Culturally Competent Culturally Competent Psychological Practice Part Psychological Practice Part

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Responsive Pre-Referral Processes—School Responsive Pre-Referral Processes—School Psychologists as Cultural Mediators Psychologists as Cultural Mediators

Samuel O. Ortiz, Ph.D. Samuel O. Ortiz, Ph.D.

St. John’s UniversitySt. John’s University

General Pre-Referral General Pre-Referral IssuesIssues

What is a Pre-referral Team Benefits of the Pre-referral Process Pre-referral Team Membership Pre-referral Flow Chart The Pre-referral Team Meeting

Summary Pre-referral Preparation

What is a Pre-referral What is a Pre-referral Team?Team?

A School Site Team That: Is a function of regular education Uses a systematic problem solving approach

Clarifies problems and concerns Develops strategies and organizes resources Includes the parent and student (as

appropriate)

Benefits of the Pre-referral Benefits of the Pre-referral ProcessProcess

Efficient and effective resource utilization May reduce need for other meetings Problem solving process is viewed as

positive by parents and public Expresses school’s concern for students Supportive atmosphere for students to

become actively involved in helping themselves

Support team for teachers Helps define school needs and guides

curriculum Process itself is a staff development activity

Pre-referral Team Pre-referral Team MembershipMembership

Elementary Level Team Members: Principal Classroom Teachers Resource Person(s) Referring Teacher Parents of the Student Student (fourth grade and above, as

appropriate) Second Language Teacher/Representative Special Education Personnel

Flow Chart: Pre-referral to Post-AssessmentFlow Chart: Pre-referral to Post-Assessment

PARENTINPUT

IEP TEAM DETERMINESCHILD NOT ELIGIBLE FOR

SPECIAL EDUCATION

IEP TEAM DETERMINESCHILD IS ELIGIBLE FOR

SPECIAL EDUCATION

SPECIAL EDUCATIONPLACEMENT DECISION

GENERALEDUCATION

RESOURCESPECIALISTPROGRAM

SPECIALDAY

CLASS

DESIGNATEDINSTRUCTIONAND SERVICES

REGIONAL ORNON-PUBLIC

SCHOOLS

PARENTCONSENT

PARENTCONSENT

RESIDENTIALPLACEMENT

LESS RESTRICTIVE ENVIRONMENT MORE RESTRICTIVE ENVIRONMENT

PARENTCONSENT

PARENTINPUT

PARENTINPUT

ASSESSMENT TO DETERMINEELIGIBILITY FOR SPECIAL

EDUCATION

INTERVENTION SUCCESSFUL:LEARNING PROBLEMS

RESOLVED

INTERVENTION SUCCESSFUL:LEARNING PROBLEMS

RESOLVED

INTERVENTION UNSUCCESSFUL:LEARNING PROBLEMS CONTINUE -

REFERRAL MADE

FOLLOW-UP PRE-REFERRALINTERVENTION

(STUDENT STUDY TEAM)

INTERVENTION UNSUCCESSFUL:LEARNING PROBLEMS

CONTINUE

INITIAL PRE-REFERRALINTERVENTION

(STUDENT STUDY TEAM)

REGULAR CLASSROOM

Integration of RTI Within General

Education Framework

Pre-referral Team Meeting Pre-referral Team Meeting SummarySummary Use of Team Meeting Summary

Sheet: Arranges seating in semi-circle manner Provides physical focus for the group, directs

energy to the problem, not the people Facilitates process and manages content Facilitates concentration, eliminates

repetition Facilitates accurate recording of information Frees participants from taking notes Provides balanced picture of the student Assures accountability for follow-up

Pre-referral PreparationPre-referral Preparation

Referring Teacher Should: Bring student’s cumulative folder with

information regarding parent contacts, previous test data, hearing and vision screening results

Bring recent work samples of academic performance

Be ready to discuss reasons for referral Be ready to discuss student’s academic

strengths and weaknesses, including academic skills, classroom behavior, peer relationships, adult relationships, work habits, etc.

Have an idea about what assistance is desired

Creating an Effective Pre-referral Process

Pre-referral Parental Involvement Role of Interpreters in Meetings Factors Affecting Academic

Achievement Pre-referral Assumptions Pre-referral Hypotheses

Other Pre-Referral Other Pre-Referral IssuesIssues

Creating an Effective SST Creating an Effective SST ProcessProcess

Define the function of the process and the meeting

Invite the parent and child (if appropriate) Invite bilingual staff members (general and

special ed) Specify the role of the members Use a systematic, problem solving approach Document the discussion (SST Summary Sheet) Assign responsibility for intervention follow

through Meet again and evaluate effectiveness of

interventions

Pre-referral Parental Pre-referral Parental InvolvementInvolvement

Why Should the Parent be Included? Parent knows student better than anyone else Parent has vital information and different point

of view regarding planning an effective program

Students may behave differently at home vs. school

Parent’s presence encourages focus on strengths

Increases parental awareness of alternatives to handling problems at home--training for everyone

Parent’s early knowledge of problem is preventive

Parent recognizes school’s concern and support for welfare of student

Role of Interpreters in Service Role of Interpreters in Service DeliveryDelivery

Facilitating and Ensuring Effective CommunicationIn the context of meetings held for educational purposes, the primary role of the interpreter is

to provide an accurate interpretation of the information being presented to ensure that all participants fully and completely understand what is being communicated to each other. The interpreter must serve as an unbiased and efficient facilitator for the languages being spoken

without appearing to take sides or attempting to mediate any interactions between the participants. In effect, the interpreter serves as a tool that allows all people in attendance the

opportunity to participate to the fullest extent in the proceedings.

