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RTII for ELL presentation for Learning Disabilities Association conference.
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2/2/2011
1
CrossCultural Developmental Education Services
© 2011 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
Separating Difference from Disability: Using RTI/RTII for
Diverse Learners
Dr. Catherine Collier
catherine@crosscultured.com
© 2011 Dr. Catherine CollierAll Rights Reserved
Growth in Native Born LEP
40%
40%
20%
First Generation Second Generation Third + Generation
© 2011 Dr. Catherine CollierAll Rights Reserved
English Language by Generation
8
74
92 97
0
10
20
30
40
50
60
70
80
90
100
English Proficiency
1st Generation 2nd Generation 2 2nd Generation 1 3rd Generation
2/2/2011
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CrossCultural Developmental Education Services
© 2011 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
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
© 2011 Dr. Catherine CollierAll Rights Reserved
Disproportionality for ELL 2010
• Underrepresented in special education overall
• Overrepresented in specific categories:
– Speech/language Impairments (SI)
– Learning Disabilities (LD)
– LD/SI combination
© 2011 Dr. Catherine CollierAll Rights Reserved
Important Changes in IDEA 2004 regarding disproportionality
• Removed “policies, Practices, and procedures” from definition
• Disproportionality is one of the three monitoring priorities
• Added racial/ethnic disaggregation
• Introduced prevention as an important component
• Significant disproportionality– Overall identification & in
categories
– Placement in educational settings
– Disciplinary actions, including suspension ad expulsion
• Disproportionate representation– Disproportionate representation
of racial and ethnic groups in special education and related services, to the extent the representation is the result of inappropriate identification
2/2/2011
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CrossCultural Developmental Education Services
© 2011 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
Policy Driving Practice
Determinant Factor ‐WAC 392‐172A‐03040
A student must not be determined to be eligible for special education services if the determinant factor is: 1. Lack of appropriate instruction in reading, based upon the state's grade level standards; 2. Lack of appropriate instruction in math; or 3. Limited English proficiency. In interpreting evaluation data for the purpose of determining eligibility for special education services, each school district must draw upon information from a variety of sources, including aptitude and achievement tests, parent input, and teacher recommendations, as well as information about the student's physical condition, social or cultural background, and adaptive behavior.
the determinant factor
© 2011 Dr. Catherine CollierAll Rights Reserved
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.
• Students in special education tend to have limited language skills in both L1 and L2
– Often this is pedagogically induced
– Inadequate instruction results in:
• Native language loss
• Limited English proficiency
© 2011 Dr. Catherine CollierAll 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?
2/2/2011
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CrossCultural Developmental Education Services
© 2011 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
Defining the problem?• specific learning disability
means a disorder in 1 or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.
© 2011 Dr. Catherine CollierAll Rights Reserved
Purpose?
• The purpose of RTI is that of a prevention model to limit or prevent academic failure for students who are having difficulty learning by providing "scientific research‐based interventions“ to bring students up to grade level achievement.
• Although there is no single RTI model, the many variations that are emerging use a two‐to‐five tiered model. Each tier provides increasingly individualized instruction, continuous monitoring of progress to calculate gains, and criteria for changing interventions and/or tiers through a team decision‐making process
• Tier I ‐ high quality instruction and behavioral supports provided in general education classrooms.
• Tier II ‐ small group instruction ‐intensive specialized interventions provided with consistency by highly trained teachers.
• In Tier III ‐more individualized intervention and/or referral for special education.
Elements?
• Early, high‐quality, scientific research‐based interventions
• Continuous monitoring of student performance and progress during interventions
• Use of response data to change the intensity or type of subsequent interventions
• Parents and families informed and involved in team decision making throughout the intervention process
2/2/2011
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CrossCultural Developmental Education Services
© 2011 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
Literacy Readiness Skills
Oral Proficiency L1
PRISIM: Pyramid of Resilience, Instruction, Strategies, Intervention & Monitoring
Learning created with building blocks for success
© 2010 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
Is RTI the answer to disproportionate representation of ELL?
Only if approaches are culturally & linguistically responsive and address both system & student issues.
© 2011 Dr. Catherine CollierAll Rights Reserved
The role of culture
No one leaves their cultures at the school door. It is, therefore, imperative that education professionals gain greater awareness of how their culture affects their behaviors, and how the intersection of diverse cultures can impact classroom dynamics and outcomes.
2/2/2011
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CrossCultural Developmental Education Services
© 2011 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
Cultural Competence
“The ability to relate and communicate effectively when individuals involved in the interaction do not share the same culture, ethnicity, language or other salient variables.”
