Culturally & Linguistically Responsive RTI

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    23-Dec-2014

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Here are slides for my concurrent session at NABE in Dallas "Culturally and Linguistically Responsive Response to Intervention".

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<ul><li> 1. Culturally &amp; LinguisticallyResponsive Response to Intervention Dr. Catherine Colliercatherine@crosscultured.com</li></ul> <p> 2. The Bottom LineCLD/LEP must be able to participate effectively (at or near peer) in all programs and contentareas. 2012 Dr. Catherine CollierAll Rights Reserved 3. DefinitionsCulture Learning Disability CognitionThe concept of Difficulty in perceiving The process by whichthings thatand manipulating individualsparticular peoplepatterns in theperceive, relate to, anduse as models of environment, whether interpret theirperceiving, relatinpatterns ofenvironment.g, and sounds, symbols, numbeinterpreting their rs, or behaviors.environment. 2012 Dr. Catherine CollierAll Rights Reserved 4. But avoid stereotyping! Sometimes it is easier tounderstand culturally diversefamilies in terms of groupattributes. But individualfamilies are constantlynegotiating their identity andtheir culture within their peergroups and their communityculture is not static. 2012 Dr. Catherine CollierAll Rights Reserved 5. Expectations 2012 Dr. Catherine CollierAll Rights Reserved 6. Disproportionality for EAL/ELL/SEL Underrepresented in special education overall Overrepresented in specific categories: Speech/language Impairments (SI) Learning Disabilities (LD) 2012 Dr. Catherine CollierAll Rights Reserved 7. Disproportionality WA NonELL ELL12.90%5.80%.6%4.40% 2.50%.10%LD EBD AS 2012 Dr. Catherine CollierAll Rights Reserved 8. Disability - Legality Disability cannot bemeasured solely on theability to do certain tasks. Disability depends also onthe ease with which theyperform activities that areof central importance tomost peoples daily lives. The disability must alsobe permanent or long-lasting.OConner, U.S. Supreme Court(2002) 2012 Dr. Catherine CollierAll Rights Reserved 9. RTI is more than reading! 2012 Dr. Catherine Collier All Rights Reserved 10. INDIVIDUAL Unique experiences, Ways we are lessinsights, personal like other people.reflections. ACCULTURATIONPerceptions, social &amp; behavior patterns,language, etc. learned from interaction withnew group(s). Ways we are ENCULTURATION more like other Perceptions, social and behavior patterns, people. language, values, etc. learned from caregivers. THE BASICS OF BEING HUMANSensory abilities, linguistic wiring, genetic and biologic heritage, innate abilities, etc. 2012 Dr. Catherine CollierAll Rights Reserved 11. Heightened AnxietyConfusion in Locus of ControlWithdrawalSilence/unresponsivenessResponse FatigueCode-switchingDistractibilityResistance to ChangeDisorientationStress Related Behaviors 2012 Dr. Catherine Collier All Rights Reserved 12. The Intensity of CultureShock is Cyclical Anticipation Spectator IncreasingShock Adaptation Anticipation Spectator IncreasingShock Adaptation PhasePhase Participation Phase PhasePhasePhase Participation Phase PhasePhase PhaseHighlyEngagedLevelModeratelyEngagedLevelNormalIntensity ofEmotionsModeratelyDepressedLevelGreatlyDepressedLevel 2012 Dr. Catherine Collier All Rights Reserved 13. Why do they do that?Error in EnglishNon English languagePossessive forms Khmer, Vietnamese No marker for possessive A nouns owner comesforms: my friends after the objecthouse Navajo, Apache house my friend Only specific things can bepossessed or owned Avoid use of s to Hmong, Spanish, Tagalodescribe possession: mygsisters children Use of a prepositional the children of my sister phrase to expresspossession reflects a morecommon structure 2012 Dr. Catherine CollierAll Rights Reserved 14. Five Things that Work in Intervention for EL1. Adequate Professional Knowledge2. Effective Instruction3. Valid Assessments &amp; Interventions4. Collaboration Between District Departments5. Clear Policies 2012 Dr. Catherine CollierAll Rights Reserved 15. 7 Steps for Separating Difference &amp; DisabilityStep 1 Building &amp; Sustaining a Foundation for LearningStep 2 Establishing &amp; Supporting ResiliencyStep 3 Instructional Intervention &amp; DifferentiatedInstructionStep 4 Intensive Intervention with Progress MonitoringStep 5 Resolution or ReferralStep 6 Integrated Services &amp; Cross-cultural IEPsStep 7 Maintaining Staff &amp; Programs Serving CLDE 2012 Dr. Catherine CollierAll Rights Reserved 16. PRISIM: Pyramid ofResilience, Instruction, Strategies, Intervention &amp; Monitoring Learning created with building blocks for success3D pie charts Stepped proximics Self monitoringLiteracy Readiness SkillsMiscue analysisVisualizationArithmetic Readiness SkillsAnalogies TPR TPR for NNEBilingual Oral Proficiency L1 17. 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 childs native language or other mode of communication, unless it is clearly not feasible to do so. 2010 Dr. Catherine CollierAll Rights Reserved 18. 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 childs 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 childs language proficiency should include objective assessment of reading, writing, speaking, and understanding. 2010 Dr. Catherine CollierAll Rights Reserved 19. Thank you! Come visit us atwww.crosscultured.com Over 45 years experience. Research on impact ofacculturation on referral &amp;placement of CLD students. Research on effectiveness ofspecific cognitive learningstrategies for diverse learners. Classroom teacher,diagnostician, faculty,administrator. Social justice advocate, author &amp;teacher educator. 2012 Dr. Catherine CollierAll Rights Reserved </p>

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