DR. CATHERINE COLLIER@ASKDRCOLLIER
Seven Steps for Separating Differences and Disabilities
What’s Up, Doc?
© 2012 Dr. Catherine CollierAll Rights Reserved
Write down and pass forward
@AskDrCollier catherine@crosscultured.
com www.crosscultured.com Facebook: CrossCultural
Developmental Education Services
Who’s it going to be?
The Bottom Line
CLD/LEP must be able to participate effectively (at or near peer) in all programs and content
areas.
© 2012 Dr. Catherine CollierAll Rights Reserved
Growth in Native Born LEP
40%
40%
20%First Generation Second Generation Third + Generation
© 2012 Dr. Catherine CollierAll Rights Reserved
© 2012 Dr. Catherine CollierAll Rights Reserved
Definitions
The concept of things that particular people use as models of perceiving, relating, and interpreting their environment.
The process by which individuals perceive, relate to, and interpret their environment.
Difficulty in perceiving and manipulating patterns in the environment, whether patterns of sounds, symbols, numbers, or behaviors.
Culture CognitionLearning Disability
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, PDD
Organic, physical, motor, sensory, neurological
© 2012 Dr. Catherine CollierAll Rights Reserved
National Disproportionality in Sped 2006
Hispanic Black Asian/PI American In-dian
Total Enrollment 18.51 14.91 4.2 0.970000000000001
Emotional Distur-bance
15.9 28.79 1.12 1.56
Learning Disability 21.23 20.52 1.7 1.74
Intellectual Disabil-ity
16.27 20.6 2.19 1.53
2.5
7.5
12.5
17.5
22.5
27.5
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Disproportionality for ELL 2010
Underrepresented in special education overall
Overrepresented in specific categories: Speech/language
Impairments (SI) Learning Disabilities
(LD) LD/SI combination
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© 2012 Dr. Catherine CollierAll Rights Reserved
LD EBD AS
5.80%2.50%
.6%
12.90%
4.40%.10%
NonELL ELL
Disproportionality WA 2011
ELL Representation Patterns
Students in English immersion programs are referred at higher rates than those in bilingual programs.
ELLs who are “parent denials” are the most likely to be referred and placed.
© 2012 Dr. Catherine CollierAll Rights Reserved
Policy Driving Practice
• The evaluation team may not identify a student as disabled if the discrepancy is primarily the result of an environmental, cultural, or economic disadvantage.
• Tests must be selected and administered so as not to be discriminatory on a racial or cultural basis;
• A child shall not be determined to be a child with a disability if the determinant factor for such determination is--• lack of scientifically based instruction practices and programs that
contain the essential components of reading instruction • lack of scientifically based instruction practices and programs that
contain the essential components of instruction in math; or• limited English proficiency.
© 2012 Dr. Catherine CollierAll Rights Reserved
RTI & RTII
Tier 1Tier
2Tier 3
Tier 3
Tier 2
Tier 1© 2012 Dr. Catherine CollierAll Rights Reserved
Problem Solving with Progress Monitoring
Identify Problem
Measure the
problem
Set goals
Brainstorm intervention
s
Plan intervention
setting
Implement interventio
n
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?
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RTI & RTII
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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
Step 1
Step 2
Step 3
Step 4
Step 5
Step 6Step 7
Is RTI the answer to disproportionate representation of ELL?
Only if approaches are culturally and linguistically responsive and address both system and student issues.
© 2012 Dr. Catherine CollierAll Rights Reserved
RTI is more than reading!
© 2012 Dr. Catherine CollierAll Rights Reserved
Eight Challenges to RTI for ELL
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.
4. Difficulties providing consistent, adequate services to students who are English language learners.
© 2012 Dr. Catherine CollierAll Rights Reserved
Eight Challenges to RTI for ELL
5. Difficulty obtaining students’ previous school records.
6. Lack of collaborative structures during prereferral.
7. Lack of access to assessments that differentiate between second language development and learning disabilities.
8. Lack of consistent monitoring for struggling students who are English language learners.
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Knowledge & Consistency
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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.
ExperienceLanguageCultureChild-rearing historyReligionSocioeconomic statusUrban‐rural contextRisk factors
(number/severity)
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Culture & Child Rearing
Vertical vs horizontalInstruct vs allowIndulgent vs strictAdult vs peersInward vs outwardNuclear vs communal
But avoid stereotyping!
Sometimes it is easier to understand culturally diverse families in terms of group attributes. But individual families are constantly negotiating their identity and their culture within their peer groups and their community culture is not static.
