Culturally & Linguistically Responsive RTI

Culturally & Linguistically Responsive Response to Intervention

Dr. Catherine Collier

[email protected]

The Bottom Line

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

areas.

© 2012 Dr. Catherine CollierAll Rights Reserved


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

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.


Expectations


Disproportionality for EAL/ELL/SEL

Underrepresented in special education overall

Overrepresented in specific categories:– Speech/language

Impairments (SI)– Learning Disabilities

(LD)



LD EBD AS

5.80%2.50%

.6%

12.90%

4.40%.10%

NonELL ELL

Disproportionality WA

Disability - Legality

Disability cannot be measured solely on the ability to do certain tasks.

Disability depends also on the ease with which they perform activities that are of central importance to most people’s daily lives.

The disability must also be permanent or long-lasting.

O’Conner, U.S. Supreme Court (2002)


RTI is more than reading!


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.



Heightened Anxiety

Confusion in Locus of Control

Withdrawal

Silence/unresponsiveness

Response Fatigue

Code-switching

Distractibility

Resistance to Change

Disorientation

Stress Related Behaviors


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

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


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


7 Steps for Separating Difference & Disability

Step 1 Building & Sustaining a Foundation for LearningStep 2 Establishing & Supporting ResiliencyStep 3 Instructional Intervention & Differentiated InstructionStep 4 Intensive Intervention with Progress MonitoringStep 5 Resolution or ReferralStep 6 Integrated Services & Cross-cultural IEPsStep 7 Maintaining Staff & Programs Serving CLDE


Literacy Readiness Skills

Arithmetic Readiness Skills

TPR for NNE

Oral Proficiency L1

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

Learning created with building blocks for success

Analogies

Visualization

Self monitoring

TPR

Bilingual

Miscue analysis

Stepped proximics

3D pie charts

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.


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.



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.

Culturally & Linguistically Responsive RTI

Education

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