(Hains, Lynch, and Winton, 1997)
© 2011 Dr. Catherine CollierAll Rights Reserved
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.
• Language
• Culture
• History
• Religion
• Socioeconomic status
• Urban‐rural context
• Risk factors (number/severity)
© 2011 Dr. Catherine CollierAll Rights Reserved
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.
2/2/2011
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CrossCultural Developmental Education Services
© 2011 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
Common Side‐Effects Of the Acculturation Process
Heightened Anxiety
Confusion in Locus of Control
Withdrawal
Silence/unresponsiveness
Response Fatigue
Code‐switching
Distractibility
Resistance to Change
DisorientationStress Related Behaviors
© 2011 Dr. Catherine CollierAll Rights Reserved
The Intensity of Culture Shock is Cyclical
AnticipationPhase
SpectatorPhase
IncreasingParticipationPhase
ShockPhase
AdaptationPhase
AnticipationPhase
SpectatorPhase
IncreasingParticipationPhase
ShockPhase
AdaptationPhase
Highly Engaged Level
ModeratelyEngagedLevel
Normal Intensity of Emotions
ModeratelyDepressedLevel
Greatly Depressed Level
© 2011 Dr. Catherine CollierAll Rights Reserved
2/2/2011
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CrossCultural Developmental Education Services
© 2011 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
Urban Legends about SpedLEP
1) Fallacy: Students with exceptionalities cannot learn two (or more) languages.
© 2011 Dr. Catherine CollierAll Rights Reserved
Urban Legends about SpedLEP
• Fallacy: Acquiring more than one language is “difficult” and can lead to academic problems. For this reason, all energy should be spent on having CLD students focus on English, and further natal language development should be halted.
2/2/2011
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CrossCultural Developmental Education Services
© 2011 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
Urban Legends about SpedLEP
• Fallacy: Parents of CLD students, with and without exceptionalities, should speak with their children at home in English in order to increase the child’s exposure to the second language.
© 2011 Dr. Catherine CollierAll Rights Reserved
Urban Legends about SpedLEP
• Fallacy: Some bilingual students don’t speak any language proficiently (neither their natal language nor English) and are “semilingual.” They seem unable or unwilling to make any significant progress in learning English.
© 2011 Dr. Catherine CollierAll Rights Reserved
Commonly Misunderstood Concepts Language Attrition
1. Language attrition is a completely normal phenomenon in which an individual loses all or part of his or her natal language competence.
2. Language attrition can happen naturally as a result of immigration and the lack of opportunities to communicate in a particular language;
3. To young children who are exposed to a new language at school before their first language has been well established; or
4. When there is a significant discrepancy between the social prestige of the two languages.
5. Language attrition is common in the United States for all of the above reasons, but especially for the second and third.
2/2/2011
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CrossCultural Developmental Education Services
© 2011 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
Commonly Misunderstood Concepts Code Switching
1. Code Switching is the use of two or more linguistic varieties in the same conversation or interaction.
2. Research suggests that bilingual children are able to differentiate between their two languages at a very early age, even as young as two.
3. Therefore, we can conclude that the use of two different languages, as well as a range of social styles, is an intentional choice rather than a sign of confusion on the part of the speaker.
4. Depending on the social situation and the community norms, bilingual code‐switching may be more or less prevalent.
© 2011 Dr. Catherine CollierAll Rights Reserved
What we know
• We need to know more than what works…..
• We need to know what works with WHOM
© 2011 Dr. Catherine CollierAll Rights Reserved
Reminder!
A CLD/ELL student may have learning
and behavior problems due to language and
cultural differences and problems due
to a possible disability.
© 2010 Dr. Catherine CollierAll Rights Reserved
2/2/2011
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CrossCultural Developmental Education Services
© 2011 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
Literacy Readiness Skills
Oral Proficiency L1
PRISIM: Pyramid of Resilience, Instruction, Strategies, Intervention & Monitoring
Learning created with building blocks for success
© 2010 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
PRISIM 1: Building the Foundationof 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
© 2010 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
Building Literacy foundation
Facilitating Readiness Skills
Facilitating & Sustaining Readiness to Learn
Sustaining Oral Proficiency L1
PRISIM 2: Prevention & Problem Solving Upon the Foundation
TPR
Bilingual
© 2010 Dr. Catherine CollierAll Rights Reserved
2/2/2011
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CrossCultural Developmental Education Services
© 2011 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
Look at the Home Language Survey on
José.
© 2010 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
Look at José’s profile and his baseline AQS.
© 2010 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
Look at the Resiliency
Checklist on José.
