7 Steps for Separating Difference and Disability for Diverse Learners

7 Steps for Separating Difference and

Disability for Diverse

Learners

Dr. Catherine Collier@AskDrCollier

[email protected]

www.Slideshare.net

mailto:[email protected]

http://www.crosscultured.com/

http://www.slideshare.net/

National HS Completion Rates 2006-2012

Completion four years after enrollment0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100% White 06White 12Black 06Black 12Hispanic 06Hispanic 12AmerIndian 06AmerIndian 12

© 2015 Dr. Catherine CollierAll Rights Reserved

National Behavior Suspensions in Preschool 2011-2012

Black NonBlack0

10

20

30

40

50

60

70

80

90

Enrollment

Suspensions

2014 Teachers in US Schools

White NonWhite Female NonFemale0

10

20

30

40

50

60

70

80

90

100

Disproportionality WA

LD EBD AS

5.80%2.50%

.6%

12.90%

4.40%.10%

NonELL ELL


Disproportionality ASD

Am Ind/AK Nat Asian Black Hispanic Nat HI/Pac Isl Two or more White0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

District Enrollment LD Autism

Local Stats

Students with Disabilities

State Target

0 10 20 30 40 50 60 70 80 90 100

Percent Graduating

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.

Culture CognitionLearning Disability

A disorder in one or more of the basic psychological processes involved in understanding or using language. May manifest itself in an imperfect ability to Listen, think, speak, read, write, spell, or do mathematical calculations

ELL Representation Patterns

• Students in English immersion programs are referred at higher rates than those in bilingual programs.

• ELLs who are “parent waivers” are the most likely to be referred and placed.

Acculturation

Heightened AnxietyInattentionConfusion in Locus of ControlWithdrawalSilence/unresponsivenessResponse FatigueCode-switchingDistractibilityResistance to ChangeDisorientationStress 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

Families as well as students


Linguistic Context: Krashen’s Critical Elements for Language Acquisition

1. Provide Comprehensible Input in Target Language

2. Lower the Affective Filter3. Maintain Subject Matter

Education4. Maintain and Develop

Student’s Base Language

Growth in Native Born LEP

40%

40%

20%

First Generation Second Generation Third + Generation

Linguistic Context: The Deadly Plateau

• Texts are frequently at i + 10, not i + 1

• Growth in reading and academic achievement levels off

• Motivation decreases

Policy Driving Practice

• The evaluation team may not identify a student as disabled if the discrepancy is primarily the result of an environmental, cultural, or economic disadvantage.

• Tests must be selected and administered so as not to be discriminatory on a racial or cultural basis;

• A child shall not be determined to be a child with a disability if the determinant factor for such determination is--» lack of scientifically based instruction practices and programs

that contain the essential components of reading instruction » lack of scientifically based instruction practices and programs

that contain the essential components of instruction in math; or» limited English proficiency.


Legal Context: Language & Culture

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.

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 & expected 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?

Culture & Language, too!!


MTSS/RTI/RTII/RtI2

Is RTI the answer to issues with ELL?

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


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

Learning created with building blocks for success

Step 1

Step 2

Step 3

Step 4

Step 5

Step 6Step 7


7 Steps for Separating Difference & Disability

Step 1 Build & Sustain a Foundation for LearningStep 2 Establish & Support ResiliencyStep 3 Differentiate Instruction & InterventionStep 4 Monitor Instruction & InterventionStep 5 Resolve or ReferStep 6 Integrate Services & Cross-cultural IEPsStep 7 Maintain Staff & Programs Serving CLDE

MTSS/RTI/RTII/RtI2


Systems & policies promote and sustain:• Access to safety, food, clothing, & shelter• Disaggregated initial data collection• Welcoming & inviting CLD families• 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

PRISIM Step 1: Build & Sustain a Foundation for Learning

All School Personnel


Example Strategies For the Foundation

• Student– Bilingual aides– Bilingual peers – Bilingual texts– Content Language materials

