What’s Up Doc??! Introduce yourself to
your immediate neighbors.
Come up with the most pressing question you have for Dr. Collier.
Write these down and hand up to the front.
© 2011 Dr. Catherine CollierAll Rights Reserved
Disproportionality for EL 2010
• Underrepresented in special education overall
• Overrepresented in specific categories:– Speech/language
Impairments (SI)– Learning Disabilities (LD)– LD/SI combination
© 2011 Dr. Catherine CollierAll Rights Reserved
source: 2010 MSP/HSPE Student W file
All students testing Not ELL ELLNo Disabilities 87% 82%Disability identified 13% 18%Total Number of Students 565,368 39,651
Special Education Identified Not ELL ELL01 Developmental Delays 0% 1%02 Emotional-Behavioral 5% 1%03 Orthopedic Impairment 0% 0%04 Health Impairment 23% 7%05 Specific Learning Disability 44% 71%06 Mental Retardation 4% 4%07 Multiple Disabilities 2% 0%08 Deafness 0% 0%09 Hearing Impairment 1% 1%10 Visual Impairment 0% 0%11 Deaf-Blindness 0% 0%12 Communication Disorders 14% 13%13 Autism 6% 1%14 Traumatic Brain Injury 0% 0%Total 100% 100%Number Special Ed Students 75,102 7,243
Not ELL ELL
12.9%
5.8%
Percent of Total Students Identified as SLDs in WA
© 2011 Dr. Catherine CollierAll Rights Reserved
EL Representation Patterns
• Students in English immersion programs are referred at higher rates than those in bilingual programs.
• ELs who are “parent denials” are the most likely to be referred and placed.
• Students in special education tend to have limited language skills in both L1 and L2– Often this is
pedagogically induced– Inadequate instruction
results in:• Native language loss• Limited English
proficiency
© 2011 Dr. Catherine CollierAll Rights Reserved
Problem Solving
with Progress
Monitoring
Identify Problem
Measure the
problem
Set goals
Brainstorm interventions
Plan intervention
setting
Implement intervention
Monitor response to intervention
Analyze response patterns Is there a discrepancy
between current & excepted performance?
Why & to what extent is there a problem?
By how much should the student grow?
What will be done to resolve the problem?
By how much should the student grow?
Did it work? What do we do next?
How & when will the intervention strategy be implemented?
© 2011 Dr. Catherine CollierAll Rights Reserved
TestStaffed
Instructional Intervention Model
Benchmarked Curriculum +
Learning Support
Benchmarked General Curriculum
10020%
80%
16%
4%
4%
Targeted Interventions
“RTI” or “RTII”
© 2011 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
Lots of models of “RTI” & “RTII”
© 2011 Dr. Catherine CollierAll Rights Reserved
How to weigh yourself
© 2011 Dr. Catherine CollierAll Rights Reserved
Literacy Readiness Skills
Oral Proficiency L1
PRISIM: Pyramid of Resilience, Instruction, Strategies, Intervention &
Monitoring Learning created with building blocks for
success
© 2011 Dr. Catherine CollierAll Rights Reserved
Eight Challenges to Intervention for EL
1. Difficulties with policy guidelines.2. Different stakeholder views about timing for
referral of students who are English language learners.
3. Insufficient knowledge among personnel involved in identification (culture, acculturation, etc).
4. Difficulties providing consistent, adequate services to students who are English language learners.
© 2011 Dr. Catherine CollierAll Rights Reserved
Eight Challenges to Intervention for EL
5. Lack of collaborative structures during “pre” referral.
6. Lack of access to assessments that differentiate between culture shock, second language development & learning disabilities.
7. Lack of consistent monitoring for struggling students who are English language learners.
8. Difficulty obtaining students’ previous school records.
© 2011 Dr. Catherine CollierAll Rights Reserved
Is RTI the answer to disproportionate representation of EL?
Only if approaches are culturally and linguistically responsive and address both system and student issues.
© 2011 Dr. Catherine CollierAll Rights Reserved
Knowledge & Consistency
© 2010 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
Potential Sources of Cultural mismatch
All students do not share the experiences and background knowledge that teachers, textbooks, and curriculum standards may assume.