© 2010 Dr. Catherine CollierAll Rights Reserved
2/2/2011
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CrossCultural Developmental Education Services
© 2011 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
Strategy Fitness!
© 2011 Dr. Catherine CollierAll Rights Reserved
Look at the 1st
Classroom Language Interaction
Checklist on José.
© 2010 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
Literacy Readiness Skills
Oral Proficiency L1
Expanded TPR
Transitional Bilingual
PRISIM 3: Problem Solving & Intervention
Analogies
Visualization
Self monitoring
© 2010 Dr. Catherine CollierAll Rights Reserved
2/2/2011
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CrossCultural Developmental Education Services
© 2011 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
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
© 2010 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
Look at the 2nd
AQS on José.
© 2010 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
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© 2010 Dr. Catherine CollierAll Rights Reserved
2/2/2011
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CrossCultural Developmental Education Services
© 2011 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
Look at the 1st
Sociocultural Checklist on José.
© 2010 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
What we recommend
1. Baseline information about culture, language proficiency, level of acculturation.
2. Determine instructional strengths & needs.
3. Identify effective strategies & services based upon strengths & needs.
4. Develop & implement strength based and needs appropriate instructional plan.
5. Monitor effectiveness of instruction and intervention.
© 2010 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
© 2010 Dr. Catherine CollierAll Rights Reserved
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Reconfiguring something, reimaging, anti‐virus software, uninstalling programs, other
Turning it off and on again
Probability
Likelihood a computer
issue is solved by one of two methods.
Monitoring the effectiveness of your interventions
2/2/2011
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CrossCultural Developmental Education Services
© 2011 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
Literacy Readiness Skills
PRISIM 4: Problem Solving & Intensive Intervention for Continuing Issues
Manipulating pie charts
Stepped proximics
Miscue analysis
© 2010 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
Strategy Fitness!
© 2011 Dr. Catherine CollierAll Rights Reserved
Look at José’s 2nd
language proficiency information.
© 2010 Dr. Catherine CollierAll Rights Reserved
2/2/2011
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CrossCultural Developmental Education Services
© 2011 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
Look at the 2nd
Sociocultural Checklist on José.
© 2010 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
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.
© 2010 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
Look at the 3rdAQS on José.
© 2010 Dr. Catherine CollierAll Rights Reserved
2/2/2011
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CrossCultural Developmental Education Services
© 2011 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
Literacy Readiness Skills
Oral Proficiency L1
RTII/RTI Plus Full & Individualized Evaluation
Accessibility aids
Cochlear implant
Kurtzweil reader
Electronic eye piece
IEP
504
© 2010 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
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.’
© 2011 Dr. Catherine CollierAll Rights Reserved
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.
© 2010 Dr. Catherine CollierAll Rights Reserved
2/2/2011
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CrossCultural Developmental Education Services
© 2011 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
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.
© 2010 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
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.
© 2010 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
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.
© 2010 Dr. Catherine CollierAll Rights Reserved
2/2/2011
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CrossCultural Developmental Education Services
© 2011 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
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.
© 2010 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
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.
© 2010 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
Integrated Services
© 2008 Dr. Catherine CollierAll Rights Reserved
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 needsHas 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
2/2/2011
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CrossCultural Developmental Education Services
© 2011 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
10 Questions to Consider
1. How have I honored the referring teacher’s concern?2. Do we have a clear pre‐referral process in place?3. Who is the gatekeeper within the ELL program who is contacted for
every pre‐referral?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 pre‐referral
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
© 2011 Dr. Catherine CollierAll Rights Reserved
Literacy Readiness Skills
Oral Proficiency L1
PRISIM: Pyramid of Resilience, Instruction, Strategies, Intervention & Monitoring
Learning created with building blocks for success
© 2010 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
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
2/2/2011
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CrossCultural Developmental Education Services
© 2011 Dr. Catherine CollierAll Rights Reserved
© 2011 Dr. Catherine CollierAll Rights Reserved
Indicators that validate the need for SPED evaluation
• Poor communicative proficiency in the home as compared to siblings and age peers in bilingual environments, especially when this lack is noticed by the parents.
• English language development that appears to be significantly different than that of peers who are also learning English as a Second Language.
• Noted developmental delays or other at‐risk conditions.
© 2011 Dr. Catherine CollierAll Rights Reserved
Contact Information
Catherine Collier, Ph.D.
360‐380‐7513 voice
360‐650‐4673 campus
Curriculum Integration for Responsive Crosscultural Language Education (CIRCLE)
Western Washington University
www.crosscultured.com
catherine@crosscultured.com
© 2011 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.
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