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Culturally & linguistically resp inter cec ho Document Transcript

  • 1. CrossCultural Developmental Education Services 4/6/2012 Culturally & LinguisticallyResponsive Intervention Strategies Dr. Catherine Collier catherine@crosscultured.com Getting to Know You! Introductions: name, function, most pressing question to ask Dr. Collier & why. Write down question. Pass forward. @AskDrCollier www.crosscultured.com © 2012 Dr. Catherine Collier All Rights Reserved The Bottom Line CLD/LEP must be able to participate effectively (at or near peer) in all programs and content areas. © 2012 Dr. Catherine Collier All Rights Reserved© 2012 Dr. Catherine CollierAll Rights Reserved 1
  • 2. CrossCultural Developmental Education Services 4/6/2012 Definitions Culture Learning Disability Cognition The concept of Difficulty in perceiving The process by which things that and manipulating individuals perceive, particular people patterns in the relate to, and interpret use as models of environment, whether their environment. perceiving, patterns of sounds, relating, and symbols, numbers, or interpreting their behaviors. environment. © 2012 Dr. Catherine Collier All Rights Reserved Culture & Child Rearing• Vertical vs horizontal• Instruct vs allow• Indulgent vs strict• Adult vs peers• Inward vs outward• Nuclear vs communal © 2012 Dr. Catherine Collier All Rights Reserved 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 Collier All Rights Reserved© 2012 Dr. Catherine CollierAll Rights Reserved 2
  • 3. CrossCultural Developmental Education Services 4/6/2012 Common Side-Effects Of the Acculturation Process Heightened Anxiety Confusion in Locus of Control Withdrawal Silence/unresponsiveness Response Fatigue Code-switching Distractibility Resistance to Change Disorientation Stress Related Behaviors © 2012 Dr. Catherine Collier All Rights Reserved Disproportionality for EAL/ELL/SEL 2010 • Underrepresented in special education overall • Overrepresented in specific categories: o Speech/language Impairments (SI) o Learning Disabilities (LD) © 2012 Dr. Catherine Collier All Rights Reserved ELL Representation Patterns • ELLs who are “parent • Students in English denials” are the most immersion programs likely to be referred are referred at higher and placed. rates than those in bilingual programs.© 2012 Dr. Catherine CollierAll Rights Reserved © 2012 Dr. Catherine Collier All Rights Reserved 3
  • 4. CrossCultural Developmental Education Services 4/6/2012 Disproportionality WA NonELL ELL 12.90% 5.80% .6% 4.40% 2.50% .10% LD EBD AS © 2012 Dr. Catherine Collier All Rights Reserved 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 Tier 3 Tier 2 Tier 1© 2012 Dr. Catherine CollierAll Rights Reserved © 2012 Dr. Catherine Collier All Rights Reserved 4
  • 5. CrossCultural Developmental Education Services 4/6/2012 Literacy Readiness Skills Oral Proficiency L1© 2012Dr. Catherine CollierAll Rights Reserved RTI is more than reading! © 2012 Dr. Catherine Collier All Rights Reserved Why do they do that? Error in English Possessive forms Non English language • No marker for possessive forms: • Khmer, Vietnamese “my friend’s house” o A noun’s owner comes after o “house my friend” the object • Avoid use of ‘s to describe • Navajo, Apache possession: “my sister’s o Only specific things can be children” “possessed” or “owned” o “the children of my sister” • Hmong, Spanish, Tagalog o Use of a prepositional phrase to express possession reflects a more common structure © 2012 Dr. Catherine Collier All Rights Reserved © 2012 Dr. Catherine Collier All Rights Reserved 5