Children from culturally and linguistically different backgrounds have different experiences and knowledge than mainstream teachers and children.
• Experience• Language• Culture• Child-rearing history• Religion• Socioeconomic status• Urban rural context‐• Risk factors (number/severity)
© 2011 Dr. Catherine CollierAll Rights Reserved
THE BASICS OF BEING HUMAN Sensory abilities, linguistic wiring, genetic and biologic
heritage, innate abilities, etc.
ENCULTURATIONPerceptions, social and behavior patterns,
language, values, etc. learned from caregivers.
ACCULTURATIONPerceptions, social & behavior patterns,
language, etc. learned from interaction with new group(s).
INDIVIDUALUnique experiences,
insights, personal reflections.
Ways we are less like other people.
Ways we are more like other
people.
Communicative, ADD/ADHD
Behavioral, linguistic, cognitive
Organic, physical, motor, sensory, neurological
© 2011 Dr. Catherine CollierAll Rights Reserved
Common Side-Effects Of
AcculturationHeightened AnxietyConfusion in Locus of ControlWithdrawalSilence/unresponsivenessResponse FatigueCode-switchingDistractibilityResistance to ChangeDisorientationStress Related Behaviors
Culture Shock
© 2011 Dr. Catherine CollierAll Rights Reserved
The Intensity of Culture Shock is Cyclical
AnticipationPhase
SpectatorPhase
IncreasingParticipationPhase
ShockPhase
AdaptationPhase
AnticipationPhase
SpectatorPhase
IncreasingParticipationPhase
ShockPhase
AdaptationPhase
Highly Engaged Level
ModeratelyEngagedLevel
Normal Intensity of Emotions
ModeratelyDepressedLevel
Greatly Depressed Level
© 2011 Dr. Catherine CollierAll Rights Reserved
Estar Nepantla
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BICS
CALP
© 2011 Dr. Catherine CollierAll Rights Reserved
Common Characteristics of ELs & Students with Disabilities
• Articulation, pronunciation errors
• Poor comprehension• Forgets easily• Cannot follow directions• Poor oral language skills• Syntactical and
grammatical errors• Low vocabulary• Reading below grade level
• Poor spelling• Short attention span
frequently off-task• Cannot work independently• Does not complete tasks• Anxious• Poor motivation• Distractible• Low self-esteem• Shy, withdrawn
© 2011 Dr. Catherine CollierAll Rights Reserved
Why do they do that?
• No marker for possessive forms: “my friend’s house”– “house my friend”
• Avoid use of ‘s to describe possession: “my sister’s children”– “the children of my
sister”
Error in English Possessive forms
• Khmer, Vietnamese– A noun’s owner comes
after the object • Navajo, Apache
– Only specific things can be “possessed” or “owned”
• Hmong, Spanish, Tagalog– Use of a prepositional
phrase to express possession reflects a more common structure
Non English language
© 2011 Dr. Catherine CollierAll Rights Reserved
LANGUAGE AREAS DIFFERENCE POSSIBLE disability CONCERNSPragmatics:The rules governing social interactions (e.g. turn taking, maintaining topic of conversation).
Social responses to language are based oncultural background (e.g., comfort level in asking or responding to questions) Pauses between turns oroverlaps in conversation are similar to those of peers with the same linguistic and cultural background.
Social use of language or lack thereof is inappropriate (e.g., topic of lesson is rocks and the student continues to discuss events that occurred at home without saying how they relate to rocks).
Syntax:The rules governing the order, grammar, and form of phrases or sentences
Grammatical errors due to native language influences (e.g., student may omit initial verb in a question—You like cake? (omission of Do)). Word order in L1 may differ from that of English (e.g., in Arabic sentences are ordered verb-subject-object while Urdu sentences are ordered subject-object-verb).
Grammatical structures continue to be inappropriate in both languages even after extensive instruction (e.g., student cannot produce the past tense in either Spanish or English indicating difficulty with grammatical tenses).
