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Academy 3: Academy 3: Ensuring Culturally Ensuring Culturally Responsive Student Responsive Student

SupportsSupports

IntroductionsIntroductionsNational Center for National Center for

Culturally Responsive Culturally Responsive Educational SystemsEducational Systems

NCCREStNCCRESt

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What’s in an Educational What’s in an Educational System?System?

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What are Culturally Responsive What are Culturally Responsive Educational Systems?Educational Systems?

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Leadership Leadership AcademiesAcademies

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RolesRoles

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OutcomesOutcomes

Following this Academy, participants will:

• Gain awareness of the need for increased research on RTI with students who are culturally and linguistically diverse.

• Identify and interpret existing research that demonstrates effective interventions at the secondary and tertiary tiers for students who are culturally and linguistically diverse.

• Consider RTI as an alternate process for identifying students who require special educational supports.

• Consider interventions at the tertiary tier that are inclusive and collaborative.

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AgendaAgenda15 min Introductions, Greetings, & Warm-Up

40 min Activity 1: The Continuum of Supports20 min Lecturette 1: Intervention in Culturally

Responsive RTI30 min Activity 2: Revisiting the Continuum of

Supports10 min Break15 min Lecturette 2: Expanding the Unit of

Analysis: RTI as a Process of Culturally Responsive Special Education Eligibility Assessment

20 min Activity 3: A Support Plan for a Student30 min Leave-taking and Feedback

Activity 1: The Continuum of Activity 1: The Continuum of SupportsSupports

Participants look at the interventions for students that are already being utilized in their schools in order to activate their prior knowledge.

 Activity Takes 30 Minutes

 

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Intervention in Culturally Intervention in Culturally Responsive RTI Frameworks: Responsive RTI Frameworks: Research into PracticeResearch into Practice

Lecturette 1Lecturette 1

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AgendaAgenda

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Exploring the Research Base for Exploring the Research Base for Interventions Grounded in the Role of Interventions Grounded in the Role of

Culture in Teaching & LearningCulture in Teaching & Learning

Exploring the Research Base for Exploring the Research Base for Interventions Grounded in the Role of Interventions Grounded in the Role of Culture in Teaching & LearningCulture in Teaching & Learning

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TOOLS

SUBJECTS GOAL

Culturally Responsive RTI with Culturally Responsive RTI with Students Learning EnglishStudents Learning English

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Considerable research demonstrates that bilingualism may facilitate the development of reading skills in a second language & that bilingual learners benefit from heightened metalinguistic awareness (August & Shanahan, 2006; Lesaux, 2006, e.g., Bialystok, 1997; Cummins, 1991).

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An RTI Research Base that is An RTI Research Base that is Mindful of Culture and Language Mindful of Culture and Language for Students Learning Englishfor Students Learning English

The Research The Practice

Research-Based Interventions for Research-Based Interventions for Students Learning EnglishStudents Learning English

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Linan-Thompson et al., 2003

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Culturally Responsive Secondary & Culturally Responsive Secondary & Tertiary InterventionsTertiary Interventions

Who?Who?Collaborative Collaborative

teams of educators teams of educators with expertise in with expertise in

subject matter and subject matter and types of support types of support

determined determined appropriate for appropriate for students who students who

require it.require it.

Where?Where?In general In general education education

classrooms classrooms through through

collaborative collaborative methods of methods of instruction.instruction.

Interventions that are Culturally Interventions that are Culturally Responsive… Responsive…

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• …are constructed by intervention design teams

• …consider students’ language, background experiences, preferred ways of interacting, and home literacy practices and integrate all of these factors in curricular materials, instructional methods, educational environment, involvement of families, and both formative and summative progress monitoring.

• …are based on a theory of culture in learning

• …are informed by cultural brokers (Gay, 1993).

Prescriptive TeachingPrescriptive Teaching

1. Teach skills, subjects, or concepts;

2. Reteach using significantly different strategies or approaches for the benefit of students who fail to meet expected performance levels after initial instruction,

3. Use informal assessment strategies to identify students’ strengths and weaknesses and the possible causes of academic and/or behavioral difficulties (Ortiz, 2002).

