CrossCultural Developmental Education Services 2/20/2012
© 2012 Dr. Catherine Collier
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DR. CATHERINE COLLIER
@ASKDRCOLLIER
WWW.CROSSCULTURED.COM
Seven Steps for Separating Differences and Disabilities
What’s Up, Doc?
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� Write down and pass forward
� @AskDrCollier
� www.crosscultured.com
The Bottom Line
CLD/LEP must be able to participate effectively (at or near peer) in all
programs and content areas.
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CrossCultural Developmental Education Services 2/20/2012
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Growth in Native Born LEP
40%
40%
20%
First Generation Second Generation Third + Generation
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Definitions
The concept of The concept of The concept of The concept of things that things that things that things that particular people particular people particular people particular people use as models of use as models of use as models of use as models of perceiving, perceiving, perceiving, perceiving, relating, and relating, and relating, and relating, and interpreting their interpreting their interpreting their interpreting their environment.environment.environment.environment.
The process by which The process by which The process by which The process by which individuals perceive, individuals perceive, individuals perceive, individuals perceive, relate to, and interpret relate to, and interpret relate to, and interpret relate to, and interpret their environment.their environment.their environment.their environment.
Difficulty in perceiving Difficulty in perceiving Difficulty in perceiving Difficulty in perceiving and manipulating and manipulating and manipulating and manipulating patterns in the patterns in the patterns in the patterns in the environment, whether environment, whether environment, whether environment, whether patterns of sounds, patterns of sounds, patterns of sounds, patterns of sounds, symbols, numbers, or symbols, numbers, or symbols, numbers, or symbols, numbers, or behaviors.behaviors.behaviors.behaviors.
Culture CognitionLearning Disability
THE BASICS OF BEING HUMANSensory 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
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CrossCultural Developmental Education Services 2/20/2012
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National Disproportionality in Sped 2006
0
5
10
15
20
25
30
Hispanic Black Asian/PI AmericanIndian
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
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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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5.80%2.50%
.6%
12.90%
4.40%.10%
LD EBD AS
NonELL ELL
Disproportionality WA 2011
CrossCultural Developmental Education Services 2/20/2012
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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.
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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.
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RTI & RTII
Tier 1
Tier 2
Tier 3
Tier 3
Tier 2
Tier 1© 2012 Dr. Catherine Collier
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CrossCultural Developmental Education Services 2/20/2012
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Problem Solving with Progress Monitoring
Identify Problem
Measure the
problem
Set goals
Brainstorm interventions
Plan intervention setting
Implement intervention
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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Literacy Readiness Skills
Oral Proficiency L1
PRISIM: Pyramid of Resilience, Instruction, Strategies, Intervention & Monitoring
Learning created with building blocks for success
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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.
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CrossCultural Developmental Education Services 2/20/2012
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RTI is more than reading!
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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.
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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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CrossCultural Developmental Education Services 2/20/2012
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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.
� Experience
� Language
� Culture
� Child-rearing history
� Religion
� Socioeconomic status
� Urban‐rural context
� Risk factors (number/severity)
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Culture & Child Rearing
� Vertical vs horizontal
� Instruct vs allow
� Indulgent vs strict
� Adult vs peers
� Inward vs outward
� Nuclear vs communal
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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.
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Common Side-Effects Of the Acculturation Process
Heightened Anxiety
Confusion in Locus of Control
Withdrawal
Silence/unresponsiveness
Response Fatigue
Code-switchingDistractibility
Resistance to Change
DisorientationStress Related Behaviors
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The Intensity of CultureShock is Cyclical
Anticipation
PhaseSpectator
Phase
Increasing
Participation
Phase
Shock
Phase
Adaptation
Phase
Anticipation
Phase
Spectator
Phase
Increasing
Participation
Phase
Shock
Phase
Adaptation
Phase
Highly
Engaged
Level
Moderately
Engaged
Level
Normal
Intensity of
Emotions
Moderately
Depressed
Level
Greatly
Depressed
Level
Families as well as students
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Error in English Possessive formsError in English Possessive forms Non English languageNon 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?