• Teachers– Training in context embedding– Training in demonstrations– Training in guided practice in

classroom behavior expectations & survival strategies

– Training in guided practice in constructive quality interactions

• Family– Cross-cultural counseling for

families – Family-centered learning activity– Guided practice w/ service

personnel from school/government agencies

– Use of translations and interpreters

• Staff– Training in welcoming &

intercultural communication– Disaggregated initial data

collection© 2015 Dr. Catherine Collier

All Rights Reserved

PRISIM Application 1

Build & Sustain a Foundation for Learning

Turn to the Self Study questions for building and sustaining a foundation for learning.

Discuss with your table team, what happens when a student from a linguistically or culturally diverse background enrolls in your school district or in your school?

Discuss how to modify your school’s program and procedures to implement more assistance for building and sustaining a foundation for learning.


You can look in the 7 Steps text for ideas and further information.

Building Literacy foundation

TPR in all content areas

Bilingual Instructional support

Facilitating Readiness Skills in all content

Sustaining Readiness to Learn

Sustaining Oral Proficiency L1

Scaffolding in all content areas

PRISIM Step 2: Establish & Support Resiliency

Build content foundations

Identify & facilitate Resiliency Factors


All Classroom Teachers & Aides

Collect Meaningful Data

Select Appropriate Strategies

Effectively Implement Strategies

Progressive Learning

Screen only for instructionally meaningful data

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


Teacher’s Resource Guide of Language Transfer Issues for English Language Learners• This booklet is part of the On Our Way to

English series published by Rigby. • It is an excellent stand alone resource for ‐

ELL and K 12 teachers working with ‐speakers of ten languages.

• The booklet contains background information about the populations speaking these languages as well as specific grammar and phonics transfer issues.

• 2004 Rigby: A Harcourt Achieve Imprint, $3.85 www.rigby.com ISBN 978‐0757869662

• Spanish• Vietnamese• Hmong• Haitian Creole• Cantonese• Korean• Khmer• Russian• Arabic• Tagalog

Two questions you should be able to answer about acculturation at enrollment

1. What is the student’s current level of acculturation?

2. What is the caregiver’s current level of acculturation?


ELL- Typical Reader

© 2015 Dr. Esther Geva All Rights Reserved

© 2015 Dr. Esther Geva All Rights Reserved

Strategy Fitness!

OBJECTIVE


LD Behaviors SLA Behaviors

Difficulty following directions Difficulty following directions in English

Difficulty with phonological awareness

Difficulty distinguishing between unfamiliar sounds

Slow to learn sound/symbol Confusion with sound/symbol correspondence in English

Difficulty remembering sight words Difficulty remembering sight words when unfamiliar with meaning

Difficulty retelling a story in sequence May understand more than can say in English

Getting Strategy Fitness!

• Identify top needs• Write specific objectives to

be achieved• Look in RTI book for

strategies that fit• Plan duration and tweaks• Plan progress monitoring &

criteria for when to tweak or stop

• Check that you have considered how to implement these with the 5 Principles for Effective Instruction


Example Strategies For Building & Facilitating Resiliency

• Resiliency– Active processing– Advanced organizers– Belonging activities– Mediated stimuli– Scaffolding– Sorting

• Language Strengths– Home language

• Bilingual peers• Bilingual aide• Language games

– Schooled language• Bilingual texts

– English• Cognates vocabulary games• Wordless picture books



Establish & Support Resiliency

Turn to the Self Study questions for establishing and supporting resiliency.

Discuss with your table team, is there a comprehensive differentiated learning approach or plan in place to provide strength based instruction for all students? What happens to the culturally and linguistically diverse (CLD) student?

Discuss how to modify your school’s program and procedures to implement more assistance for facilitating resiliency.



