culturally responsive intervention for diverse learners

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Culturally Responsive Instructional Intervention Dr. Catherine Collier catherine@crosscultu red.com

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This is my presentation for the Learning Disabilities Association conference in San Antonio, February 13, 2013.

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Page 1: Culturally Responsive Intervention for Diverse Learners

Culturally ResponsiveInstructional Intervention

Dr. Catherine [email protected]

Page 2: Culturally Responsive Intervention for Diverse Learners

Disproportionality WA

LD EBD AS

5.80%2.50%

.6%

12.90%

4.40%.10%

NonELL ELL

Page 3: Culturally Responsive Intervention for Diverse Learners

Disproportionality MA

Communication Intellectual Autism

18.40%

7.30%5.20%

23.20%

15.70%

1.80%

EP ELL

Page 4: Culturally Responsive Intervention for Diverse Learners

Definitions

The concept of things that particular people use as models of perceiving, relating, and interpreting their environment.

The process by which individuals perceive, relate to, and interpret their environment.

Difficulty in perceiving and manipulating patterns in the environment, whether patterns of sounds, symbols, numbers, or behaviors.

Culture CognitionLearning Disability

Page 5: Culturally Responsive Intervention for Diverse Learners

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 CollierAll Rights Reserved

Page 6: Culturally Responsive Intervention for Diverse Learners

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.

• Students in special education tend to have limited language skills in both L1 and L2

• Often this is pedagogically induced

• Inadequate instruction results in:• Native language loss

• Limited English proficiency

© 2012 Dr. Catherine CollierAll Rights Reserved

Page 7: Culturally Responsive Intervention for Diverse Learners

Progress Monitoring

• Based on progress monitoring and whether the student is achieving at an appropriate rate of progress in relation to his goals, the following factors may be changed or adjusted:

1. the research based materials

2. the frequency of the intervention

3. the duration of the intervention

4. the language of the intervention

5. group size

6. the designated instructor

© 2010 Dr. Catherine CollierAll Rights Reserved

Page 8: Culturally Responsive Intervention for Diverse Learners

Is RTI the answer to disproportionate representation of ELL?

Only if approaches are culturally and linguistically responsive and address both system and student issues.

Page 9: Culturally Responsive Intervention for Diverse Learners

RTI is more than reading!

© 2012 Dr. Catherine CollierAll Rights Reserved

Page 10: Culturally Responsive Intervention for Diverse Learners

Print Is A Symbol Of A Symbol

• Print is dependent upon Speech

• Print is supported by Speech

• Print is controlled by Speech

• Print is perfected by Speech

Page 11: Culturally Responsive Intervention for Diverse Learners

Eight Challenges to RTI for ELL1. 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.

Page 12: Culturally Responsive Intervention for Diverse Learners

Eight Challenges to RTI for ELL

5. Difficulty obtaining students’ previous school records.

6. Lack of collaborative structures prior to referral.

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.

Page 13: Culturally Responsive Intervention for Diverse Learners

Literacy Readiness Skills

Oral Proficiency L1

PRISIM: Pyramid of Resilience, Instruction, Strategies, Intervention & Monitoring

Learning created with building blocks for success

© 2011 Dr. Catherine CollierAll Rights Reserved

Step 1

Step 2

Step 3

Step 4

Step 5

Step 6Step 7

Page 14: Culturally Responsive Intervention for Diverse Learners

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 CollierAll Rights Reserved

Page 15: Culturally Responsive Intervention for Diverse Learners

PRISIM 1: 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

© 2012 Dr. Catherine CollierAll Rights Reserved

Page 16: Culturally Responsive Intervention for Diverse Learners

What We Recommend for the Foundation

• Quality preparation of effective education professionals & support staff

• Adequacy of school facilities & resources

• Have support structures and programs in place to facilitate learning

• Determine the current/baseline level of acculturation

• Find out the Home Language(s)

• Language Screening

• Plan for monitoring student progress

Page 17: Culturally Responsive Intervention for Diverse Learners

Culturally Responsive Content Guidelines

• Materials must be authentic, relevant, compatible, and neutral in content. Some guidelines for content include:

• Concentrate on the contemporary, rather than historical

• Focus on the groups nearest (most dominant) the school first.

