategies That Develop Students'Metacognition 140
Reaching Critical Mass on Feedback 145
Make Connections and Check Your Mindset 151
Conclusion 153
Reflect and Act 154
Chapter 9 Getting from Where We Are to Where We Need to Be 155
Creating a Professional Learning Community: It Takes a Village 156
Professional Development 159
Changing Our Frame of Reference 165
Conquering the Master Schedule 168
Conclusion 171
Reflect and Act 172
Chapter 10 Doing RTI Well 173
Do the Right Thing 174
Do the Right Thing Well 177
Do Enough of the Right Thing to Affect Change 180
Persistency, Consistency, Discipline, and Focus 183
Conclusion 185
Reflect and Act 185
References 187
