LEADER 02244oam  2200481   450 
001 9910823254303321
005 20170523091602.0
010   $a1-4522-3846-4
010   $a1-4522-2344-0
035   $a(OCoLC)806220643
035   $a(MiFhGG)GVRL5URM
035   $a(EXLCZ)992550000000107894
100   $a20100517d2011      uy             0
101 0 $aeng
135   $aurun|---uuuua
181   $ctxt
182   $cc
183   $acr
200 10$aSeven steps to separating difference from disability /$fCatherine Collier
210   $aThousand Oaks, Calif. $cCorwin ;$aLondon $cSAGE [distributor]$dc2011
210  1$aThousand Oaks, Calif. :$cCorwin Press,$d2011.
215   $a1 online resource (xi, 160 pages) $cillustrations
225 0 $aGale eBooks
300   $aDescription based on print version record.
311   $a1-4522-1942-7 
311   $a1-4129-7160-8 
320   $aIncludes bibliographical references (p. 149-155) and index.
327   $aContents; About the Author; Introduction: Reaching Culturally and Linguistically Diverse Students; 1 - Building andSustaining a Foundation for Learning; 2 - Establishing and Supporting Resiliency; 3 - Instructional Intervention and Differentiated Instruction; 4 - Intensive Intervention and Progress Monitoring; 5 - Resolution or Referral; 6 - Integrated Services; 7 - Maintaining and Sustaining CLDE Programs; Conclusion; Glossary; References; Index
330 8 $aHere, Catherine Collier introduces the PRISIM process (the Pyramid of Resiliency, Instruction, Strategies Intervention, and Monitoring) for use within an RTI framework.
606   $aLinguistic minorities$xEducation$zUnited States
606   $aLearning disabilities$xDiagnosis$zUnited States
606   $aEnglish language$xStudy and teaching$zUnited States$xForeign speakers
615  0$aLinguistic minorities$xEducation
615  0$aLearning disabilities$xDiagnosis
615  0$aEnglish language$xStudy and teaching$xForeign speakers.
676   $a371.829
700   $aCollier$b Catherine$01607785
801  0$bMiFhGG
801  1$bMiFhGG
906   $aBOOK
912   $a9910823254303321
996   $aSeven steps to separating difference from disability$94108003
997   $aUNINA