Semantics:The rules pertaining to both the underlying and the surface meaning of phrases and sentences
A student whose native language is Korean may have difficulty using pronouns, as they do notexist in his/her native language. A student may use words from L1 inproductions in L2 because of his inability or unfamiliarity of the vocabulary in L2 (e.g., “The car is muy rapido.” In this case, the student knows the concept as well as the needed structure but cannot remember the vocabulary).
Student is demonstrating limited phrasing and vocabulary in both languages (e.g., his/her sentences in both languages demonstrate limited or no use of adjectives and adverbs and both languages are marked by a short length of utterance).
Morphology:The rules concerning the construction of words from meaningful units
Native speakers of Russian may not use articles as they do no exist in that language. A student whose nativelanguage is Spanish may omitthe possessive (‘s’) when producing an utterance in English (e.g., “Joe crayon broke” or he will say “the crayon of Joe broke,” applying a structure that is influence by the rules of his/her L1. He/she still demonstrates understanding of the morphologic structure for possession but is demonstrating errors in structure that are directly influenced by his/her L1.)
Student’s productions in both languages demonstrate a lack of the possessive form indicating that he/she has not acquired this morphologic structure by the appropriate age. Again, both languages may be marked by a short length of utterance
© 2011 Dr. Catherine CollierAll Rights Reserved
What we know• We need to know
more than what works…..
• We need to know what works with WHOM
© 2011 Dr. Catherine CollierAll Rights Reserved
Things Could Be Worse!
© 2011 Dr. Catherine CollierAll Rights Reserved
Reminder!
A CLD/EL student may have learning and behavior problems
due to language and cultural differences and problems due
to a possible disability.
© 2011 Dr. Catherine CollierAll Rights Reserved
PRISIM: Building the Foundation of the Pyramid
Systems & policies promote and sustain:• Access to safety, food, clothing, & shelter• Quality preparation of effective education professionals & support
staff• Adequacy of school facilities & resources• Consistent use of culturally & linguistically responsive, evidence-
based practices• Supportive responsive relationships• Other effective practices & procedures
© 2011 Dr. Catherine CollierAll Rights Reserved
Building Literacy foundation
Facilitating Readiness Skills
Facilitating & Sustaining Readiness to Learn
Sustaining Oral Proficiency L1
PRISIM: Problem Solving & RTI+I at Tier 1
TPR
Bilingual
© 2011 Dr. Catherine CollierAll Rights Reserved
Look at the Home Language Survey on
José.
© 2011 Dr. Catherine CollierAll Rights Reserved
Look at José’s profile and his baseline
AQS.
© 2011 Dr. Catherine CollierAll Rights Reserved
What Bilingual Type is José at this point in time?
High L1 Low L1
High L2 Type 1 Type 3
Low L2 Type 2 Type 4
© 2011 Dr. Catherine CollierAll Rights Reserved
Look at the Resiliency
Checklist on José.
© 2011 Dr. Catherine CollierAll Rights Reserved
Strategy Fitness!
© 2011 Dr. Catherine CollierAll Rights Reserved
Look at the 1st Classroom Language Interaction Checklist
on José.
© 2011 Dr. Catherine CollierAll Rights Reserved
Tiered Progress Monitoring
• Tier 1 Progress Monitoring: Students are assessed quarterly to ensure that they continue to perform at benchmark levels.
• Tier 2 Progress Monitoring: Students are assessed regularly determine whether or not the interventions are effective within 8-10 week cycles.
• Tier 3 Progress Monitoring: Students require intensive instruction and are assessed weekly within 2-4 week cycles of focused intervention.
• Tier 4 Progress Monitoring: The cycle of intervention, progress monitoring, and adjustment of the intervention continues within an individual plan or IEP.