Participant 1

Participant 3 Participant

4

Participant 5

Participant 2

INTERPRETER

Lost in Lost in Translation.Translation.

Role of Interpreters in Service Role of Interpreters in Service DeliveryDelivery

Mediate Cultural and Linguistic Nuances

V a lu e sa n d

B e lie fs

C u ltu r a lP r a c tic e s

a n dC u sto m s

E F F E C T IV EC O M M U N IC A T IO N

B e h a v io ra n d

N o r m s

V e r b a l a n dN o n -v e r b a lE x p r e ss io n

Factors Affecting Factors Affecting AchievementAchievement

Cultural and Linguistic Differences Current language(s) of the home and

student’s initial/primary language (L1) Student’s total experience with L1 and L2

and present fluency in L1 and L2 Student’s birth order/sibling influence Parent’s fluency and level of literacy in L1

and L2 Parent’s and student’s level of acculturation,

education, and socio-economic status

Factors Affecting Factors Affecting AchievementAchievement

Environmental Factors Attendance or experience with or frequent changes

in school setting Years (duration) and quality of instruction in L1 and

L2 or bilingual program Parent’s ability to support language of instruction Cultural relevance and consistency of the curriculum Teaching strategies, styles, attitudes, expectations System attitude regarding dual language learners Socialization with peers vs. isolation from peers

Factors Affecting Factors Affecting AchievementAchievement

Community Factors General demographic diversity within the community Parent’s role/position in the community Match between parent/student’s culture and

surrounding community Community’s attitude toward student’s culture or

language Opportunity and support for expression of cultural

practices and beliefs within the community Availability of community groups/agencies for assistance

with acculturation processes

Pre-referral AssumptionPre-referral Assumption

The learning difficulties exhibited by the student are not attributable to a disability but are caused primarily by some problem in the learning environment.

Pre-referral Hypotheses Pre-referral Hypotheses

The student has sufficient school experience and regular attendance There is no evidence of cultural difference, environmental or

economic disadvantage The student has received effective and appropriate instruction The match between the teacher's teaching style and the student's

learning style has been satisfactory The match between the school curriculum and the student's native

language, culture, and learning style has been satisfactory The school and classroom environments are conducive to learning The school environment does not diminish or subjugate the student's

native language or culture There is a good relationship between the home and the school

Post-Referral IssuesPost-Referral Issues

Pre-referral to Post-referral Flow Chart Transition from Pre- to Post-referral Collaborative Alliances in Assessment Linking Assessment With

Intervention Collaborative Program

Development

From Pre- to Post-From Pre- to Post-referralreferral PARENT

INPUT

IEP TEAM DETERM INESCHILD NOT ELIGIBLE FOR

SPECIAL EDUCATION

IEP TEAM DETERM INESCHILD IS ELIGIBLE FOR

SPECIAL EDUCATION

SPECIAL EDUCATIONPLACEM ENT DECISION

GENERALEDUCATION

RESOURCESPECIALISTPROGRAM

SPECIALDAY

CLASS

DESIGNATEDINSTRUCTIONAND SERVICES

REGIONAL ORNON-PUBLIC

SCHOOLS

PARENTCONSENT

PARENTCONSENT

RESIDENTIALPLACEMENT

LESS RESTRICTIVE ENVIRONMENT MORE RESTRICTIVE ENVIRONMENT

PARENTCONSENT

PARENTINPUT

PARENTINPUT

ASSESSM ENT TO DETERM INEELIGIBILITY FOR SPECIAL

EDUCATION

INTERVENTION SUCCESSFUL:LEARNING PROBLEM S

RESOLVED

INTERVENTION SUCCESSFUL:LEARNING PROBLEM S

RESOLVED

INTERVENTION UNSUCCESSFUL:LEARNING PROBLEM S

CONTINUE

FOLLOW-UP PRE-REFERRALINTERVENTION

(STUDENT STUDY TEAM )

INTERVENTION UNSUCCESSFUL:LEARNING PROBLEM S

CONTINUE

INITIAL PRE-REFERRALINTERVENTION

(STUDENT STUDY TEAM )

REGULAR CLASSROOM

From Pre- to Post-ReferralFrom Pre- to Post-Referral

Analysis of pre-referral data is done to identify patterns of referral that differentiate between the needs of teachers, the needs for programs, and the individual needs of children Lack of knowledge, skills, confidence, or objectivity to teach CLD students effectively has been eliminated as primary cause of learning problems Cultural and linguistic differences as well as environmental and economic disadvantage have been eliminated as primary causes of learning problems Lack of school experience or poor attendance have been eliminated as primary causes of learning problems

From Pre- to Post-ReferralFrom Pre- to Post-Referral

Parent(s) and general education teacher(s) continue as equal partners in the problem definition and assessment process Student Study Team easily reconstitutes itself into Assessment Team Transdisciplinary collaboration involves all assessment partners Language or languages of assessment are determined collaboratively by Assessment Team Assessment Team selects appropriate tools and techniques on the basis of pre-referral data

Collaborative Alliances Collaborative Alliances

P r e -r e fe r r a l P r o c e s s

B il in g u a lE d u c a tio n

S p e c ia lE d u c a tio n

A s s e s s m e n t & I n s tr u c tio n

C O L L A B O R A T I O N

Final ThoughtFinal Thought

““Good teaching is good teaching just Good teaching is good teaching just as good assessment is good as good assessment is good assessment. Appropriate assessment. Appropriate assessment of culturally and assessment of culturally and linguistically diverse children, as linguistically diverse children, as with all children, is based with all children, is based fundamentally on the success and fundamentally on the success and effectiveness of the pre-referral effectiveness of the pre-referral process.”process.”