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Building a Better Pyramid:
RtI for ELL/LEP/SEL

Catherine Collier, Ph.D.

catherine@crosscultured.com
www.crosscultured.com

Alphabet Soup!
 ESL  SEL
 LEP  EL
 ELL  ID
 CLD  ADD
 CLDE  ADDHD
 LD  ENN
 CD  ELD
 SPLD  AAIALD
 LD/CD

National HS Completion Rates 2005
80%
70%
60%
National
50% Black
40% Hispanic
30% AmerIndian
20%
10%
0%
Completion four years after enrollment

Growth in Native Born LEP
First Generation Second Generation Third + Generation

20%
40%

40%

© 2009 Dr. Catherine Collier
All Rights Reserved

English Language by Generation
100
90
80
70
60
50 97
92
40
74
30
20
10
8
0
English Proficiency

1st Generation 2nd Generation 2 2nd Generation 1 3rd Generation

National Disproportionality in Sped 2006
30

25

20

15

10

5

0
Hispanic Black Asian/PI America
n Indian
Total Enrollment 18.51 14.91 4.2 0.97
Emotional Disturbance 15.9 28.79 1.12 1.56
Learning Disability 21.23 20.52 1.7 1.74
Intellectual Disability 16.27 20.6 2.19 1.53

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.
[ 300.532(a)] [ 300.534(b)(1)]

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Instructional Intervention
Model with RTI or RTII

100 16%
20%
Benchmarked Test
General Curriculum Targeted Staffed
Interventions

4%
80%
Benchmarked
Curriculum +
Learning Support
4%

Identify
Problem

Measure

Problem
Analyze
response the
Is there a discrepancy
patterns problem
between current &
excepted performance?

Solving with Did it work? What do
we do next?
Why & to what extent
is there a problem?

Progress
Monitor By how much should
response to the student grow? Set goals
intervention
By how much should
the student grow?
How & when will the

Monitoring intervention strategy
be implemented?
What will be done to
resolve the problem?
Implement Brainstorm
intervention interventions

Plan
intervention
setting

PRIISM: Process of
Resilience, Instruction, Intervention
Strategies, & Monitoring
Learning created with building blocks for success

Self monitoring
Literacy Readiness
Skills Visualization
Arithmetic Readiness
Skills Analogies
Readiness to Learn
TPR
Bilingual
Oral Proficiency L1

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INDIVIDUAL
Unique experiences, Ways we are less
insights, personal like other people.
reflections.

ACCULTURATION

Communicative, ADD/ADHD
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.
Behavioral, linguistic, cognitive
language, values, etc. learned from caregivers.

THE BASICS OF BEING HUMAN

Organic, physical, motor, sensory, neurological
Sensory abilities, linguistic wiring, genetic and biologic
heritage, innate abilities, etc.

All Rights Reserved

Common Side-Effects Of the
Acculturation Process
Culture Shock
Heightened Anxiety
Confusion in Locus of
Control
Withdrawal
Silence/unresponsiveness
Response Fatigue
Code-switching
Distractibility
Resistance to Change
Disorientation
Stress Related Behaviors

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

What is all this?
“RTI is the practice of providing high quality instruction
matched to students needs and using rate of
learning over time to make important educational
decisions.”

National Association of State Directors of Special Education (2005).

Reminder!
A CLD/ELL student
may have learning
and behavior
problems due to
language and
cultural
differences and
problems due to a
possible disability.

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

All Rights Reserved

PRISIM: Problem Solving & RTI+I at Tier 1

Building Literacy
foundation
Facilitating Readiness
TPR
Skills
Facilitating & Sustaining
Readiness to Learn
Bilingual
Sustaining Oral
Proficiency L1
All Rights Reserved

Look at the Home
Language Survey on
José.

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

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?

Look at José’s profile
and his baseline
AQS.

What we recommend for
Tier 1 Step One

At enrollment & within a month in school:
1. Determine the current/baseline level
of acculturation
2. Find out the Home Language(s)
3. Language Screening

In the bottom half of Tier 1 of your blank pyramid write
some instructional services that need to be present for Jose
to succeed based upon his home language survey and his
level of acculturation

Look at the
Resiliency
Checklist on José.

Look at the1st

Classroom Language
Interaction Checklist
on José.

Tier 1 Step Two
By end of 1st month or six weeks in school:
1. Measure the student’s ‘classroom
language’ in all communication modes
2. Use the Resiliency Checklist &
complete a cognitive profile
3. Develop a strength based instruction &
language support

In Tier 1 of your blank pyramid write
some instructional services that need to be present for Jose
to succeed based upon his home language survey, his level
of acculturation, his resiliency profile, and his BICS and
CALP in the classroom


Self monitoring
Literacy Readiness
Skills Visualization
Analogies
Expanded TPR

Oral Proficiency L1 Bilingual
Transitional

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Struggles Strategies
Low motivation
_______________ Self monitoring
 _______________
Rehearsal strategies
_______________
Impulsive _______________
_______________
Disorganized thinking  _______________
Sorting strategies

_______________
Poor social skills  _______________
Guided practice
Low self esteem
_______________  _______________
Self concept activities

_______________ control  _______________
Confused locus of Active processing

_______________ skills
Limited language _______________
L1-L2 transfer strategies

The purpose of screening for needs- based
intervention is to:

 Develop a response based
instructional intervention plan.
 Focus the documentation of the
plan implementation.
 Eliminate specific factors.