© 2011 Dr. Catherine CollierAll Rights Reserved
TIER 1 TIER 2 TIER 3
RFBABenchmarkProficiency
Reading Fluency Benchmark Assessor Fall, Winter, Spring •Letter-Naming Fluency— K or early 1st •Oral Reading Fluency— mid 1st–8th
Reading Fluency Benchmark Assessor Fall, Winter, Spring •Letter-Naming Fluency— K or early 1st •Oral Reading Fluency— mid 1st–8th
Reading Fluency Benchmark Assessor Fall, Winter, Spring •Letter-Naming Fluency— K or early 1st •Oral Reading Fluency— mid 1st–8th
RFPM ProgressMonitoring
Reading Fluency Progress Monitor •Regularly •Oral Reading Fluency— mid 1st–8th
Reading Fluency Progress Monitor •Frequently •Oral Reading Fluency— mid 1st–8th
QPSDiagnostics
Quick Phonics Screener (QPS) Fall, Winter, Spring •K, 1st, and 2nd
Quick Phonics Screener (QPS) Fall, Winter, Spring •K, 1st, and 2nd •3rd–8th as needed
Quick Phonics Screener (QPS) Fall, Winter, Spring •K, 1st, and 2nd •3rd–8th as needed
Example of Tiered Progress Monitoring
© 2011 Dr. Catherine CollierAll Rights Reserved
What we recommend for culturally & linguistically responsive intervention
at Tier 11. Identify student’s home language proficiency & use to support academic interventions.
2. Measure student’s level of acculturation to school and use to implement appropriate instruction & intervention.
3. Measure the student’s ‘classroom language’ in all communication modes & use to design appropriate instruction & intervention.
4. Develop a resiliency & cognitive learning profile useful in implementing effective instruction & intervention.
5. Implement strength based instruction & language support.6. Monitor effectiveness of instruction & intervention.
© 2011 Dr. Catherine CollierAll Rights Reserved
Literacy Readiness Skills
Oral Proficiency L1
Expanded TPR
Transitional Bilingual
PRISIM: Problem Solving & RTI+I at Tier 2
Analogies
Visualization
Self monitoring
© 2011 Dr. Catherine CollierAll Rights Reserved
Strategy Fitness!
© 2011 Dr. Catherine CollierAll Rights Reserved
Decision Points for Intervention
• Strategy selection• Language support &
intervention• Culture support &
intervention• Sensitivity to level and
rate of acculturation• Appropriate & effective
intervention© 2011 Dr. Catherine CollierAll Rights Reserved
Struggles Strategies
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
Low motivation Self monitoring
Impulsive
Disorganized thinking
Poor social skills
Low self esteem
Confused locus of control
Limited language skills
Rehearsal strategies
Sorting strategies
Guided practice
Self concept activities
Active processing
L1-L2 transfer strategies
© 2011 Dr. Catherine CollierAll Rights Reserved
Specific Needs = Specific Strategies
_____________
_____________
_____________
_____________
_____________
____________
_____________
Doesn’t get work in = Self checklist
Does not take time to think
Cannot organize tasks
Makes noises to distract
Says it’s no use to do work
Does not initiate work
Confuses English & Spanish phonemes
= “STOP” strategies
= Graphic organizers
= Guided practice
= Self concept activities
= Active processing
= Compare & contrast, rhymes, games
© 2011 Dr. Catherine CollierAll Rights Reserved
Five Standards for Effective Instruction & Intervention
• Joint Productive Activity• Language & Literacy
Development• Contextualize to Make
Meaning• Challenging Activities• Instructional
Conversation© 2011 Dr. Catherine CollierAll Rights Reserved
Two questions to answer about acculturation when planning intervention.
1. What is the current level of acculturation?
2. Is the rate of acculturation normal?
© 2011 Dr. Catherine CollierAll Rights Reserved
Look at the 2nd
AQS on José.
© 2011 Dr. Catherine CollierAll Rights Reserved
Five questions to answer about instructional needs
1. What are the student’s instructional needs? 2. What interventions are needed?3. In what order should the interventions be
implemented?4. For how long should the interventions be
implemented?5. How will I monitor their effectiveness?
© 2011 Dr. Catherine CollierAll Rights Reserved
Look at the 1st Sociocultural
Checklist on José.
© 2011 Dr. Catherine CollierAll Rights Reserved
What we recommend for culturally & linguistically responsive
intervention at Tier Two
1. Implement specific strength & need based interventions that facilitate learning.
2. Monitor effectiveness of instruction & intervention strategies. Modify based upon student’s response to the strategy.
3. Monitor effectiveness of instruction and intervention in relation to student’s home language proficiency.
4. Monitor student’s level & rate of acculturation to school & the effectiveness of instruction & intervention to facilitate.
