RTII for ELL

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CrossCultural Developmental Education Services

© 2011 Dr. Catherine CollierAll Rights Reserved


Separating Difference from Disability: Using RTI/RTII for

Diverse Learners

Dr. Catherine Collier

[email protected]


Growth in Native Born LEP

40%

40%

20%

First Generation Second Generation Third + Generation


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

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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


Disproportionality for ELL 2010

• Underrepresented in special education overall

• Overrepresented in specific categories:

– Speech/language Impairments (SI)

– Learning Disabilities (LD)

– LD/SI combination


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

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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


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


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?

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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.


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

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Literacy Readiness Skills

Oral Proficiency L1

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

Learning created with building blocks for success



Is RTI the answer to disproportionate representation of ELL?

Only if approaches are culturally & linguistically responsive and address both system & student issues.


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.

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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)


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)


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.

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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


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


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Urban Legends about SpedLEP

1) Fallacy: Students with exceptionalities cannot learn two (or more) languages.



• 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.

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• 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.



• 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.


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.

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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.


What we know

• We need to know more than what works…..

• We need to know what works with WHOM


Reminder!

A CLD/ELL student may have learning

and behavior problems due to language and

cultural differences and problems due

to a possible disability.


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Oral Proficiency L1





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



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


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Look at the Home Language Survey on

José.



Look at José’s profile and his baseline AQS.



Look at the Resiliency

Checklist on José.


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Strategy Fitness!


Look at the 1st

Classroom Language Interaction

Checklist on José.




Oral Proficiency L1

Expanded TPR

Transitional Bilingual

PRISIM 3: Problem Solving & Intervention

Analogies

Visualization

Self monitoring


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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



Look at the 2nd

AQS on José.



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

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Look at the 1st

Sociocultural Checklist on José.



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.




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

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PRISIM 4: Problem Solving & Intensive Intervention for Continuing Issues

Manipulating pie charts

Stepped proximics

Miscue analysis



Strategy Fitness!


Look at José’s 2nd

language proficiency information.


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Look at the 2nd

Sociocultural Checklist on José.



Initiate strategy

•Preview, do, review

•Stop if no response after 5 days, review

Modify strategy

•Make minor revisions


•Stop if no response after 3 days, review

Start new strategy


•Stop if no response after 5 days, review.

Monitor process

•Measure and analyze

•Identify what worked and what didn’t

Initiate strategy


•Stop if no response after 5 days, review.



Look at the 3rdAQS on José.


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Oral Proficiency L1

RTII/RTI Plus Full & Individualized Evaluation

Accessibility aids

Cochlear implant

Kurtzweil reader

Electronic eye piece

IEP

504



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.’


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.



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.



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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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.



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.



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 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

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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



Oral Proficiency L1





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 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.


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

[email protected]


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.

Documents

RTII for ELL