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School of Humanities, Education, Justice & Social Sciences

Claudia Rinaldi, Ph.D.


Office: Brennan Library

Tel: 617-243-2191



  • Ph.D. in Reading and Learning Disabilities, University of Miami, Coral Gables, FL, 2000
  • M.A. in Education, Learning Disabilities and Behavioral Disorders, University of Miami, Coral Gables, FL, 1996
  • B.A. in Elementary Education and Psychology, University of Miami, Coral Gables, FL, 1993


  • ED309 Sheltered English Instruction
  • ED327 Literacy Assessment & Instruction

Professor Claudia Rinaldi focuses her work and research on the implementation of comprehensive school reform efforts using evidenced-based models including Response to Intervention, Positive Behavioral Intervention and Supports, and Multi-Tier System of Support. Her experience engages educators on how to improve systems and instructional practices for students with reading difficulties who may be at-risk for failure, or those who are English language learners and who may have mild and moderate disabilities.

Rinaldi serves as member of the Council for Exceptional Children (CEC) Board of Directors, as a member of the Advisory Board for the Response to Intervention (RTI) Action Network at the National Center of Learning Disabilities, and as a reviewer for the National Center on Response to Intervention  and the National Center of Intensive Interventions.

She is author and co-author of several publications on Response to Intervention (RTI), behavior disorders, learning disabilities, and issues related to English language learners. Her most recent articles appear in the Journal of Education, the Journal of Multiculturalism in Education, Teaching Exceptional Children, Intervention in School and Clinic, Journal of Disability Policy Studies, and has a book called Practical Ways to Engage all Struggling Learners: A Multi-tier Instructional Approach to Using Hi-Lo Books by Saddleback Publishing, San Diego, CA.

Before joining Lasell University, Rinaldi was an Assistant Director at the Urban Special Educational Leadership Collaborative at Education Development Center, Inc., Assistant Professor in the Curriculum and Instruction, Special Education and Teacher Education Program at Boston College and, before that, in the Department of Special Education at the University of Wisconsin–Whitewater.

What is your teaching philosophy for Lasell courses?
"My teaching philosophy centers on connecting research to practice. It is critical that we build a teaching force prepared to serve the growing population of culturally and linguistically diverse students and that they have the best research, tools, strategies and processes to address the unique needs of each individual student in their classrooms. Grounded on implementation research I have conducted with school districts, my teaching philosophy focuses on bringing real life challenges from schools to the college classroom such as how teachers can effectively support struggling learners, students with disabilities, and students who are learning English as a second language.

One of my goals at Lasell's Education Department is to provide opportunities for students to learn about the most researched educational practices and then be able to implement them with high fidelity using ongoing data collection to guide any instructional decision. It is my expectation that once students leave our program, they will be up-to-date with the most state of the art educational pedagogy to make them the most effective teachers to all students."

Sample Publications, Presentations and Scholarship

Rinaldi, C. & Kodak, S. (2019). Instructional Practices that Help All Students: A Focus on Students with Learning and Attention Issues and Bilingual English Learners. A Review of Research and Timely Recommendation for Content Development Report to, Understood for Teachers Project, New York, NY.  

Rinaldi, C. (December, 2018).  Helping English language learners succeed with a multi-tiered system of support (MTSS)., WETA, Inc. Can be retrieved from

Rinaldi, C. Magee, J. Nino, S. & Serpa, M.L. (2018). Insights from a new certificate program in teaching bilingual English learners with disabilities. MATSOL Current, 40(2), 36-41. Rinaldi, C. (2017). English language learners and strategies for instruction online course for Exceptional Child, Scenario Learning, Cincinnati, OH.

Rinaldi, C. & Parker, C. (April 2016). Breaking Silos, Joining Forces: A Priority for English Learners.  Journal of Communication and Education-Language Magazine. (can be retrieved  

Cortiella, C., Gamm, S., Rinaldi, C. & Goodman, S. (October, 2014). RTI-Based SLD Identification Toolkit, RTI Action Network, National Center for Learning Disabilities, New York, NY. (Can be retrieved from   

Rinaldi, C. & Higgins-Averill, O. (2014).  Practical Ways to Engage All Struggling Learners: A Multi-tiered Instructional Approach Using Hi-Lo Books.  Saddleback Publishing, San Diego, CA.  

Higgins-Averill, O., Baker, D. & Rinaldi, C (2014). A Blueprint for Effectively Using RTI Intervention Block Time. Intervention in School and Clinic, 50(1), 29-38.  

Media Interviews:

Rinaldi, C. (May, 2019). Special on Diversity and Equity in Education. Interview on diversifying the teaching pipeline and the Pathways to Teacher Diversity Program. Fox News Boston (aired in June 2019)  

Rinaldi, C. April 2019). Interview on di diversifying the teaching pipeline and the Pathways to Teacher Diversity Program.CEO Corner, New England Cable News, NBC Universal

Rinaldi, C. (September 11, 2018). Interview on diversifying the teaching pipeline and the Pathways to Teacher Diversity Program at Lasell. WBZ Radio  

Rinaldi, C. (April 5, 2018). Interview for the article "Building Skills Outside the Classroom with New Ways of Learning.New York Times (can be retrieved from  

Rinaldi, C. (January, 2017). Addressing the Needs of Special Education:  An Interview of IDEA.  Doctor Radio Siriux Satellite Radio powered by NYU Language Medical Center.