culturally responsive intervention rti

2/20/2012CrossCultural Developmental Education Services

© 2012 Dr. Catherine Collier

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Culturally Responsive Intervention

Dr. Catherine Collier

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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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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


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� Vertical vs horizontal

� Instruct vs allow

� Indulgent vs strict

� Adult vs peers

� Inward vs outward

� Nuclear vs communal

Culture & Child Rearing

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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Expectations


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Disproportionality for EAL/ELL/SEL

� Underrepresented in

special education

overall

� Overrepresented in

specific categories:

– Speech/language

Impairments (SI)

– Learning Disabilities

(LD)


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� 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.

ELL Representation Patterns





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5.80%2.50%

.6%

12.90%

4.40%.10%

LD EBD AS

NonELL ELL

Disproportionality WA

RTI is more than reading!


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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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Common Side-Effects Of

the Acculturation Process

Heightened AnxietyConfusion in Locus of

ControlWithdrawalSilence/unresponsivenessResponse FatigueCode-switchingDistractibilityResistance to ChangeDisorientationStress Related Behaviors


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The Intensity of Culture

Shock 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

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


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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


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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 Step 3 Instructional Intervention & Differentiated Step 3 Instructional Intervention & Differentiated Step 3 Instructional Intervention & Differentiated

InstructionInstructionInstructionInstruction

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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Literacy Readiness Skills

Arithmetic Readiness Skills

TPR for NNE

Oral Proficiency L1

PRISIM: Pyramid of Resilience, Instruction,

Strategies, Intervention & MonitoringLearning created with building blocks for success

Analogies

Visualization

Self monitoring

TPR

Bilingual

Miscue analysis

Stepped proximics

3D pie charts

Tier 3

Tier 2

Tier 1


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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.


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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.


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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)

�[email protected]

�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.