Oral Proficiency L1Expanded TPR

Transitional bilingual & crosscultural support

Analogies

Visualization

Self monitoring

Phonology transfers

Syntax issues

Strengthen L1 base

PRISIM Step 3: Differentiate Instruction & Intervention

ESL in content areas

Miscue analysis

Stepped proximics

All Classroom Teachers & Specialists


SMARTER, Too!

ExpansiveResponsive

Ala Doran, 1981 © 2015 Dr. Catherine Collier

All Rights Reserved

Specific Needs = Specific Strategies

_____________

_____________

_____________

_____________

_____________

____________

_____________

Doesn’t get work in = Self checklist

Does not take time to think

Mixes t/d/th sounds

Makes noises to distract

Misses beginning sounds

Does not initiate work

Confuses English & Spanish phonemes

= “STOP” strategies

= Froot loops strategy

= Guided practice

= Rehearsal activities

= Active processing

= Compare & contrast, rhymes, games


Getting Strategy Fitness

• Identify top needs• Write specific objectives to

be achieved• Look in RTI book for

strategies that fit• Plan duration and tweaks• Plan progress monitoring &

criteria for when to tweak or stop

• Check that you have considered how to implement these with the 5 Principles for Effective Instruction


Questions you should be able to answer about acculturation when planning intervention.

1. What is the current level of acculturation?

2. Is the rate of acculturation normal?

3. What interventions are needed?


Questions you should be able to answer about instructional needs when planning intervention.

1. What are the student’s sociocultural needs?

2. What interventions are needed?

3. In what order should the interventions be implemented?

4. For how long should the interventions be implemented?

5. How will I monitor their effectiveness?© 2015 Dr. Catherine Collier

All Rights Reserved

Language Transfer “fitness”Sound Transfers Spanish Cantonese Vietnamese Hmong Korean Khmer

Short Vowels

/a/ as in cat approximate approximate✔ ✔

/e/ as in net✔

approximate approximate ✔

/i/ as in kid approximate approximate ✔

/o/ as in spot approximate approximate approximate approximate approximate✔

/u/ as in cup approximate approximate✔

✔ ✔

Long Vowels

/ā/ as in lake, nail, bay ✔

approximate

approximate

approximate ✔ ✔

/ē/ as in bee, meat, cranky ✔

approximate ✔ ✔ ✔ ✔

/ī/ as in kite, tie, light, dry

✔


/ō/ as in home, road, row ✔

approximate

approximate ✔

/ū/ as in dune, fruit, blue ✔


/yü/ as in mule, cue✔

approximate ✔

Example Strategies For Level of Acculturation & Language

• Phonological differences– “bitch” vs “beach”– /θ/ vs /t/ and /d/– /l/, /r/, /ł/– Points of articulation

• Language Strengths– Home language

• Bilingual peers• Bilingual aide• Language games

– Schooled language• Bilingual texts

– English• Cognates vocabulary games• Wordless picture books

• Level/Rate of Acculturation– AQS 8-14 = TPR, modeling, L1

support, demonstrations– AQS 15-22 = context embedding,

L1 scaffolding, guided practice– AQS 23-29 = advanced organizers,

role-playing, leveled readers– AQS 30-36 = active processing,

analogies, expansions, TQLR– AQS 37-43 = evaluation, rehearsal,

self-monitoring, choices– AQS 44-48 = cognitive learning

strategies, cross-cultural competence, bilingual strategies



Differentiate Instruction & Intervention

Turn to the Self Study questions for differentiating instruction and intervention.

Discuss with your table team, how are the student’s diverse learning and behavior issues addressed within the instructional program? How does the system respond when someone is concerned that the CLD student has a learning or behavior problem?

Discuss how to modify your school’s program and procedures to implement more assistance for differentiating instruction and intervention.



Reminder!

A CLD/ELL student may have learning

and behavior problems due to

language and cultural differences and problems due

to a possible disability.


