But What Do I DO?: Strategies From A to W for Multi-Tier Systems of Support

Books

Catherine Collier

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    Preface

    This book contains most of the strategies I have used myself and is designed for use by teachers, counselors, and learning support or intervention teams. All strategies are appropriate and beneficial for all students K–12 unless otherwise noted. Many of these were first published in my book RTI for Diverse Learners published by Corwin, but we have added many more and added additional suggestions for implementation and monitoring. The strategies have been used with students in general education classrooms; at-risk programs; special education programs; English language learning classrooms; learning assistance programs; and in clinical, inclusive, and mainstream classrooms.

    Mention is made relative to common tiers within Multi-Tiered Systems of Support or Multi-Tiered Support Systems (MTSS), Response to Intervention (RTI), and the Response to Instruction and Intervention (RTII) process used in many school districts. The strategies are frequently included in problem-solving interventions provided to English language learners (ELL) and English as an additional language students.

    The strategies are listed in alphabetic order for ease in locating specific strategies after teachers identify the appropriate strategy for the instruction or intervention need of the target student. A selection grid is provided for identifying the appropriate strategy based upon the need identified as having priority for the student. Recommended strategies and interventions are listed with research sources, desired outcomes, and an example of application. Citations to recommended texts are provided where appropriate throughout the document. Some of these strategies are listed in several sections, as they yield distinctive and varied benefits in multiple assistance situations.

    Acknowledgments

    I wish to acknowledge the contributions of Sheri M. Collier. She went through almost all of these strategies and assisted with updating and trying out their effectiveness with diverse learners.

    About the Author

    Catherine Collier, PhD, has over 45 years of experience in equity, cross-cultural, bilingual, and special education. Dr. Collier is a nationally recognized expert on diverse learners with learning and behavior needs. She established and directed the Chinle Valley School, Dine Bitsiis Baa Aha Yaa, bilingual services for Navajo students with severe and multiple disabilities for the Navajo Nation. She was the director of a teacher-training program, Ikayurikiit Unatet for the University of Alaska for seven years, preparing Yup’ik Eskimo paraprofessionals for certification as bilingual preschool, elementary, and special educators. She was an itinerant (diagnostician/special education) for Child Find in remote villages in Alaska. For eight years, Dr. Collier worked with the BUENO Center for Multicultural Education, Research, and Evaluation at the University of Colorado, Boulder, where she created and directed the Bilingual Special Education Curriculum/Training project (BISECT), a nationally recognized effort. She is active in social justice activities for culturally and linguistically diverse learners and families. She started the first bilingual special education programs for the Navajo Nation and the White Mountain Apache. She is currently the director of the national professional development project Curriculum Integration for Responsive, Cross-Cultural, Language Education (CIRCLE) at Western Washington University. She works extensively with school districts on professional and program development for at-risk diverse learners. Dr. Collier provides technical assistance to university, local, and state departments of education regarding programs serving at-risk cognitively, culturally, and linguistically diverse learners. She works with national organizations to provide professional development in the intersection of cross-cultural, multilingual, diversity, and special needs issues in education.

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