5. Monitor the student’s ‘classroom language’ in all communication modes & the appropriateness of instruction & intervention to expand.
6. Monitor resiliency & cognitive learning & effectiveness of instruction & intervention.
© 2011 Dr. Catherine CollierAll Rights Reserved
Literacy Readiness Skills
PRISIM: Problem Solving & RTI+I at Tier 3
Manipulating pie charts
Stepped proximics
Miscue analysis
© 2011 Dr. Catherine CollierAll Rights Reserved
Strategy Fitness!
© 2011 Dr. Catherine CollierAll Rights Reserved
Four questions to answer about language
1. What is the student’s current social language proficiency in both languages?
2. What is the student’s current academic language proficiency in both languages?
3. Is the rate of development & acquisition normal?
4. What are the most effective instructional strategies to use?
© 2011 Dr. Catherine CollierAll Rights Reserved
Look at José’s 2nd language proficiency
information.
© 2011 Dr. Catherine CollierAll Rights Reserved
Look at the 2nd
Sociocultural Checklist on José.
© 2011 Dr. Catherine CollierAll Rights Reserved
Prioritization of RTI
Sociocultural Area
Order of Concern
Intervention Selected
Duration of Intervention
Outcomes of Intervention
Acculturation
Cognitive Learning
Culture & Language
Experiential Background
Sociolinguistic Development
Academic Area(s)
Order of Concern
Intervention Selected
Duration of Intervention
Outcomes of Intervention
© 2011 Dr. Catherine CollierAll Rights Reserved
Initiate
strategy
• Preview, do, review• Stop if no response after 5 days, review
Modify
strategy
• Make minor revisions• Preview, do, review• Stop if no response after 3 days, review
Start new
strategy
• Preview, do, review• Stop if no response after 5 days, review.
Monitor
process
• Measure and analyze• Identify what worked and what didn’t
Initiate
strategy
• Preview, do, review• Stop if no response after 5 days, review.
© 2011 Dr. Catherine CollierAll Rights Reserved
PROBLEM SOLVING CHART
Does the damn thingwork?
Don’t mess with it! You Idiot!Did you mess
with it?
Does anyoneelse know?
Will you catch hell?
Hide it!
You poor slob! Ignore it
Can you blame somebody else?
NO PROBLEM
Yes
Yes
Yes
Yes
Yes
No
No
No
No
No
1. Determine if the rate & level of acculturation to school is normal & analyze pattern of response to intervention & instruction.
2. Determine if language gains are normal & analyze pattern of language acquisition.
3. Determine if student response to interventions & modification patterns resolve problems & are sustainable.
4. Implement & monitor short cycle tightly focused “unanswered” needs based intervention.
5. Monitor the response & effectiveness of intervention.
© 2011 Dr. Catherine CollierAll Rights Reserved
What we recommend for culturally & linguistically responsive intervention at Tier
Three
Literacy Readiness Skills
Oral Proficiency L1
PRISIM: Problem Solving & RTI+I at Tier 4
Accessibility aids
Cochlear implant
Kurtzweil reader
Electronic eye piece
IEP504
© 2010 Dr. Catherine CollierAll Rights Reserved
First Things First
• There is no such thing as a nonbiased test.• Assessment is more than testing.• Prevention is better than failure.• Measure progress, not ‘achievement.’
© 2011 Dr. Catherine CollierAll Rights Reserved
Your evaluation is based on what you do in the next 30 seconds. Go!
© 2011 Dr. Catherine CollierAll Rights Reserved
Including Diverse Issues on the IEP
• A. Does the student have behavior, which impedes his/her learning or the learning of others? Yes No
• If yes, consider, if appropriate, strategies including positive behavioral interventions, strategies, and supports to address that behavior.
• Check here if a behavior management plan is developed and attached.
• B. Does the student have limited English proficiency? Yes No
• If yes, consider the language needs as related to the IEP and describe below.
