separating difference & disabilities

CrossCultural Developmental Education Services 2/20/2012

© 2012 Dr. Catherine Collier

All Rights Reserved1

DR. CATHERINE COLLIER

@ASKDRCOLLIER

[email protected]

WWW.CROSSCULTURED.COM

Seven Steps for Separating Differences and Disabilities

What’s Up, Doc?

© 2012 Dr. Catherine CollierAll Rights Reserved

� Write down and pass forward

� @AskDrCollier

� [email protected]

� www.crosscultured.com

The Bottom Line

CLD/LEP must be able to participate effectively (at or near peer) in all

programs and content areas.





Growth in Native Born LEP

40%

40%

20%

First Generation Second Generation Third + Generation



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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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



5.80%2.50%

.6%

12.90%

4.40%.10%

LD EBD AS

NonELL ELL

Disproportionality WA 2011




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.


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.


RTI & RTII

Tier 1

Tier 2

Tier 3

Tier 3

Tier 2

Tier 1© 2012 Dr. Catherine Collier

All Rights Reserved




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?


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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RTI is more than reading!


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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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




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.


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




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?


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





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




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.





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?







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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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?

© 201 2 Dr. Catherine Collier

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Look at the 2nd

AQS on José.

© 2012Dr. Catherine Collier

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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

All Rights Reserved




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?


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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.


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?







PRISIM Step 4: Intensive Intervention with Progress Monitoring

3D pie charts

Stepped proximics

Miscue analysis


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Strategy Fitness!


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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?


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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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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.


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?






PRISIM Step 5: Resolution or Referral




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.


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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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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.


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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.


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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.





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?







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.


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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


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?










Oral Proficiency L1

PRISIM Step 7 : Maintaining Staff & Programs Serving CLDE & Families


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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?







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




Local Action Planning for Service Integration


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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


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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


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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

�Facebook: CrossCulturalDevelopmental Education Services

� www.crosscultured.com




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.