7 Steps for Separating Difference and Disability for Diverse Learners
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The document outlines a seven-step framework for distinguishing between differences and disabilities in diverse learners, emphasizing the importance of culturally and linguistically responsive practices. It includes strategies for building a foundation for learning, establishing resiliency, differentiating instruction, and monitoring interventions. The approach also highlights the need for inclusive policies and collaborative efforts among educators, families, and communities to support students from various backgrounds effectively.
7 Steps for Separating Difference and Disability for Diverse Learners
- 1. 7 Steps for Separating Difference and Disability for Diverse Learners Dr. Catherine Collier @AskDrCollier catherine@crosscultured.com www.crosscultured.com www.Slideshare.net
- 2. National HS Completion Rates 2006-2012 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Completion four years after enrollment White 06 White 12 Black 06 Black 12 Hispanic 06 Hispanic 12 AmerIndian 06 AmerIndian 12 © 2015 Dr. Catherine Collier All Rights Reserved
- 3. National Behavior Suspensions in Preschool 2011-2012 0 10 20 30 40 50 60 70 80 90 Black NonBlack Enrollment Suspensions
- 4. 2014 Teachers in US Schools 0 10 20 30 40 50 60 70 80 90 100 White NonWhite Female NonFemale
- 5. Disproportionality WA 5.80% 2.50% .6% 12.90% 4.40% .10% LD EBD AS NonELL ELL © 2015 Dr. Catherine Collier All Rights Reserved
- 6. Disproportionality ASD 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Am Ind/AK Nat Asian Black Hispanic Nat HI/Pac Isl Two or more White District Enrollment LD Autism
- 7. Local Stats 0 20 40 60 80 100 Students with Disabilities State Target Percent Graduating
- 8. 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
- 9. 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.
- 10. Acculturation Heightened Anxiety Inattention Confusion in Locus of Control Withdrawal Silence/unresponsiveness Response Fatigue Code-switching Distractibility Resistance to Change Disorientation Stress Related Behaviors © 2015 Dr. Catherine Collier All Rights Reserved
- 11. The Intensity of Culture Shock is Cyclical Anticipation Phase Spectator Phase Increasing Participation Phase Shock Phase Adaptation Phase Anticipation Phase Spectator Phase Increasing Participation Phase Shock Phase Adaptation Phase Highly Engaged Level Moderately Engaged Level Normal Intensity of Emotions Moderately Depressed Level Greatly Depressed Level Families as well as students © 2015 Dr. Catherine Collier All Rights Reserved
- 12. Linguistic Context: Krashen’s Critical Elements for Language Acquisition 1. Provide Comprehensible Input in Target Language 2. Lower the Affective Filter 3. Maintain Subject Matter Education 4. Maintain and Develop Student’s Base Language
- 13. Growth in Native Born LEP 40% 40% 20% First Generation Second Generation Third + Generation
- 14. Linguistic Context: The Deadly Plateau • Texts are frequently at i + 10, not i + 1 • Growth in reading and academic achievement levels off • Motivation decreases
- 15. 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. © 2012 Dr. Catherine Collier All Rights Reserved
- 16. 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.
- 17. 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? © 2015 Dr. Catherine Collier All Rights Reserved
- 18. Is RTI the answer to issues with ELL? Only if approaches are culturally and linguistically responsive and address both system and student issues. © 2015 Dr. Catherine Collier All Rights Reserved
- 19. 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 6 Step 7 © 2015 Dr. Catherine Collier All Rights Reserved
- 20. 7 Steps for Separating Difference & Disability Step 1 Build & Sustain a Foundation for Learning Step 2 Establish & Support Resiliency Step 3 Differentiate Instruction & Intervention Step 4 Monitor Instruction & Intervention Step 5 Resolve or Refer Step 6 Integrate Services & Cross-cultural IEPs Step 7 Maintain Staff & Programs Serving CLDE © 2015 Dr. Catherine Collier All Rights Reserved
- 21. 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 © 2015 Dr. Catherine Collier All Rights Reserved
- 22. 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
- 23. 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. © 2015 Dr. Catherine Collier All Rights Reserved You can look in the 7 Steps text for ideas and further information.