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The 7 Step PRISIM Process
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7 Steps for Separating Difference & Disability
� Step 1 Building & Sustaining a Foundation for LearningStep 1 Building & Sustaining a Foundation for LearningStep 1 Building & Sustaining a Foundation for LearningStep 1 Building & Sustaining a Foundation for Learning
� Step 2 Establishing & Supporting ResiliencyStep 2 Establishing & Supporting ResiliencyStep 2 Establishing & Supporting ResiliencyStep 2 Establishing & Supporting Resiliency
� Step 3 Instructional Intervention & Differentiated InstructionStep 3 Instructional Intervention & Differentiated InstructionStep 3 Instructional Intervention & Differentiated InstructionStep 3 Instructional Intervention & Differentiated Instruction
� Step 4 Intensive Intervention with Progress MonitoringStep 4 Intensive Intervention with Progress MonitoringStep 4 Intensive Intervention with Progress MonitoringStep 4 Intensive Intervention with Progress Monitoring
� Step 5 Resolution or ReferralStep 5 Resolution or ReferralStep 5 Resolution or ReferralStep 5 Resolution or Referral
� Step 6 Integrated Services & CrossStep 6 Integrated Services & CrossStep 6 Integrated Services & CrossStep 6 Integrated Services & Cross----cultural IEPscultural IEPscultural IEPscultural IEPs
� Step 7 Maintaining Staff & Programs Serving CLDEStep 7 Maintaining Staff & Programs Serving CLDEStep 7 Maintaining Staff & Programs Serving CLDEStep 7 Maintaining Staff & Programs Serving CLDE
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CrossCultural Developmental Education Services 2/20/2012
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PRISIM Step 1: Building & Sustaining a Foundation for Learning
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
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PRISIM Application Step 1
Building & Sustaining a Building & Sustaining a Building & Sustaining a Building & Sustaining a
Foundation for LearningFoundation for LearningFoundation for LearningFoundation for LearningWhat will you have in What will you have in What will you have in What will you have in
your foundation?your foundation?your foundation?your foundation?
1.1.1.1. PersonnelPersonnelPersonnelPersonnel
2.2.2.2. FamiliesFamiliesFamiliesFamilies
3.3.3.3. ProgramsProgramsProgramsPrograms
4.4.4.4. ResourcesResourcesResourcesResources
5.5.5.5. ProcessesProcessesProcessesProcesses
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
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Five Standards for Effective Instruction
� Joint Productive Activity
� Language & Literacy Development
� Contextualize to Make Meaning
� Challenging Activities
� Instructional Conversation
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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?
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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.
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PRISIM Application Step 2
Establishing & Supporting Establishing & Supporting Establishing & Supporting Establishing & Supporting
ResiliencyResiliencyResiliencyResiliencyHow will you facilitate How will you facilitate How will you facilitate How will you facilitate
resiliency in resiliency in resiliency in resiliency in yyyyour our our our
students?students?students?students?
1.1.1.1. PersonnelPersonnelPersonnelPersonnel
2.2.2.2. FamiliesFamiliesFamiliesFamilies
3.3.3.3. ProgramsProgramsProgramsPrograms
4.4.4.4. ResourcesResourcesResourcesResources
5.5.5.5. ProcessesProcessesProcessesProcesses
Literacy Readiness Skills
Oral Proficiency L1
Expanded TPR
Transitional Bilingual
PRISIM Step 3: Instructional Intervention & Differentiated
Instruction
Analogies
Visualization
Self monitoring
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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
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CrossCultural Developmental Education Services 2/20/2012
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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 Collier
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CrossCultural Developmental Education Services 2/20/2012
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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 Collier
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Look at the 1st
Sociocultural Checklist on José.
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Models of Progress Monitoring
� RTI Standard Protocol
� RTI Continuous
� Response to Instruction and Intervention
� Problem Solving with Progress Monitoring
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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 & Instructional Intervention & Instructional Intervention & Instructional Intervention &
Differentiated InstructionDifferentiated InstructionDifferentiated InstructionDifferentiated Instruction
How will you differentiate How will you differentiate How will you differentiate How will you differentiate
instruction & intervention?instruction & intervention?instruction & intervention?instruction & intervention?
1.1.1.1. PersonnelPersonnelPersonnelPersonnel
2.2.2.2. FamiliesFamiliesFamiliesFamilies
3.3.3.3. ProgramsProgramsProgramsPrograms
4.4.4.4. ResourcesResourcesResourcesResources
5.5.5.5. ProcessesProcessesProcessesProcesses
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 Collier
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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 Collier
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Look at José’s 2nd
language proficiency information.
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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
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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.
Monitor process
• Measure and analyze• Identify what worked and what didn’t
Initiate strategy
• Preview, do, review• Stop if no response after 5 days, review.
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CrossCultural Developmental Education Services 2/20/2012
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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 Intensive Intervention & Progress Intensive Intervention & Progress Intensive Intervention & Progress
MonitoringMonitoringMonitoringMonitoring How will you monitor How will you monitor How will you monitor How will you monitor
student progress?student progress?student progress?student progress?
1.1.1.1. PersonnelPersonnelPersonnelPersonnel
2.2.2.2. FamiliesFamiliesFamiliesFamilies
3.3.3.3. ProgramsProgramsProgramsPrograms
4.4.4.4. ResourcesResourcesResourcesResources
5.5.5.5. ProcessesProcessesProcessesProcesses
PRISIM Step 5: Resolution or Referral
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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.’
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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 Collier
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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.
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CrossCultural Developmental Education Services 2/20/2012
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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 Collier
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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 Collier
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What we recommend for Step 5
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.
