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