Making RTI Responsive for ELL Families
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This is my presentation for the Special Education Special Interest Group at the National Association for Bilingual Education.
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Making RTI Responsive for ELL Families
- 1. Making RTI Culturally & Linguistically Responsive to Families Dr. Catherine Collier catherine@crosscultured.com
- 2. RTI Progress Monitoring RTI is a function of regular education that emphasizes preventing learning difficulties before they start and eliminating the need for a student to fail before intervention is available. At-risk students are assessed frequently on specific skills throughout the year to determine if the intervention being used is effective and if the student is responding as intended. © 2012 Dr. Catherine Collier All Rights Reserved
- 3. What is RTI? Response to Intervention (RTI) is a Typical Model multi-step approach to providing services to struggling students. Tier 3 Teachers provide instruction and interventions to them at increasing levels of intensity. They also monitor the progress students make Tier 2 at each intervention level and use the assessment results to decide whether the students need Tier 1 additional instruction or intervention in general education or referral to special education. © 2012 Dr. Catherine Collier All Rights Reserved
- 4. Disproportionality WA NonELL ELL 12.90% 5.80% .6% 4.40% 2.50% .10% LD EBD AS © 2012 Dr. Catherine Collier All Rights Reserved
- 5. ELL Representation Patterns Students in English ELLs who are “parent immersion programs are denials” are the most referred at higher rates likely to be referred and than those in bilingual placed. programs. © 2012 Dr. Catherine Collier All Rights Reserved
- 6. 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 Collier All Rights Reserved
- 7. Definitions Culture Learning Disability Cognition The concept of things Difficulty in perceiving The process by which that particular people and manipulating individuals use as models of patterns in the perceive, relate to, and perceiving, relating, and environment, whether interpret their interpreting their patterns of environment. environment. sounds, symbols, numbe rs, or behaviors. © 2012 Dr. Catherine Collier All Rights Reserved
- 8. 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
- 9. 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
- 10. Expectations © 2012 Dr. Catherine Collier © 2012 Dr. CatherineReserved All Rights Collier All Rights Reserved
- 11. RTI is more than reading! © 2012 Dr. Catherine Collier All Rights Reserved
- 12. INDIVIDUAL Unique experiences, Ways we are less insights, personal like other people. reflections. ACCULTURATION Perceptions, social & behavior patterns, language, etc. learned from interaction with new group(s). Ways we are ENCULTURATION more like other Perceptions, social and behavior patterns, people. language, values, etc. learned from caregivers. THE BASICS OF BEING HUMAN Sensory abilities, linguistic wiring, genetic and biologic heritage, innate abilities, etc. © 2012 Dr. Catherine Collier All Rights Reserved
- 13. 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
- 14. The Intensity of Culture Shock is Cyclical 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
- 15. 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 Step 7 Maintaining Staff & Programs Serving CLDE © 2012 Dr. Catherine Collier All Rights Reserved
- 16. PRISIM: Pyramid of Resilience, Instruction, Strategies, Intervention & Monitoring Learning created with building blocks for success 3D pie charts Stepped proximics Self monitoring Literacy Readiness Miscue analysis Skills Visualization Arithmetic Readiness Skills Analogies TPR TPR for NNE Bilingual Oral Proficiency L1 © 2012 Dr. Catherine Collier All Rights Reserved
- 17. 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
- 18. 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
- 19. IDEA Evaluation Procedures If the native language or other mode of communication of the parent is not a written language, the public agency must take steps to ensure... • that the notice is translated orally or by other means to the parent in his or her native language or other mode of communication; • that the parent understands the content of the notice; and • that there is written evidence that these two requirements have been met. © 2012 Dr. Catherine Collier All Rights Reserved
- 20. Family support practices Promote long term relationships Incorporate a variety of educational experiences Meet parents where they are Build on families’ strengths Acknowledge and address the context in which families exist Work with parents as partners Respond to the practical needs of parents Incorporate outreach efforts Source: Parent Trust of Washington © 2012 Dr. Catherine Collier All Rights Reserved
- 21. 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, administra tor. Social justice advocate, author & teacher educator. © 2012 Dr. Catherine Collier All Rights Reserved
Editor's Notes
- Here is an example from Washington state in the U.S. of what this looks like. In the table are shown data comparing ELL and nonELL student identification in Special Education categories. As you can see, there is disproportionate representation in specific areas while there is over placement in the specific learning disabilities category for ELL students. Additionally, the data for specific learning disabilities is shown in summary = 5.8% SLD among nonELL but 12.9% among ELL. This is disproportionate without some very outré justification like all of the ELL students were exposed to strange radiation prior to birth or some such.
- Educators have become increasingly aware in recent years of the central role that culture plays in learning and teaching. Staff and students bring to the classroom values about education, work habits, interaction norms, and ways of knowing that were learned in the home and community.No one leaves their cultures at the school door. It is, therefore, imperative that education professionals gain greater awareness of how their culture affects their behaviors, and how the intersection of diverse cultures can impact classroom dynamics and outcomes.Culture is what people know, what they do, and what they make and use. Culture shapes the way we think (cognition), the way we interact (behavior), the way we communicate (language), and the way we transmit knowledge to the next generation (education). Everything we do is influenced by our culture. Culture pervades our ways of thinking, behaving, and believing. How we spend our time, how we teach and treat, how we test and measure, and what we do for fun are all affected by culture.Culture is always both (1) explicit – that which people can describe, such as foods, festivals, dress and (2) implicit - that which people know and do unconsciously and would have trouble describing.All cultural groups teach their children; however, how and what is taught (and why) varies considerably among cultures.
- Cultural expectations and understanding underlie intervention focus and selection. Age and developmental appropriateness. The psychological adaptation of the learner in the school and the family and community context.
- Excerpt from the book “Seven Steps for Separating Difference and Disability” , 2010, Corwin Press