Culturally responsive  intervention RTI
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Culturally responsive intervention RTI

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This is the handout for my short concurrent sessions at TNTESOL in Nashville in March.

This is the handout for my short concurrent sessions at TNTESOL in Nashville in March.

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Culturally responsive  intervention RTI Culturally responsive intervention RTI Document Transcript

  • CrossCultural Developmental Education Services 2/20/2012 Culturally Responsive Intervention Dr. Catherine Collier catherine@crosscultured.com What’s Up, Doc? Write down and pass forward @AskDrCollier catherine@crosscultured.com www.crosscultured.com Facebook: Crosscultural Developmental Education Services © 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
  • CrossCultural Developmental Education Services 2/20/2012 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
  • CrossCultural Developmental Education Services 2/20/2012 Expectations © 2012 Dr. Catherine Collier All Rights Reserved Disproportionality for EAL/ELL/SEL Underrepresented in special education overall Overrepresented in specific categories: – Speech/language Impairments (SI) – Learning Disabilities (LD) © 2012 Dr. Catherine Collier All Rights Reserved ELL Representation Patterns Students in English ELLs who are immersion programs “parent denials” are are referred at higher the most likely to be rates than those in referred and placed. bilingual programs. © 2012 Dr. Catherine Collier All Rights Reserved© 2012 Dr. Catherine CollierAll Rights Reserved 3
  • CrossCultural Developmental Education Services 2/20/2012 Disproportionality WA NonELL ELL 12.90% 5.80% .6% 4.40% 2.50% .10% LD EBD AS © 2012 Dr. Catherine Collier All Rights Reserved RTI is more than reading! © 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 4
  • CrossCultural Developmental Education Services 2/20/2012 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 The Intensity of Culture Shock is Cyclical Families as well as students Anticipation Spectator Increasing Shock Adaptation Anticipation Spectator Increasing Shock Adaptation Phase Phase Participation Phase Phase Phase Phase Participation Phase Phase Phase Phase Highly Engaged Level Moderately Engaged Level Normal Intensity of Emotions Moderately Depressed Level Greatly Depressed Level © 2012 Dr. Catherine Collier All Rights Reserved Why do they do that? Error in English Non English language Possessive forms Khmer, Vietnamese No marker for possessive – A noun’s owner comes forms: “my friend’s after the object house” Navajo, Apache – “house my friend” – Only specific things can be “possessed” or “owned” Avoid use of ‘s to Hmong, Spanish, describe possession: “my Tagalog sister’s children” – Use of a prepositional – “the children of my sister” phrase to express possession reflects a more common structure © 2012 Dr. Catherine Collier All Rights Reserved© 2012 Dr. Catherine CollierAll Rights Reserved 5
  • CrossCultural Developmental Education Services 2/20/2012 Five 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 Policies © 2012 Dr. Catherine Collier All Rights Reserved 7 Steps for Separating Difference & Disability Step 1 Building & Sustaining a Foundation for Learning Step 2 Establishing & Supporting Resiliency Step 3 Instructional Intervention & Differentiated Instruction Step 4 Intensive Intervention with Progress Monitoring Step 5 Resolution or Referral Step 6 Integrated Services & Cross-cultural IEPs Cross- Step 7 Maintaining Staff & Programs Serving CLDE © 2012 Dr. Catherine Collier All Rights Reserved PRISIM: PyramidTier 3 of Resilience, Instruction, Strategies, Intervention & Monitoring Learning created with building blocks for success 3D pie charts Tier 2 Stepped proximics Self monitoring Literacy Readiness Skills Miscue analysis Visualization Arithmetic Readiness Skills Analogies TPR TPR for NNE Bilingual Oral Proficiency L1 Tier 1 © 2012 Dr. Catherine Collier All Rights Reserved© 2012 Dr. Catherine CollierAll Rights Reserved 6
  • CrossCultural Developmental Education Services 2/20/2012 IDEA 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. © 2012 Dr. Catherine Collier All Rights Reserved 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 Collier All Rights Reserved Best Practice Educators 1. Remain informed 2. Use differentiation 3. Facilitate resiliencyBe Prepared for anything and keep a Initiate of humor! 4. sense communication 5. Monitor adaptation & response 6. Facilitate interaction! © 2012 Dr. Catherine Collier All Rights Reserved© 2012 Dr. Catherine CollierAll Rights Reserved 7
  • CrossCultural Developmental Education Services 2/20/2012 Contact Information Catherine Collier, Ph.D. @AskDrCollier (Twitter) catherine@crosscultured.com 360-483-5658 fax www.crosscultured.com Facebook: CrossCultural Developmental 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, diagnostician, faculty, administrator. Social justice advocate, author & teacher educator.© 2012 Dr. Catherine CollierAll Rights Reserved 8