- 24. 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 © 2015 Dr. Catherine Collier All Rights Reserved
- 25. Screen only for instructionally meaningful data
- 26. 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 © 2015 Dr. Catherine Collier All Rights Reserved
- 27. 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
- 28. 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? © 2015 Dr. Catherine Collier All Rights Reserved
- 29. ELL- Typical Reader © 2015 Dr. Esther Geva All Rights Reserved
- 30. © 2015 Dr. Esther Geva All Rights Reserved
- 31. Strategy Fitness! © 2015 Dr. Catherine Collier All Rights Reserved
- 32. 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
- 33. 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 © 2015 Dr. Catherine Collier All Rights Reserved
- 34. 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 © 2015 Dr. Catherine Collier All Rights Reserved
- 35. PRISIM Application 2 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. © 2015 Dr. Catherine Collier All Rights Reserved You can look in the 7 Steps text for ideas and further information.
- 36. Oral Proficiency L1 Expanded 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 © 2015 Dr. Catherine Collier All Rights Reserved
- 37. Expansive Responsive Ala Doran, 1981 © 2015 Dr. Catherine Collier All Rights Reserved
- 38. 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 © 2015 Dr. Catherine Collier All Rights Reserved
- 39. 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 © 2015 Dr. Catherine Collier All Rights Reserved
- 40. 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? © 2015 Dr. Catherine Collier All Rights Reserved
- 41. 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
- 42. 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 ✔ ✔ ✔ LongVowels /ā/ as in lake,nail, bay ✔ approximate approximate approximate ✔ ✔ /ē/ as in bee,meat, cranky ✔ approximate ✔ ✔ ✔ ✔ /ī/ as in kite,tie, light, dry ✔ approximate ✔ ✔ ✔ ✔ /ō/ as in home,road, row ✔ approximate approximate ✔ /ū/ as in dune,fruit, blue ✔ approximate ✔ ✔ ✔ ✔ /yü/ as in mule,cue ✔ approximate ✔
- 43. 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 © 2015 Dr. Catherine Collier All Rights Reserved
- 44. PRISIM Application 3 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. © 2015 Dr. Catherine Collier All Rights Reserved You can look in the 7 Steps text for ideas and further information.
- 45. Reminder! A CLD/ELL student may have learning and behavior problems due to language and cultural differences and problems due to a possible disability. © 2015 Dr. Catherine Collier All Rights Reserved
- 46. PRISIM Step 4: Monitor Instruction & Intervention Cohort peers Miscue Analysis Dynamic Assessment Frequency Counts Retention & Consistency Individualized dynamic analysis Monitor © 2015 Dr. Catherine Collier All Rights Reserved CBMs
- 47. 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 © 2015 Dr. Catherine Collier All Rights Reserved
- 48. 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 © 2015 Dr. Catherine Collier All Rights Reserved
- 49. 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!!! © 2015 Dr. Catherine Collier All Rights Reserved
- 50. 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. © 2015 Dr. Catherine Collier All Rights Reserved
- 51. 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 © 2015 Dr. Catherine Collier All Rights Reserved
- 52. District Data Example - WA WLPTII 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. © 2015 Dr. Catherine Collier All Rights Reserved
- 53. Analysis of the Intervention Plan EVALUATE the DATA Progress monitoring is essential – Examine student performance – Evaluate the effectiveness of instruction – In comparison to ELL students !!! (Cohort peers = similar experience & background) 53 © 2015 Dr. Catherine Collier All Rights Reserved
- 54. 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. © 2015 Dr. Catherine Collier All Rights Reserved
- 55. 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. © 2015 Dr. Catherine Collier All Rights Reserved
- 56. PRISIM Application 4 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. © 2015 Dr. Catherine Collier All Rights Reserved You can look in the 7 Steps text for ideas and further information.