© 2012 Dr. Catherine CollierAll Rights Reserved
Common Side-Effects Of the Acculturation Process
Heightened AnxietyConfusion in Locus of
ControlWithdrawalSilence/unresponsivenessResponse FatigueCode-switchingDistractibilityResistance to ChangeDisorientationStress Related Behaviors
© 2012 Dr. Catherine CollierAll Rights Reserved
The Intensity of CultureShock is Cyclical
AnticipationPhase
SpectatorPhase
IncreasingParticipationPhase
ShockPhase
AdaptationPhase
AnticipationPhase
SpectatorPhase
IncreasingParticipationPhase
ShockPhase
AdaptationPhase
Highly Engaged Level
ModeratelyEngagedLevel
Normal Intensity of Emotions
ModeratelyDepressedLevel
Greatly Depressed Level
Families as well as students
Error in English Possessive forms
Non English language
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”
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
Why do they do that?
© 2012 Dr. Catherine CollierAll Rights Reserved
The 7 Step PRISIM Process
© 2012 Dr. Catherine CollierAll Rights Reserved
7 Steps for Separating Difference & Disability
Step 1 Building & Sustaining a Foundation for Learning
Step 2 Establishing & Supporting ResiliencyStep 3 Instructional Intervention &
Differentiated InstructionStep 4 Intensive Intervention with Progress
MonitoringStep 5 Resolution or ReferralStep 6 Integrated Services & Cross-cultural IEPsStep 7 Maintaining Staff & Programs Serving
CLDE© 2012 Dr. Catherine Collier
All Rights Reserved
PRISIM Step 1: Building & Sustaining a Foundation for
LearningSystems & 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
© 2012 Dr. Catherine CollierAll Rights Reserved
PRISIM Application Step 1
Building & Sustaining a Foundation for Learning
What will you have in your foundation?1. Personnel2. Families3. Programs4. Resources5. Processes
Building Literacy foundation
Facilitating Readiness Skills
Facilitating & Sustaining Readiness to Learn
Sustaining Oral Proficiency L1
TPR
Bilingual
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PRISIM Step 2: Establishing & Supporting Resiliency
Five Standards for Effective Instruction
Joint Productive Activity
Language & Literacy Development
Contextualize to Make Meaning
Challenging Activities
Instructional Conversation
© 2011 Dr. Catherine CollierAll Rights Reserved
Look at the Home Language Survey on José.
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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
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Two questions you should be able to answer about acculturation at enrollment
1. What is the student’s current level of acculturation?
2. What is the caregiver’s current level of acculturation?
© 2012 Dr. Catherine CollierAll Rights Reserved
Look at José’s profile and his baseline AQS.
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Look at the Resiliency
Checklist on José.
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Look at the 1st Classroom Language
Interaction Checklist on José.
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Strategy Fitness!
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What We Recommend For Step 2
1. 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.
PRISIM Application Step 2
Establishing & Supporting Resiliency
How will you facilitate resiliency in your students?1. Personnel2. Families3. Programs4. Resources5. Processes
Literacy Readiness Skills
Oral Proficiency L1
Expanded TPR
Transitional Bilingual
PRISIM Step 3: Instructional Intervention & Differentiated
Instruction
Analogies
Visualization
Self monitoring
© 2012 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
Two questions you should be able to answer about acculturation when
planning intervention.
1. What is the current level of acculturation?
2. Is the rate of acculturation normal?
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Look at the 2nd
AQS on José.
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Calculating Rate of Acculturation
_______ x _______ = __________ Years btwn AQS Minimum Gain Normal Gain Expected
_______ - _______ = __________ Current Score Baseline Score Point Gain Achieved
Normal is a ratio of 1< Achieved divided by Expected >
1 = Normal
Below 1Above 1
5 / 8 = .625 10 / 8 = 1.24© 2012 Dr. Catherine CollierAll Rights Reserved
Five questions you should be able 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?
© 2012 Dr. Catherine CollierAll Rights Reserved
Look at the 1st Sociocultural
Checklist on José.
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Models of Progress Monitoring
RTI Standard Protocol
RTI ContinuousResponse to
Instruction and Intervention
Problem Solving with Progress Monitoring
Clockwise
= ri
ght
brain
Counterclock
wise =
left bra
in
© 2012 Dr. Catherine CollierAll Rights Reserved
What we recommend for Step 3
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.
PRISIM Application Step 3
Instructional Intervention & Differentiated Instruction
How will you differentiate instruction & intervention?1. Personnel2. Families3. Programs4. Resources5. Processes
Literacy Readiness Skills
PRISIM Step 4: Intensive Intervention with Progress Monitoring
3D pie charts
Stepped proximics
Miscue analysis
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Strategy Fitness!
© 2012 Dr. Catherine CollierAll Rights Reserved
Four questions you should be able 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?
© 2012 Dr. Catherine CollierAll Rights Reserved
Look at José’s 2nd language
proficiency information.