• Deal with real life, controversial issues

• Concentrate on the processes of life, not just the products

• Validate using community “experts”

© 2012 Dr. Catherine CollierAll Rights Reserved

Page 18: Culturally Responsive Intervention for Diverse Learners

Example Strategies For the Foundation

• Student

• Bilingual aides

• Bilingual peers

• Bilingual texts

• Content Language materials

• Training in context embedding

• Training in demonstrations

• Training in guided practice in classroom behavior expectations & survival strategies

• Training in guided practice in constructive quality interactions

• Family

• Cross-cultural counseling for families

• Cross-cultural counseling for families

• Family-centered learning activity

• Guided practice w/ service personnel from school/government agencies

• Home activities

• Survival strategies for parents/families

• Videotapes & booklets about schools, communities, social service providers, laws

© 2012 Dr. Catherine CollierAll Rights Reserved

Page 19: Culturally Responsive Intervention for Diverse Learners

TPR

Bilingual

© 2012 Dr. Catherine CollierAll Rights Reserved

PRISIM 2: Establishing & Supporting Resiliency + Differentiated Instruction

Facilitating & Sustaining Readiness to Learn

Sustaining Oral Proficiency L1

Building Literacy foundation

Facilitating Readiness Skills

Page 20: Culturally Responsive Intervention for Diverse Learners

Five Standards for Effective Instruction

• Joint Productive Activity

• Language & Literacy Development

• Contextualize to Make Meaning

• Challenging Activities

• Instructional Conversation

© 2012 Dr. Catherine CollierAll Rights Reserved

Center for Research on Education, Diversity & Excellence at Univ of California at Santa Cruz

Page 21: Culturally Responsive Intervention for Diverse Learners

Why do they do that?

Error in English Possessive forms• 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”

Non English language

• 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

© 2012 Dr. Catherine CollierAll Rights Reserved

Page 22: Culturally Responsive Intervention for Diverse Learners

Strategy Fitness!

© 2012 Dr. Catherine CollierAll Rights Reserved

Page 23: Culturally Responsive Intervention for Diverse Learners

Example Strategies For Building & Facilitating Resiliency

• Resiliency• Active processing• Advanced organizers• Belonging activities• Mediated stimuli• Scaffolding• Sorting

• Language Strengths• Home language

• Bilingual peers• Bilingual aide• Language games

• Schooled language• Bilingual texts

• English• Cognates vocabulary games• Wordless picture books

© 2012 Dr. Catherine CollierAll Rights Reserved

Page 24: Culturally Responsive Intervention for Diverse Learners

What We Recommend For PRISIM 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.

© 2012 Dr. Catherine CollierAll Rights Reserved

Page 25: Culturally Responsive Intervention for Diverse Learners

Literacy Readiness Skills

Oral Proficiency L1

Expanded TPR

Transitional Bilingual

PRISIM 3: Instructional Intervention & More Differentiated Instruction

Analogies

Visualization

Self monitoring

© 2012 Dr. Catherine CollierAll Rights Reserved

Page 26: Culturally Responsive Intervention for Diverse Learners

Strategy Fitness!

© 2012 Dr. Catherine CollierAll Rights Reserved

Page 27: Culturally Responsive Intervention for Diverse Learners

33© 2012 Dr. Catherine CollierAll Rights Reserved

Page 28: Culturally Responsive Intervention for Diverse Learners

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 workConfuses English & Spanish phonemes

= “STOP” strategies

= Graphic organizers

= Guided practice

= Self concept activities

= Active processing

= Compare & contrast, rhymes, games

© 2011 Dr. Catherine CollierAll Rights Reserved

Page 29: Culturally Responsive Intervention for Diverse Learners

Example Strategies For Expanding Differentiation & Intervention

• Phonological differences• “bitch” vs “beach”• Points of articulation

• Cognitive Learning• Active processing• Advanced organizers• Visualization• Coping• Wordless picture books• Leveled readers• Scaffolding

• Level/Rate of Acculturation• AQS 8-14 = TPR, modeling, L1

support, demonstrations• AQS 15-22 = context embedding,

L1 scaffolding, guided practice• AQS 23-29 = advanced organizers,

role-playing, leveled readers• AQS 30-36 = active processing,

analogies, expansions, TQLR• AQS 37-43 = evaluation, rehearsal,

self-monitoring, choices• AQS 44-48 = cognitive learning

strategies, cross-cultural

competence, bilingual strategies

© 2012 Dr. Catherine CollierAll Rights Reserved

Page 30: Culturally Responsive Intervention for Diverse Learners

What we recommend for PRISIM 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.