© 2011 Dr. Catherine CollierAll Rights Reserved
Integrated Services
© 2008 Dr. Catherine CollierAll Rights Reserved
PreProduction
Early
Production
Speech
Emergence
Intermediate
Fluency
Intermediate Advanced Fluency
Advanced Fluency
Needs total assistance
Needs a great deal of assistance
Needs a lot of assistance
Has a moderate level of needs
Has moderate but specific needs
Has specific need to be addressed
Needs minimal assistance
Pull out for targeted assistance
Pull out/Push in for targeted assistance
Push in for targeted assistance
Total InclusionJosé
What we recommend for culturally & linguistically responsive intervention at Tier Four
After a formal referral:1. Crosscultural evaluation based upon the outcomes of the
instructional intervention2. Test Evaluation Checklist3. CrossCultural Administration of Standardized TestsIf the student is eligible for SE & ESL services:4. Integrated plan of services.5. Cross-cultural IEP.6. Continued language and acculturation support.If the student is not eligible for SE services:7. Integrated plan of services within the general education
program.8. Continued language and acculturation support.
© 2011 Dr. Catherine CollierAll Rights Reserved
Literacy Readiness Skills
Oral Proficiency L1
PRISIM: Pyramid of Resilience, Instruction, Strategies, Intervention &
Monitoring Learning created with building blocks
for success
© 2011 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
You never know where you’ll end up.
What Works
© 2010 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
Five Things that Work in Intervention for EL
1. Adequate Professional Knowledge
2. Effective Instruction3. Valid Assessments &
Interventions4. Collaboration Between District
Departments5. Clear Policies
© 2011 Dr. Catherine CollierAll Rights Reserved
Indicators that validate the need for SPED evaluation
• Poor communicative proficiency in the home as compared to siblings and age peers in bilingual environments, especially when this lack is noticed by the parents.
• English language development that appears to be significantly different than that of peers who are also learning English as a additional language.
• Documentation that student’s acquisition of English is within normal range for his peer group, age, culture/language population, length of time in ESL, etc. but there are specific learning and/or behavior problems unrelated to culture shock or language transition.
• Specific sensory, neurological, organic, motor, or other conditions that impact learning and behavior when having reliable documentation that culture shock or language transition contributes but is not the determining factor for the learning and behavior problems.
• Student is demonstrating limited phrasing and vocabulary in both languages indicating that she has not acquired morphologic structures by the appropriate age. Again, both languages may be marked by a short length of utterance
• Student’s response to specific structured interventions addressing his presenting problem is documented to be more than 40% below ELL/CLD peers within individualized instructional intervention.
© 2011 Dr. Catherine CollierAll Rights Reserved
RecommendationsAchievement1. Modify format
– Selection Taxonomy for ELL Accommodations (STELLA)
– Bilingual dictionaries– Expand time– Open book
2. Administer in dual/multiple languages
3. Task analysis4. Local norms & benchmarks
Progress Monitoring1. Clear begin/end criteria 2. Peer appropriate
performance outcomes3. Local norms & benchmarks4. Discrete steps5. Strategy fitness6. Consistent & regular
monitoring7. Short cycles
© 2011 Dr. Catherine CollierAll Rights Reserved
Appropriate Actions to Take
Information gathering Resiliency based
instruction Differentiated learning
support Extensive problem
solving with progress monitoring RTI+I
Intensive RTI over only 1 6-8 week cycle
Focused Referral Adapted Evaluation Integrated Services IEP
for ELL/SEL Expanded Monitoring Cross-training
© 2011 Dr. Catherine CollierAll Rights Reserved
Contact Information
Catherine Collier, Ph.D.360-380-7513 voice360-650-4673 campus360-483-5658 [email protected]
Big shoes to fill
…….and remember…
© 2011 Dr. Catherine CollierAll Rights Reserved
Les still isn’t one with his horse.
Come visit us at www.crosscultured.com!
Over 45 years experience. Research on impact of acculturation on
referral & placement of CLD students. Research on effectiveness of specific
cognitive learning strategies for diverse learners.
Classroom teacher, diagnostician, faculty, administrator.
Social justice advocate, author & teacher educator.
© 2011 Dr. Catherine CollierAll Rights Reserved