© 2012 Dr. Catherine CollierAll Rights Reserved
Look at the 2nd
Sociocultural Checklist on José.
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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
© 2012 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.
Monito
r process
• Measure and analyze• Identify what worked and what didn’t
Initiate strategy
• Preview, do, review• Stop if no response after 5 days, review.
© 2012Dr. Catherine CollierAll Rights Reserved
What we recommend for Step 4
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.
PRISIM Application Step 4
Intensive Intervention & Progress Monitoring
How will you monitor student progress?1. Personnel2. Families3. Programs4. Resources5. Processes
PRISIM Step 5: Resolution or Referral
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.’
© 2012 Dr. Catherine CollierAll Rights Reserved
Prior to Formal Evaluation
1. Screen standardized instruments for cultural and linguistic bias.
2. Review administration options for accommodation of language and culture issues.
3. Document how you have accounted for linguistic and cultural differences, and in regard to procedures and instrument selection.
© 2012Dr. Catherine CollierAll Rights Reserved
Evaluation Procedures
Each public agency must ensure that tests and other evaluation materials used to assess a child under Part B of IDEA:
are selected and administered so as not to be discriminatory on a racial or cultural basis; and
are provided and administered in the child’s native language or other mode of communication, unless it is clearly not feasible to do so.
© 2012Dr. Catherine CollierAll Rights Reserved
Clarifications from the Discussion
Under Title VI of the Civil Rights Act of 1964:In order to properly evaluate a child who may be
limited English proficient, a public agency should assess the child’s proficiency in English as well as in his or her native language to distinguish language proficiency from disability needs; and
An accurate assessment of the child’s language proficiency should include objective assessment of reading, writing, speaking, and understanding.
© 2012 Dr. Catherine CollierAll Rights Reserved
Clarifications (cont.):
In some situations, there may be no one on the staff of the public agency who is able to administer a test or other evaluation in the child’s native language, but an appropriate individual is available in the surrounding area.
In that case, a public agency could identify an individual in the surrounding area who is able to administer a test or other evaluation in the child’s native language, including contacting neighboring school districts, local universities, and professional organizations.
© 2012 Dr. Catherine CollierAll Rights Reserved
What we recommend for Step 5
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.
PRISIM Application Step 5
Resolution or Referral
How will you decide?1. Personnel2. Families3. Programs4. Resources5. Processes
Literacy Readiness Skills
Oral Proficiency L1
PRISIM Step 6: Integrated Services & Cross-cultural IEPs
Accessibility aids
Cochlear implant
Kurtzweil reader
Electronic eye piece
IEP504
© 2012 Dr. Catherine CollierAll Rights Reserved
IEP Development
The steps involved in IEP development for ELL students with special needs include the development of objectives related to:
(a) native language development and English language acquisition,
(b) the facilitation of acculturation, (c) special education, (d) the integration of specific culture/language
interventions which address special education needs, (e) identification of service providers responsible for
implementing and monitoring the integration of these services, and
(f) the time limits and scheduled specific re-evaluation formats, dates, and meetings.
© 2012 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.
© 2012 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
PRISIM Application Step 6
Integrated Services & Cross-cultural IEPs
How will you integrate services?1. Personnel2. Families3. Programs4. Resources5. Processes
Literacy Readiness Skills
Oral Proficiency L1
PRISIM Step 7 : Maintaining Staff & Programs Serving CLDE
& Families
© 2012Dr. Catherine CollierAll Rights Reserved
PRISIM Application Step 7
Maintaining Staff & Programs Serving CLDE
How will you maintain personnel readiness?1. Personnel2. Families3. Programs4. Resources5. Processes
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
Step 1
Step 2
Step 3
Step 4
Step 5
Step 6Step 7
© 2012 Dr. Catherine CollierAll Rights Reserved
Local Action Planning for Service Integration
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10 Questions to Consider
1. How have I honored the referring teacher’s concern?2. Do we have a clear problem solving process in place?3. Who is the gatekeeper within the ELL program who is
contacted for every intervention cycle?4. To what extent does everyone understand language
development?5. Is the ELL exhibiting atypical performance?6. To whom is the ELL being compared?7. What data should I look at for the peer comparison?8. What role does Response-To-Intervention (RTI) play in the
problem solving process?9. To what extent are parents involved?10. To what extent are district ELL/Special Ed trends being
scrutinized?
OSPI, Migrant, and Bilingual Staff 2009© 2012 Dr. Catherine CollierAll Rights Reserved
1. How have I honored the referring teacher’s concern?
Do’sRespect that the teacher
wants the child to succeed.Respect that the teacher is
probably doing the best she can with what she knows.
Respect the teacher’s understanding of pedagogy.
Offer immediate assistance – observations, co-planning, modifications.