© 2012 Dr. Catherine CollierAll Rights Reserved

Page 31: Culturally Responsive Intervention for Diverse Learners

Literacy Readiness Skills

PRISIM 4: Intensive Intervention with Progress Monitoring

3D pie charts

Stepped proximics

Miscue analysis

© 2012 Dr. Catherine CollierAll Rights Reserved

Page 32: Culturally Responsive Intervention for Diverse Learners

Strategy Fitness!

© 2012 Dr. Catherine CollierAll Rights Reserved

Page 33: Culturally Responsive Intervention for Diverse Learners

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

© 2012 Dr. Catherine CollierAll Rights Reserved

Page 34: Culturally Responsive Intervention for Diverse Learners

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.

© 2012Dr. Catherine CollierAll Rights Reserved

Page 35: Culturally Responsive Intervention for Diverse Learners

Example Strategies For Intensified Intervention

• Miscue analysis

• Dynamic Assessment• Reading

• Phonics

• Math

• Retention

• Control

• Behavior • Planned ignoring

• Proximics

• Self monitoring

© 2012 Dr. Catherine CollierAll Rights Reserved

Page 36: Culturally Responsive Intervention for Diverse Learners

What we recommend for PRISIM 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.

© 2012 Dr. Catherine CollierAll Rights Reserved

Page 37: Culturally Responsive Intervention for Diverse Learners

PRISIM 5: Resolution or Referral

© 2012 Dr. Catherine CollierAll Rights Reserved

Page 38: Culturally Responsive Intervention for Diverse Learners

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.’

Page 39: Culturally Responsive Intervention for Diverse Learners

Indicators that validate the need for SPED evaluation

• Poor communicative proficiency in the home as compared to siblings and age peers in bilingual environments, especially when this lack is noticed by the parents.

• English language development that appears to be significantly different than that of peers who are also learning English as a additional language.

• Documentation that student’s acquisition of English is within normal range for his peer group, age, culture/language population, length of time in ESL, etc. but there are specific learning and/or behavior problems unrelated to culture shock or language transition.

• Specific sensory, neurological, organic, motor, or other conditions that impact learning and behavior when having reliable documentation that culture shock or language transition contributes but is not the determining factor for the learning and behavior problems.

• Student is demonstrating limited phrasing and vocabulary in both languages indicating that she has not acquired morphologic structures by the appropriate age. Again, both languages may be marked by a short length of utterance

• Student’s response to specific structured interventions addressing his presenting problem is documented to be more than 40% below ELL/CLD peers within individualized instructional intervention.

© 2012 Dr. Catherine CollierAll Rights Reserved

Page 40: Culturally Responsive Intervention for Diverse Learners

Prior to Formal Evaluation1. 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.

© 2010 Dr. Catherine CollierAll Rights Reserved

Page 41: Culturally Responsive Intervention for Diverse Learners

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

Page 42: Culturally Responsive Intervention for Diverse Learners

10 Questions to Consider

1. How have we honored the referring teacher’s concern?2. Do we have a clear process in place prior to referral?3. Who is the gatekeeper within the CLD/ELL program who is

contacted for every CLD student of issue?4. To what extent does everyone understand language

development?5. Is the CLD/ELL exhibiting atypical performance?6. To whom is the CLD/ELL being compared?7. What data should we look at for the peer comparison?8. What role does problem solving with progress monitoring

play in the determination process?9. To what extent are parents involved?10. To what extent are district CLD/ELL/Special Ed trends

being scrutinized?

© 2012 Dr. Catherine CollierAll Rights Reserved

Page 43: Culturally Responsive Intervention for Diverse Learners

Best Practice

Educators1. Remain informed

2. Use differentiation

3. Facilitate resiliency

4. Initiate communication

5. Monitor adaptation & response

6. Facilitate interaction!

© 2012 Dr. Catherine CollierAll Rights Reserved

Page 44: Culturally Responsive Intervention for Diverse Learners

Contact InformationCatherine Collier, Ph.D.

360-380-7513 voice

360-483-5658 fax

Facebook.com/AskDrCollier

@AskDrCollier

www.crosscultured.com

[email protected]

Page 45: Culturally Responsive Intervention for Diverse Learners

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.

Thank you!Visit us at www.crosscultured.com