PRISIM Step 4: Monitor Instruction & Intervention

Cohort peers

Miscue Analysis

Dynamic Assessment

Frequency Counts

Retention & Consistency

Individualized dynamic analysis

Monitor


CBMs

Specialists & Teachers

Example Progress Monitoring

• Frequency & consistency of response

• Miscue analysis• Dynamic Assessment*

– Reading– Phonics– Math– Retention– Control

• Behavior – Charting– Contrast

• COHORT PEERS

• Test/Teach/Test• In-situ Modifications• Authentic


Prioritization of RTI

Sociocultural Area

Order of Concern

Intervention Selected

Duration of Intervention

Outcomes of Intervention

Acculturation

Cognitive Learning

Culture & Language

Experiential Background

Sociolinguistic Development

Academic Area(s)

Order of Concern

Intervention Selected

Duration of Intervention

Outcomes of Intervention


Target ELL Student

Discrepancy 1: Skill Gap (Current Performance Level)

Avg Classroom Academic Performance Level

Ala ‘Dual-Discrepancy’: RTI Model of Learning Disability (Fuchs 2003)

Discrepancy 2:Gap in Rate of Learning (‘Slope of Improvement’)

For CLD/ELL Students!!!

For CLD/ELL Students!!!

Cohort Peer Comparison


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.


Cohort Peer Comparisons•A peer analysis is critical in determining if the student’s performance is atypical.•The ideal peer group are ELLs, same language background, same time in program, same grade of entry in school.•Scour district longitudinal data and find as large a peer group as possible

– Entry grade - Level/rate of acculturation– Mobility - Culture/linguistic group– Years in EL - Proficiency levels– Achievement - Parent input


District Data Example - WAWLPTII Spring 20xx• 55 ELL 7th graders completed the test• 1 Level 1, avg. years in program – 1• 12 Level 2s, avg. years in program – 2.4• 31 Level 3s, avg. years in program – 4.9 (Student X is in this group)• 11 Level 4s, avg. years in program – 5.6 Currently have 25 Russian ELLs in 8th grade. Average length of time in program has been just over 4.1 years. • Of the 57 8th graders in the district who used to be in ELD, the average

length of time in program prior to exit was 4.3 years. Of these, 29 are Russian speakers, who were in the program an average of 4 years.

• Of the 33 ELLs who have exited the program, and who started in 2nd grade, the average years in program prior to exit was 4.1 years.

• Of the 17 Russian ELLs who took the 7th grade WASL last year, the reading scores were: 8 Level 1s (Student X is in this group), and 9 Level 2s.

• The math scores were: 10 Level 1s (Student X was in this group), 6 Level 2s, and 1 Level 3.


Analysis of the Intervention Plan

EVALUATE the DATAProgress monitoring is essential

– Examine student performance– Evaluate the effectiveness of

instruction– In comparison to ELL students !!!

(Cohort peers = similar experience & background) 53


Eight Challenges to RTI for ELL (& CLD)

1. Difficulties with policy guidelines.2. Different stakeholder views about timing

for referral of students who are English language learners.

3. Insufficient knowledge among personnel involved in identification.

4. Difficulties providing consistent, adequate services to students who are English language learners.


Eight Challenges to RTI for ELL (& CLD)

5. Difficulty obtaining students’ previous school records.

6. Lack of collaborative structures prior to referral.

7. Lack of access to assessments that differentiate between second language development and learning disabilities.

8. Lack of consistent monitoring for struggling students who are English language learners.



Monitor Instruction & Intervention

Turn to the Self Study questions for monitoring instruction and intervention.

Discuss with your table team, how is the response of the diverse background student monitored while receiving intensive intervention? What happens with unresolved learning or behavior problems?

Discuss how to modify your school’s program and procedures to implement more assistance for monitoring instruction and intervention.