Don’tDismiss the teacher’s
concerns as unimportant or foolish (this leads to stealth referrals and a competition to qualify an ELL just out of spite).
Make the teacher feel ignorant because she doesn’t have a background in ELL issues.
Promise something that you can’t/won’t deliver on.
© 2012 Dr. Catherine CollierAll Rights Reserved
2. Do we have a clear problem solving process in place?
Create a process with a multi-disciplinary team: Special Ed “best friend”, content and/or grade-level teacher, administrator, ELL staff.
Get approval for the process and communicate it often to all staff.
Avoid an overwhelmingly complex process if the majority of referrals are based on simple misinformation.
© 2012 Dr. Catherine CollierAll Rights Reserved
3. Who is the gatekeeper within ELL who is contacted for every intervention cycle?
No one has all the knowledge about ELL/Special Ed referrals, but … When a Special Ed or ELL staff person
suggests that “Yes, this kid probably is Special Ed” before knowing all the facts, it is difficult to bring any contradictory information to the table.
Many ELLs are referred because they were referred at an earlier grade.
© 2012 Dr. Catherine CollierAll Rights Reserved
4. To what extent does everyone understand language development?
Avoid these common fallacies:No English = No intelligence/learningSocial, oral language (BICS) = academic
language (CALPs)Judging GLEs without ELD standardsIgnoring time as a crucial factor in
language developmentIgnoring the role of dominant language
© 2012 Dr. Catherine CollierAll Rights Reserved
5. Is the ELL exhibiting atypical performance?
Franklin Bender “Difference vs. Disability: The Continuum of Working with English Language Learners” from National CEU.www.NationalCEU.com
Catherine Collier “Separating Difference from Disability” www.crosscultured.com
Evaluation and Assessment in Early Childhood Special Education: Children Who Are Culturally and Linguistically Diverse www.k12.wa.us/SpecialEd/pubdocs/CLD.doc
© 2012 Dr. Catherine CollierAll Rights Reserved
6. To whom is the ELL student being compared?A peer analysis is critical in determining if
the student’s performance is atypical.The ideal peer group are ELLs, same
language background, same time in program, same grade of entry in school.
Scour district longitudinal data and find as large a peer group as possible
© 2012 Dr. Catherine CollierAll Rights Reserved
7. What data should I look at for the peer comparison?
Years in programEntry gradeLanguage proficiency levels State benchmark test scoresMobilityParent inputThere is always more to find out…
© 2012 Dr. Catherine CollierAll Rights Reserved
8. What role does Response-To-Intervention (RTI) play in the problem solving process?
There is great promise […] in using an RTI approach for many reasons. First, the universal screening and progress monitoring called for in the RTI process allow for comparison of students to other similar or “true” peers in their local cohort rather than to national norms. Second, an effective RTI model requires collaboration among all educators (e.g. speech and language therapists, school psychologists, counselors, English as a second language/Bilingual specialist) thereby providing increased opportunities for professional dialogue, peer coaching, and the creation of instructional models integrating best practices of the various fields of education and related services.
Source: “A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners” Julie Esparza Brown, Portland State University, 2008.
© 2012 Dr. Catherine CollierAll Rights Reserved
9. To what extent are parents involved?
Parents need to be contacted early in a language they understand regarding the teacher’s concerns.
Parents need to be educated about language development and differences between siblings, the role of 1st language literacy, etc.
© 2012 Dr. Catherine CollierAll Rights Reserved
10. To what extent are district ELL/Special Ed trends being scrutinized?
Sometimes individual schools and staff are unable to notice trends in referrals across the district.
© 2012 Dr. Catherine CollierAll Rights Reserved
What Works
© 2012 Dr. Catherine CollierAll Rights Reserved
Five Things that Work in RTI for ELL
1. Adequate Professional Knowledge2. Effective Instruction3. Valid Assessments & Interventions4. Collaboration Between District
Departments5. Clear Policies
© 2012 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
Achievement Progress Monitoring
1. 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
1. Clear begin/end criteria
2. Peer appropriate performance outcomes
3. Local norms & benchmarks
4. Discrete steps5. Strategy fitness6. Consistent & regular
monitoring7. Short cycles
Recommendations
© 2012Dr. Catherine CollierAll Rights Reserved
Best Practice
Educators1. Remain informed2. Use
differentiation3. Facilitate
resiliency4. Initiate
communication5. Monitor
adaptation & response
6. Facilitate interaction!
Be Prepared for anything and keep a sense of humor!
Contact Information
Catherine Collier, Ph.D.@AskDrCollier (Twitter)[email protected] faxFacebook: CrossCultural
Developmental Education Services
www.crosscultured.com
Thank you! Come visit us atwww.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.