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PRISIM Application Step 5
Resolution or ReferralResolution or ReferralResolution or ReferralResolution or Referral How will you decide?How will you decide?How will you decide?How will you decide?
1.1.1.1. PersonnelPersonnelPersonnelPersonnel
2.2.2.2. FamiliesFamiliesFamiliesFamilies
3.3.3.3. ProgramsProgramsProgramsPrograms
4.4.4.4. ResourcesResourcesResourcesResources
5.5.5.5. ProcessesProcessesProcessesProcesses
Literacy Readiness Skills
Oral Proficiency L1
PRISIM Step 6: Integrated Services & Cross-cultural IEPs
Accessibility aids
Cochlear implant
Kurtzweil reader
Electronic eye piece
IEP
504
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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.
© 2012 Dr. Catherine Collier
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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 Integrated Services Integrated Services Integrated Services
& & & & CrossCrossCrossCross----cultural IEPscultural IEPscultural IEPscultural IEPsHow will you integrate How will you integrate How will you integrate How will you integrate
services?services?services?services?
1.1.1.1. PersonnelPersonnelPersonnelPersonnel
2.2.2.2. FamiliesFamiliesFamiliesFamilies
3.3.3.3. ProgramsProgramsProgramsPrograms
4.4.4.4. ResourcesResourcesResourcesResources
5.5.5.5. ProcessesProcessesProcessesProcesses
CrossCultural Developmental Education Services 2/20/2012
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Literacy Readiness Skills
Oral Proficiency L1
PRISIM Step 7 : Maintaining Staff & Programs Serving CLDE & Families
© 2012Dr. Catherine Collier
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PRISIM Application Step 7
Maintaining Staff & Programs Maintaining Staff & Programs Maintaining Staff & Programs Maintaining Staff & Programs
Serving CLDEServing CLDEServing CLDEServing CLDEHow will you maintain How will you maintain How will you maintain How will you maintain
personnel readiness?personnel readiness?personnel readiness?personnel readiness?
1.1.1.1. PersonnelPersonnelPersonnelPersonnel
2.2.2.2. FamiliesFamiliesFamiliesFamilies
3.3.3.3. ProgramsProgramsProgramsPrograms
4.4.4.4. ResourcesResourcesResourcesResources
5.5.5.5. ProcessesProcessesProcessesProcesses
Literacy Readiness Skills
Oral Proficiency L1
PRISIM: Pyramid of Resilience, Instruction, Strategies, Intervention & Monitoring
Learning created with building blocks for success
© 2011 Dr. Catherine Collier
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Step 1
Step 2
Step 3
Step 4
Step 5
Step 6Step 7
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Local Action Planning for Service Integration
© 2012 Dr. Catherine Collier
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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 Collier
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1. How have I honored the referring teacher’s concern?
Do’s
� Respect 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’t
� Dismiss 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.
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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.
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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.
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4. To what extent does everyone understand language development?
Avoid these common fallacies:
� No English = No intelligence/learning
� Social, oral language (BICS) = academic language (CALPs)
� Judging GLEs without ELD standards
� Ignoring time as a crucial factor in language development
� Ignoring the role of dominant language
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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
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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
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7. What data should I look at for the peer comparison?
� Years in program
� Entry grade
� Language proficiency levels
� State benchmark test scores
� Mobility
� Parent input
� There is always more to find out…
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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.
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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.
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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.
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What Works
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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
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Indicators that validate the need for SPED evaluation
� Poor communicative proficiency in the home as compared to siblings and agepeers in bilingual environments, especially when this lack is noticed by theparents.
� English language development that appears to be significantly different thanthat of peers who are also learning English as a additional language.
� Documentation that student’s acquisition of English is within normal range forhis peer group, age, culture/language population, length of time in ESL, etc. butthere are specific learning and/or behavior problems unrelated to culture shockor language transition.
� Specific sensory, neurological, organic, motor, or other conditions that impactlearning and behavior when having reliable documentation that cultureshock or language transition contributes but is not the determining factor forthe learning and behavior problems.
� Student is demonstrating limited phrasing and vocabulary in both languagesindicating that she has not acquired morphologic structures by the appropriateage. Again, both languages may be marked by a short length of utterance
� Student’s response to specific structured interventions addressing his presentingproblem is documented to be more than 40% below ELL/CLD peers withinindividualized instructional intervention.
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AchievementAchievement Progress MonitoringProgress 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 monitoring
7. Short cycles
Recommendations
© 2012Dr. Catherine Collier
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Best Practice
Educators1. Remain informed
2. Use differentiation
3. Facilitate resiliency
4. Initiate communication
5. Monitor adaptation & response
6. Facilitate interaction!
Be Prepared for anything and keep a sense of humor!
Contact Information
�Catherine Collier, Ph.D.
�@AskDrCollier (Twitter)
�360-483-5658 fax
�Facebook: CrossCulturalDevelopmental Education Services
� www.crosscultured.com
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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.