Five Things that Work in RTI for ELL

1. Adequate Professional Knowledge2. Effective Instruction3. Valid Assessments & Interventions4. Collaboration Between District

Departments5. Clear Policies


PRISIM Step 5: Resolve or ReferAll Specialists & some teachersThis is a Stop and

Choose point


Checklist to Refer or ?Yes No ?? Considerations

Does the student have age appropriate home language? • Does the student come from a home where members regularly speak a language or dialect

other than Standard English?

• Have the student’s parents been encouraged to speak/read in the home language/dialect?

• Was the student’s home language/dialect fluent & well developed when he/she began to learn English?

• Has the student been exposed to reading materials in the home language?

• Is the student’s vocabulary in the home language/dialect well developed? Has the student’s cultural data & family history been studied & reviewed?

• Does the student come from a culturally or ethnically diverse home environment?

• The student’s culture/ethnicity has been identified & staff is cognizant of similarities & potential conflicts with the dominant school culture.

• Does the student have an appropriate level of acculturation? • Data supports the student’s capacity to function competently in the school culture.

• Is the student’s rate of acculturation normal? • The student demonstrates the necessary resilience & coping skills to navigate both school

as well as home cultural environments.

• Are there factors such as attendance, poverty, etc. that could possibly contribute to the student’s difficulty?


10 Questions to Consider at this Point1. How have we honored the referring teacher’s concern?

2. Do we have a clear problem solving and progress monitoring process in place for this EL population?

3. How were EL professionals involved in the problem solving with progress monitoring effort with this EL student?

4. To what extent does everyone understand language development for this EL population?

5. To what extent have this student’s parents been involved?

6. Is this EL student exhibiting atypical performance?

7. To whom is this EL student being compared?

8. What data have we included for the peer comparison? What additional data do we need for cohort peer comparison?

9. What criteria have we used to move to different points in the problem solving process? Are we ready to move to a full individualized evaluation with this student?

10. To what extent are district ELL/Special Ed trends being scrutinized?© 2015 Dr. Catherine CollierAll Rights Reserved

First Things First

• There is no such thing as a nonbiased test.• Assessment is more than testing.• Always use cohort peer comparisons.• Prevention is better than failure.• Measure progress, not ‘achievement.’

Including “non-verbal” tests


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 additional language.

• Documentation that student’s acquisition of English is within normal range for his peer group, age, culture/language population, length of time in ESL, etc. but there are specific learning and/or behavior problems unrelated to culture shock or language transition.

• Specific sensory, neurological, organic, motor, or other conditions that impact learning and behavior when having reliable documentation that culture shock or language transition contributes but is not the determining factor for the learning and behavior problems.

• Student is demonstrating limited phrasing and vocabulary in both languages indicating that she has not acquired morphologic structures by the appropriate age. Again, both languages may be marked by a short length of utterance

• Student’s response to specific structured interventions addressing his presenting problem is documented to be more than 40% below ELL/CLD peers within individualized instructional intervention.


Prior to Formal Evaluation1. 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.


Assessment Recommendations

Achievement1. Modify format

– Selection Taxonomy for ELL Accommodations (STELLA)

– Bilingual dictionaries– Expand time– Open book

2. Cohort Peer Comparisons3. Administer in dual/multiple

languages4. Task analysis5. Local norms & benchmarks

Progress Monitoring1. Clear begin/end criteria 2. Peer appropriate

performance outcomes3. Local norms & benchmarks4. Cohort peer comparisons5. Discrete steps6. Strategy fitness7. Consistent & regular

monitoring8. Short cycles



Resolve or ReferTurn to the Self Study questions for determining that the presenting concern is resolved or deciding to refer the student for a full evaluation.

Discuss with your table team what happens if the learning and behavior problems of the diverse learner cannot be resolved within existing problem solving services? How does the system respond when a diverse background student is formally referred to a full and individualized evaluation for their unresolved learning or behavior problem?

Discuss how to modify your school’s program and procedures to implement more assistance for resolving or referring CLD students with presenting concerns.