All 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?

Look at the
2nd

AQS on José.

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

Above 1
Below 1
5 / 8 = .625 10 / 8 = 1.24

Four 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?

Look at the 1st

Sociocultural
Checklist on José.

Prioritizing Needs
Sociocultural Order of Intervention Duration of Outcomes of
Area Concern Selected Intervention Intervention

#4
Acculturation

Cognitive #2 Coping
Learning Rehearsal

Culture & #3
Language
Experiential #5
Background
#1 Context embedding
Sociolinguistic Demonstration
Development Modeling

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What we recommend for Tier Two

If student exhibits specific needs for differentiation within the
general curriculum
1. Determine instructional needs
2. Identify effective strategies & services
based upon strengths & needs
3. Develop & implement strength based and
needs appropriate instructional plan

some instructional services that need to be present for
Jose to succeed based upon his responses at Tier 1, his
current level of acculturation, and his needs profile

PRIISM: Problem Solving & RTI+I at Tier 3

Manipulating pie charts
Stepped proximics
Literacy Readiness
Miscue analysis
Skills

All Rights Reserved

Another purpose of screening for needs-
based intervention is to:

Identify the strategies
to use in the targeted
intervention!!

All 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?

Look at José’s
2 nd

language proficiency
information.

Look at the 2nd

Sociocultural
Checklist on José.

Order of Intervention Duration of Outcomes of
Concern Selected Intervention Intervention
Academic
Area(s)
Prioritization of RTI
Order of Intervention Duration of Outcomes of
Concern Selected Intervention Intervention
Sociocultural
Area
Acculturation

Cognitive Learning

Culture & Language

Experiential
Background

Sociolinguistic
Development

• Preview, do, review
Initiate • Stop if no response after 5 days, review
strategy

• Make minor revisions
Modify
strategy • Stop if no response after 3 days, review

Start new • Stop if no response after 5 days, review.
strategy

• Measure and analyze
Monitor • Identify what worked and what didn’t
process

Initiate • Stop if no response after 5 days, review.
strategy

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PROBLEM SOLVING CHART

Yes Does the damn thing No
work?

Yes Did you mess
Don’t mess with it! You Idiot! with it?
No
No Yes
Hide it! Does anyone Will you catch
else know? hell?

Yes No

You poor slob! Ignore it

Can you blame somebody else?
No
Yes

NO PROBLEM

Tier Three
After the student has been in your school a while and
when a teacher sees a learning & behavior
problem:
1. Measure the rate & level of Acculturation (AQS) for
this student so far.
2. Determine if language gains are normal.
3. Use the Sociocultural profile to prioritize RTI
interventions.
4. Implement tightly focused needs based
intervention.

some instructional interventions that need to be implemented
and monitored based upon Josés responses at Tier 1 and 2, his
current level of acculturation, his current needs profile, and his
current BICS and CALP in the classroom

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.

All 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.
[§300.532(a)]

All 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.

All 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.

All 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.

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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.

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Integrated Services
Intermediate
PreProduction Early Speech Intermediate Advanced Advanced
Production Emergence Fluency Fluency Fluency

Needs total
assistance

Needs a great
Pull out for
deal of
assistance
targeted assistance
Needs a lot of
assistance
Pull out/Push in for
Has a
moderate
targeted assistance
level of needs

Has
moderate but
specific
Total
needs Push in for José
Has specific
need to be targeted assistance Inclusion
addressed

Needs
minimal
assistance
All Rights Reserved

What we recommend for Tier Four
After a formal referral:
1. Crosscultural evaluation based upon the outcomes of
the instructional intervention
2. Test Evaluation Checklist
3. CrossCultural Administration of Standardized Tests
If the student is eligible for SE & ESL services:
1. Integrated plan of services.
2. Cross-cultural IEP.
3. Continued language and acculturation support.
If the student is not eligible for SE services:
1. Integrated plan of services within the general education
program.
2. Continued language and acculturation support.

All Rights Reserved

one individualized education objective that could be
implemented and monitored based upon José's current needs
profile, and his current English proficiency level. Note how both
his language needs and his learning needs will be integrated.

Five Things that Work in
RTI for ELL
1. Adequate Professional Knowledge
2. Effective Instruction
3. Valid Assessments & Interventions
4. Collaboration Between District
Departments
5. Clear Policies

Appropriate Actions to Take
 Information gathering  Intensive RTI over only
 Resiliency based 1 6-8 week cycle
instruction  Focused Referral
 Differentiated learning  Adapted Evaluation
support  Integrated Services IEP
 Extensive problem for ELL/SEL
solving with progress  Expanded Monitoring
monitoring RTI+I  Cross-training

Thank you! Come visit us at
www.crosscultured.com
 Over 40 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, adm
inistrator.
 Social justice advocate, author &
teacher educator.

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