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Making RTI Culturally & Linguistically Responsive to
Families Dr. Catherine Collier
© 2012 Dr. Catherine CollierAll Rights Reserved
RTI Progress Monitoring
RTI is a function of regular education that emphasizes preventing learning difficulties before they start and eliminating the need for a student to fail before intervention is available.At-risk students are assessed frequently on specific skills throughout the year to determine if the intervention being used is effective and if the student is responding as intended.
© 2012 Dr. Catherine CollierAll Rights Reserved
Response to Intervention (RTI) is a multi-step approach to providing services to struggling students. Teachers provide instruction and interventions to them at increasing levels of intensity. They also monitor the progress students make at each intervention level and use the assessment results to decide whether the students need additional instruction or intervention in general education or referral to special education.
Typical Model
What is RTI?
Tier 3
Tier 2
Tier 1
© 2012 Dr. Catherine CollierAll Rights Reserved
LD EBD AS
5.80%2.50%
.6%
12.90%
4.40%.10%
NonELL ELL
Disproportionality WA
© 2012 Dr. Catherine CollierAll Rights Reserved
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
© 2012 Dr. Catherine CollierAll Rights Reserved
Is RTI the answer to disproportionate representation of ELL?
Only if approaches are culturally and linguistically responsive and address both system and student issues.
© 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.
CognitionLearning Disability
Culture
© 2012 Dr. Catherine CollierAll Rights Reserved
Vertical vs horizontalInstruct vs allowIndulgent vs strictAdult vs peersInward vs outwardNuclear vs communal
Culture & Child Rearing
© 2012 Dr. Catherine CollierAll Rights Reserved
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.
© 2012 Dr. Catherine CollierAll Rights Reserved
Expectations
© 2012 Dr. Catherine CollierAll Rights Reserved
© 2012 Dr. Catherine CollierAll Rights Reserved
RTI is more than reading!
© 2012 Dr. Catherine CollierAll Rights Reserved
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.
© 2012 Dr. Catherine CollierAll Rights Reserved
Common Side-Effects Of the Acculturation Process
Heightened AnxietyConfusion in Locus of ControlWithdrawalSilence/unresponsivenessResponse FatigueCode-switchingDistractibilityResistance to ChangeDisorientationStress Related Behaviors
© 2012 Dr. Catherine CollierAll Rights Reserved
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
© 2012 Dr. Catherine CollierAll Rights Reserved
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
© 2012 Dr. Catherine CollierAll Rights Reserved
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
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; andare provided and administered in the child’s native language or other mode of communication, unless it is clearly not feasible to do so.
© 2012 Dr. Catherine CollierAll Rights Reserved
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.
© 2012 Dr. Catherine CollierAll Rights Reserved
© 2012 Dr. Catherine CollierAll Rights Reserved
If the native language or other mode of communication of the parent is not a written language, the public agency must take steps to ensure...
• that the notice is translated orally or by other means to the parent in his or her native language or other mode of communication;
• that the parent understands the content of the notice; and
• that there is written evidence that these two requirements have been met.
IDEA Evaluation Procedures
© 2012 Dr. Catherine CollierAll Rights Reserved
Family support practices
Promote long term relationshipsIncorporate a variety of educational experiencesMeet parents where they areBuild on families’ strengthsAcknowledge and address the context in which families existWork with parents as partnersRespond to the practical needs of parentsIncorporate outreach efforts
Source: Parent Trust of Washington
© 2012 Dr. Catherine CollierAll Rights Reserved
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.