  • 6. CrossCultural Developmental Education Services 4/6/2012 7 Steps for Separating Difference & Disability 1. Building & Sustaining a Foundation for Learning 2. Establishing & Supporting Resiliency 3. Instructional Intervention & Differentiated Instruction 4. Intensive Intervention with Progress Monitoring 5. Resolution or Referral 6. Integrated Services & Cross-cultural IEPs 7. Maintaining Staff & Programs Serving CLDE © 2012 Dr. Catherine Collier All Rights ReservedPRISIM: Pyramid of Resilience, Instruction, Strategies, Intervention & Monitoring Learning created with building blocks for success Step 7 Step 6 Step 5 Literacy Readiness Skills Step 4 Step 3 Step 2 Oral Proficiency L1 Step 1 © 2011 Dr. Catherine Collier All Rights Reserved Problem Solving with Progress Monitoring Identify Problem Analyze Measure response the patterns Is there a discrepancy problem between current & excepted performance? Did it work? What do we do next? Why & to what extent is there a problem? Monitor By how much should response to Set goals the student grow? intervention By how much should the student grow? How & when will the intervention strategy be implemented? What will be done to resolve the problem? Implement Brainstorm intervention interventions Plan intervention setting © 2012 Dr. Catherine Collier All Rights Reserved © 2012 Dr. Catherine Collier All Rights Reserved 6
  • 7. CrossCultural Developmental Education Services 4/6/2012 Struggles Strategies Low motivation Self monitoring _______________ ☺ _______________ _______________ Impulsive ☺ _______________ Rehearsal strategies Disorganized thinking Sorting strategies _______________ ☺ _______________ _______________ Poor social skills ☺ _______________ Guided practice Low self esteem _______________ ☺ _______________ Self concept activities Confused locus of control _______________ ☺ _______________ Active processing Limited language skills _______________ L1-L2 transfer strategies ☺ _______________© 2010 Dr. Catherine CollierAll Rights Reserved Specific Needs = Specific Strategies Doesn’t get work in _____________ = Self checklist _____________ time to think Does not take = “STOP” strategies _____________ tasks Cannot organize = Graphic organizers _____________to distract Makes noises = Guided practice _____________ to do work Says it’s no use = Self concept activities ____________ Does not initiate work = Active processing _____________ & Confuses English = Compare & contrast, Spanish phonemes rhymes, games © 2011 Dr. Catherine Collier All Rights Reserved © 2012 Dr. Catherine Collier All Rights Reserved 7
  • 8. CrossCultural Developmental Education Services 4/6/2012 Five Standards for Effective Instruction • Joint Productive Activity • Language & Literacy Development • Contextualize to Make Meaning • Challenging Activities • Instructional Conversation © 2011 Dr. Catherine Collier All Rights Reserved Example Strategies • Phonological differences • Level/Rate of Acculturation o “bitch” vs “beach” o 8-14 = TPR, modeling, L1 o Points of articulation support, demonstrations o 15-22 = context embedding, L1 • Cultural variations scaffolding, guided practice o Sorting o 23-29 = advanced organizers, o Attributes role-playing, leveled readers o Categorization o 30-36 = active processing, o Gestures analogies, expansions, TQLR o Body language o 37-43 = evaluation, rehearsal, self-monitoring, choices o 44-48 = cognitive learning strategies, cross-cultural competence, bilingual strategies •Preview, do, review Initiate •Stop if no response after 5 days, review strategy •Make minor revisions •Preview, do, review Modify strategy •Stop if no response after 3 days, review •Preview, do, review Start new •Stop if no response after 5 days, review. strategy •Measure and analyze Monitor •Identify what worked and what didn’t process •Preview, do, review Initiate •Stop if no response after 5 days, review. strategy© 2012Dr. Catherine CollierAll Rights Reserved © 2012 Dr. Catherine Collier All Rights Reserved 8
  • 9. CrossCultural Developmental Education Services 4/6/2012Five Things that Work in Intervention for EL 1. Adequate Professional Knowledge 2. Effective Instruction 3. Valid Assessments & Interventions 4. Collaboration Between District Departments 5. Clear PoliciesBe Prepared for anything and keep a sense of humor! © 2012 Dr. Catherine Collier All Rights Reserved Contact Information Catherine Collier, Ph.D. 360-380-7513 voice 360-483-5658 fax Facebook.com/AskDrCollier @AskDrCollier www.crosscultured.com catherine@crosscultured.com © 2012 Dr. Catherine Collier All Rights Reserved Thank you! 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, gadfly, diagnostician, faculty, administrator. • Social justice advocate, author & teacher educator. © 2012 Dr. Catherine Collier All Rights Reserved© 2012 Dr. Catherine CollierAll Rights Reserved 9