PRISIM Step 6: Integrate Services & Cross-cultural IEPs

IEP504Language goals

Accessibility aids

Pattern structures

Bilingual Kurtzweil reader

Visualizations

ESL/Bilingual/ASL

Transitional plansSpecialists & some teachers


IEP Development for EL Students

IEP must include:• Specific interventions which

address special education needs, • Specific language acquisition

interventions which address the EL student’s L2 goals within context of his/her special education needs,

• Identification of service providers responsible for implementing and monitoring the integration of these services, and

• The time limits and scheduled specific re-evaluation formats, dates, and meetings.

§300.324(a)(2)(ii)

• With respect to a child with limited English proficiency, the IEP team shall consider the language needs of the child as those needs relate to the child’s IEP, when:– the team develops the child’s IEP, and– the team conducts a meeting to review

and, if appropriate, revise the child’s IEP.

• In considering the child’s language needs (as they relate to the child’s IEP), if the IEP team determines that the child needs a particular device or service … the IEP team must include a statement to that effect in the child’s IEP.

• For a LEP child with a disability, the IEP must address whether the special education and related services that the child needs will be provided in a language other than English.© 2015 Dr. Catherine Collier

All Rights Reserved

IEP Development for EL Students

Team members must include:1. Parents2. Regular Educ teacher of student3. Special Educ teacher of student4. Agency representative w/

specific qualifications5. A person who can interpret the

instructional implications of evaluation results

6. At discretion of parent/agency, individuals who have knowledge or special expertise regarding the student

From the Director of OSEP/OSERS

“Certainly, it would be a best practice to include the participation of an ELL teacher in the development of the IEP of a child who is LEP…”

ELL teacher


Jargon for Dual labeled

• ELWSN• ELSWD• ELSE• EALSWD• CLDE

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.

Culture shock issues

Language transition issues© 2015 Dr. Catherine CollierAll Rights Reserved

Esther Geva’s Research

The overall profiles of ELs and Es who have a learning disability are similar (in spite of differences in language proficiency).Like monolinguals, ELs with persistent difficulties in word level skills have difficulties with:

• Processing factors (e.g. phonological awareness, auditory memory, auditory discrimination)

• Accurate and fluent word reading and spelling

These difficulties impact reading comprehension and writing.


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 needs

Has 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 Inclusion


Integrate Services & Cross-cultural IEPs

Turn to the Self Study questions for integrating services and developing cross-cultural IEPs.

Discuss with your table team, when a diverse background student is identified as eligible for an individualized education plan or specially designed individualized instruction, how does the system respond to their constellation of needs? What is the system response when a referred and evaluated student from a diverse background is not eligible for special education? How are their diverse learning and behavior needs addressed?

Discuss how to modify your school’s program and procedures to implement more integrated services for CLDE students on IEPs.© 2015 Dr. Catherine Collier

All Rights Reserved


Literacy Readiness Skills

Oral Proficiency L1

PRISIM Step 7 : Maintain Staff & Programs Serving CLDE & Families


Need Transdisciplinary Framework

Culturally & Linguistically Responsive

Special Education Practice

Multicultural Education

Intercultural Communication

Bilingual Education/English as a Second Language

General Education

Special Education



Maintaining Staff & Programs Serving CLDE

Turn to the Self Study questions for maintaining staff and programs serving dual labeled CLD students.

Discuss with your table team, is the system effectively addressing proportionality and equity of service issues? What is in place for continued professional development and action?

Discuss how to modify your school’s program and procedures to maintain staff and programs serving dual labeled CLD students.



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

Learning created with building blocks for success

Step 1

Step 2

Step 3

Step 4

Step 5

Step 6Step 7



Be Prepared for anything and

keep a sense of humor!

Contact Information

Catherine Collier, Ph.D.360-380-7513 voice360-483-5658 faxFacebook.com/AskDrCollier#AskDrCollierwww.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.
