maine keynote 2015

© 2015 Dr. Catherine Collier All Rights Reserved

Separating Difference and

Disability for Diverse Learners

Dr. Catherine Collier

@AskDrCollier

[email protected]

www.crosscultured.com

www.Slideshare.net

mailto:[email protected]

http://www.crosscultured.com/

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Rate of English Language Learner Enrollment in Maine 1999 – 2010 Grades K-12

-20.0%

-10.0%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

1999

-200

020

00-0

120

01-0

220

02-0

320

03-0

420

04-0

520

05-0

620

06-0

720

07-0

820

08-0

920

09-1

0

ELL Enrollment

Total Enrollment


5.80% 2.50%

.6%

12.90%

4.40% .10%

LD EBD AS

NonELL ELL

Disproportionality WA


Definitions

The concept of

things that

particular people

use as models of

perceiving,

relating, and

interpreting their

environment.

Difficulty in

perceiving and

manipulating

patterns in the

environment,

whether patterns

of sounds,

symbols, or

numbers.

The process by

which individuals

perceive, relate to,

and interpret their

environment.

Culture Cognition Learning Disability


According to Burr & Ferriere (2015), two factors have been widely identified across schools, districts, and states that lead to inconsistent identification of EL students who may have learning disabilities; 1) a lack of understanding

among teachers about why English Learner (EL) students are not making adequate progress, and

2) poorly designed and implemented referral processes.


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.


THE BASICS OF BEING HUMAN Sensory abilities, linguistic wiring, genetic and biologic

heritage, innate abilities, etc.

ENCULTURATION Perceptions, social and behavior patterns,

language, values, etc. learned from caregivers.

ACCULTURATION Perceptions, social & behavior patterns,

language, etc. learned from interaction with

new group(s).

INDIVIDUAL Unique experiences,

insights, personal

reflections.

Ways we are less

like other people.

Ways we are

more like other

people.


Jargon for Dual labeled

• ELWSN

• ELSWD

• ELSE

• ELwE

• EALSWD

• CLDE


What we know

• We need to know

more than what

works…..

• We need to know

what works with

WHOM


Cultural Context


Cultural Context: Acculturation

Heightened Anxiety Inattention Confusion in Locus of Control Withdrawal Silence/unresponsiveness Response Fatigue Code-switching Distractibility Resistance to Change Disorientation Stress Related Behaviors

Culture Shock


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


Cultural context: Culture Shock Cycle

Voluntary minorities such as Chinese immigrants to America generally consider education to be an important route to succeeding in society and are less concerned with prejudice and discrimination, as opposed to involuntary minorities such as African Americans.

(Ogbu & Simons, 1998).


Linguistic Context


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


Language Learning is Subtle

Veverička

Veverica


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


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


Legal Context



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.


“Impermissible” 2015

• School districts having a formal or informal policy of “no dual services,” i.e., a policy of allowing students to receive either EL services or special education services, but not both.

• Districts having a policy of delaying disability evaluations of EL students for special education and related services for a specified period of time based on their EL status.


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.


IEP Development for EL (CLD) 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


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?


Problem Solving Elements

1. Early, high‐quality, scientific research‐based interventions

2. Continuous monitoring of student performance and progress during interventions

3. Use of response data to change the intensity or type of subsequent interventions

4. Parents and families informed and involved in team decision making throughout the intervention process


Tier 3

Tier 2

Tier 1

Tier 1

Tier 2

Tier 3

Lots of models of Multi-Tiered Systems of Support (RTI/RTII)

Level I Consultation

Between Teachers-Parents

Level II Consultation With Other Resources

Level III Consultation with

the Problem Solving Action Team

Level IV IEP

Consideration

Tier 4

Tier 3

Tier 2

Tier 1


Eight Challenges to MTSS/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 MTSS/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.


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!!!


Six Things that Work in MTSS/RTI for CLD & ELL

1. Adequate Professional Knowledge

2. Effective Instruction

3. Valid Assessments

4. Strategy Fitness & Effective Interventions

5. Collaboration Between District Departments

6. Clear Policies


Fitness Example = Strategies For Level of Acculturation & Language

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

• Language Supports – Home language

• Take homes • Bilingual peers • Bilingual aide • Language games

– Schooled language • Online supports • Bilingual texts • Transitional scaffolding

– 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


Is RTI the answer to disproportionate representation of CLD/EL?

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


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


Pyramid of Resiliency, Instruction, Strategies, Intervention, and Monitoring (PRISIM)


Reminder!

An EL student may have learning and behavior

problems due to language & cultural

differences and problems due to an

exceptionality.


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.