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

Catherine Collier, Ph.D.

[email protected] www.crosscultured.com

Who’s it going to be?

Alphabet Soup!

ESLLEPELLCLDCLDELDCDSPLDLD/CD

SELELIDADDADDHDENNELDAAIALD

National HS Completion Rates 2005

Completion four years after enrollment0%

10%

20%

30%

40%

50%

60%

70%

80%

NationalBlackHispanicAmerIndian

Growth in Native Born LEP

40%

40%

20%First Generation Second Generation Third + Generation

© 2009 Dr. Catherine CollierAll Rights Reserved

English Language by Generation

English Proficiency0

10

20

30

40

50

60

70

80

90

100

8

74

92 97

1st Generation 2nd Generation 2 2nd Generation 13rd Generation

National Disproportionality in Sped 2006

Hispanic Black Asian/PI American In-dian

Total Enrollment 18.51 14.91 4.2 0.970000000000001

Emotional Distur-bance

15.9 28.79 1.12 1.56

Learning Disability 21.23 20.52 1.7 1.74

Intellectual Disabil-ity

16.27 20.6 2.19 1.53

2.5

7.5

12.5

17.5

22.5

27.5

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)]

Prereferral

TestStaffed

Instructional Intervention Model

Benchmarked Curriculum +

Learning Support

Benchmarked General Curriculum

10020%

80%

16%

4%

4%

Targeted Interventions

with RTI or RTII

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?

How to weigh yourself

Literacy Readiness SkillsArithmetic Readiness

SkillsReadiness to LearnOral Proficiency L1

PRIISM: Process of Resilience, Instruction, Intervention Strategies, & Monitoring

Learning created with building blocks for success

Analogies

Visualization

Self monitoring

TPRBilingual


Things Could Be Worse!

THE BASICS OF BEING HUMAN Sensory 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

Organic, physical, motor, sensory, neurological


Common Side-Effects Of the Acculturation Process

Heightened AnxietyConfusion in Locus of

ControlWithdrawalSilence/unresponsivenessResponse FatigueCode-switchingDistractibilityResistance to ChangeDisorientationStress Related Behaviors

Culture Shock

The Intensity of CultureShock is Cyclical

AnticipationPhase

SpectatorPhase

IncreasingParticipationPhase

ShockPhase

AdaptationPhase

AnticipationPhase

SpectatorPhase

IncreasingParticipationPhase

ShockPhase

AdaptationPhase

Highly Engaged Level

ModeratelyEngagedLevel

Normal Intensity of Emotions

ModeratelyDepressedLevel

Greatly Depressed Level

Estar Nepantla

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

Building Literacy foundation

Facilitating Readiness Skills

Facilitating & Sustaining Readiness to LearnSustaining Oral

Proficiency L1

PRISIM: Problem Solving & RTI+I at Tier 1


TPR

Bilingual

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 forTier 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

PRISIM ActivityIn 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.

Strategy Fitness!

Look at the 1st Classroom Language Interaction Checklist on José.

Strategy Fitness!

What we recommend for 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

PRISIM ActivityIn 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

Literacy Readiness Skills

Oral Proficiency L1

Expanded TPRTransitional Bilingual



Analogies

Visualization

Self monitoring

Struggles Strategies _______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

Low motivation Self monitoring

Impulsive

Disorganized thinking

Poor social skills

Low self esteem

Confused locus of control

Limited language skills

Rehearsal strategies

Sorting strategies

Guided practice

Self concept activities

Active processing

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.© 2008 Dr. Catherine CollierAll Rights Reserved

RTI+I

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

Below 1 Above 1

5 / 8 = .625 10 / 8 = 1.24

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

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 Area

Order of Concern

Intervention Selected

Duration of Intervention

Outcomes of Intervention

Acculturation#4

Cognitive Learning

#2 Coping

Rehearsal

Culture & Language

#3

Experiential Background

#5

Sociolinguistic Development

#1 Context embedding

Demonstration

Modeling

What we recommend for Tier Two

If student exhibits specific needs for differentiation within the general curriculum

1. Determine instructional needs2. 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

Miscue analysis

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

Identify the strategies to use in the targeted intervention!!


RTI+I

Four questions you should be able to answer about language1. 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 2nd language proficiency information.

Look at the 2nd

Sociocultural Checklist on José.

Prioritization of RTISociocultur

al Area

Order of Concern




Acculturation

Cognitive Learning

Culture & Language

Experiential Background

Sociolinguistic Development

Academic Area(s)

Order of Concern




English

Initiate strategy

•Preview, do, review

•Stop if no response after 5 days, review

Modify

strategy

•Make minor revisions


•Stop if no response after 3 days, review

Start

new strategy


•Stop if no response after 5 days, review.

Monitor process

•Measure and analyze

•Identify what worked and what didn’t

Initiate strategy


•Stop if no response after 5 days, review.


PROBLEM SOLVING CHART

Does the damn thingwork?

Don’t mess with it! You Idiot!Did you mess

with it?

Does anyoneelse know?

Will you catch hell?

Hide it!

You poor slob! Ignore it

Can you blame somebody else?

NO PROBLEM

Yes

Yes

Yes

Yes

Yes

No

No

No

No

No

What we recommend for 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


Oral Proficiency L1



Accessibility aidsCochlear implant

Kurtzweil reader

Electronic eye piece

IEP504

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.


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)]


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.


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.



Your evaluation is based on what you do in the next 30 seconds. Go!

IEP DevelopmentThe 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.


Including Diverse Issues on the IEPA. 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.


Integrated Services


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

What we recommend for Tier FourAfter a formal referral:1. Crosscultural evaluation based upon the outcomes

of the instructional intervention2. Test Evaluation Checklist3. CrossCultural Administration of Standardized

TestsIf the student is eligible for SE & ESL services:4. Integrated plan of services.5. Cross-cultural IEP.6. Continued language and acculturation support.If the student is not eligible for SE services:7. Integrated plan of services within the general

education program.8. Continued language and acculturation support.



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.


Oral Proficiency L1

PRIISM: Process of Resilience, Instruction, Intervention Strategies, & Monitoring

Learning created with building blocks for success


Five Things that Work in RTI for ELL

1. Adequate Professional Knowledge2. Effective Instruction3. Valid Assessments & Interventions4. Collaboration Between District

Departments5. Clear Policies

Appropriate Actions to Take Information

gathering Resiliency based

instruction Differentiated

learning support Extensive problem

solving with progress monitoring RTI+I

Intensive RTI over only 1 6-8 week cycle

Focused Referral Adapted Evaluation Integrated Services

IEP for ELL/SEL Expanded

Monitoring Cross-training

Big shoes to fill


…….and remember…

Les still isn’t one with his horse.


Thank you! Come visit us atwww.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, administrator.

Social justice advocate, author & teacher educator.

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learning disability

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nd generation

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english language

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high quality instruction