- 57. 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 © 2015 Dr. Catherine Collier All Rights Reserved
- 58. PRISIM Step 5: Resolve or Refer This is a Stop and Choose point © 2015 Dr. Catherine Collier All Rights Reserved
- 59. 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?© 2015 Dr. Catherine Collier All Rights Reserved
- 60. 10 Questions to Consider at this Point 1. 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 Collier All Rights Reserved
- 61. 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.’ © 2015 Dr. Catherine Collier All Rights Reserved
- 62. 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. © 2015 Dr. Catherine Collier All Rights Reserved
- 63. 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. © 2015 Dr. Catherine Collier All Rights Reserved
- 64. Assessment Recommendations Achievement 1. Modify format – Selection Taxonomy for ELL Accommodations (STELLA) – Bilingual dictionaries – Expand time – Open book 2. Cohort Peer Comparisons 3. Administer in dual/multiple languages 4. Task analysis 5. Local norms & benchmarks Progress Monitoring 1. Clear begin/end criteria 2. Peer appropriate performance outcomes 3. Local norms & benchmarks 4. Cohort peer comparisons 5. Discrete steps 6. Strategy fitness 7. Consistent & regular monitoring 8. Short cycles © 2015 Dr. Catherine Collier All Rights Reserved
- 65. PRISIM Application 5 Resolve or Refer Turn 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. © 2015 Dr. Catherine Collier All Rights Reserved You can look in the 7 Steps text for ideas and further information.
- 66. PRISIM Step 6: Integrate Services & Cross-cultural IEPs IEP 504Language goals Accessibility aids Pattern structures Bilingual Kurtzweil reader Visualizations ESL/Bilingual/ASL Transitional plans © 2015 Dr. Catherine Collier All Rights Reserved
- 67. 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
- 68. IEP Development for EL Students Team members must include: 1. Parents 2. Regular Educ teacher of student 3. Special Educ teacher of student 4. Agency representative w/ specific qualifications 5. 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 © 2015 Dr. Catherine Collier All Rights Reserved
- 69. Jargon for Dual labeled • ELWSN • ELSWD • ELSE • EALSWD • CLDE
- 70. 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. © 2015 Dr. Catherine Collier All Rights Reserved
- 71. 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. © 2015 Dr. Catherine Collier All Rights Reserved
- 72. Integrated Services © 2008 Dr. Catherine Collier All 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 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
- 73. PRISIM Application 6 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 © 2015 Dr. Catherine Collier All Rights Reserved You can look in the 7 Steps text for ideas and further information.
- 74. Literacy Readiness Skills Oral Proficiency L1 PRISIM Step 7 : Maintain Staff & Programs Serving CLDE & Families © 2015 Dr. Catherine Collier All Rights Reserved
- 75. Need Transdisciplinary Framework Culturally & Linguistically Responsive Special Education Practice Multicultural Education Intercultural Communication Bilingual Education/English as a Second Language General Education Special Education © 2015 Dr. Catherine Collier All Rights Reserved
- 76. PRISIM Application 7 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. © 2015 Dr. Catherine Collier All Rights Reserved You can look in the 7 Steps text for ideas and further information.
- 77. 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 6 Step 7 © 2015 Dr. Catherine Collier All Rights Reserved
- 78. © 2015 Dr. Catherine Collier All Rights Reserved
- 79. Contact Information Catherine Collier, Ph.D. 360-380-7513 voice 360-483-5658 fax Facebook.com/AskDrCollier #AskDrCollier www.crosscultured.com catherine@crosscultured.com © 2015 Dr. Catherine Collier All Rights Reserved
- 80. Thank you! Come visit us at www.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. © 2015 Dr. Catherine Collier All Rights Reserved