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Culturally Responsive Culturally Responsive Interventions with African Interventions with African American StudentsAmerican Students

The Algebra Project

The Cultural Modeling Project

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AgendaAgenda

Activity 2: Revisiting the Activity 2: Revisiting the Continuum of SupportsContinuum of Supports

Participants revisit and enhance an intervention generated in Activity 1 to ensure that they are culturally responsive, beyond use for only students learning English.

 Activity Takes 40 Minutes

 

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Lecturette 2Lecturette 2Expanding the Unit of Expanding the Unit of Analysis: Culturally Analysis: Culturally Responsive Special Responsive Special Education Eligibility Education Eligibility Assessment and InterventionAssessment and Intervention

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AgendaAgenda

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The Tertiary Interventions Tier: The Tertiary Interventions Tier: Rationale of RTI for Assessment of Rationale of RTI for Assessment of DisabilityDisability

Tertiary Interventions

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Reauthorization of IDEA (2004) Reauthorization of IDEA (2004) related to Special Education Eligibilityrelated to Special Education Eligibility

Reauthorized IDEA provides eligibility and identification criteria for LD [614(b)(6)(A)-(B)]:

– When determining whether a child has a specific learning disability

• The LEA is not required to consider a severe discrepancy between achievement and intellectual ability.

• The LEA may use a process that determines if a child responds to scientific, research-based intervention as part of the evaluation.

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How Does RTI Fit into Assessment for SpecificHow Does RTI Fit into Assessment for SpecificLearning Disability?Learning Disability?

Special Education Eligibility Determination: takes place within culturally

responsive RTI models through which a child has progressed to more & more intensive &

individualized supports, yet is determined as not responding to robust, evidence-

based instruction with adequate opportunities to learn & culturally

responsive intervention.

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What Should LD Assessment Look LikeWhat Should LD Assessment Look Likewithin Culturally Responsive RTI Frameworks?within Culturally Responsive RTI Frameworks?

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Assessment for LD EligibilityAssessment for LD Eligibilityalso Rules Out: also Rules Out:

• Other disabilities (e.g., intellectual and developmental disabilities, visual impairment, hearing impairment, emotional or behavioral disorder)

• Absence of appropriate literacy instruction

• A low level of proficiency in academic English

• Situational trauma (e.g., the death of a parent)

Rationale for Design of Culturally Responsive Rationale for Design of Culturally Responsive RTI Frameworks for Special Education RTI Frameworks for Special Education Assessment Assessment

• The way that IDEA is currently written, schools get more funding and resources by identifying children as having special needs. In our view of CR RTI, however, an eligibility decision does not change the location or intensity of supports being provided to students. Instead, eligibility allows for increased resources to ensure sustained and ongoing intensive individualized instruction for these students, in the general education classroom by individuals who work collaboratively to ensure students are getting the level of support they need.

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Lingering Assessment Issues…Lingering Assessment Issues…

• In RTI, a fixed point must be In RTI, a fixed point must be determined to indicate the point on a determined to indicate the point on a continuum at which LD identification continuum at which LD identification is determined, which is still arbitrary is determined, which is still arbitrary (Vaughn & Fuchs, 2003). How does an (Vaughn & Fuchs, 2003). How does an arbitrary cut-off favor a certain view of arbitrary cut-off favor a certain view of what is considered “normal” and what is considered “normal” and “deficient” performance? How can this “deficient” performance? How can this be the same point for all students be the same point for all students without considering culture and without considering culture and context of schooling?context of schooling?

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Tertiary Interventions as Compared Tertiary Interventions as Compared to to Universal and SecondaryUniversal and Secondary

• Increased intensity and explicitness

• More frequent progress monitoring (e.g. at least once a week versus once a month in Tier 2 or once a quarter in Tier 2)

• Smaller teacher-student ratio for instruction(e.g. 3 students per teacher)

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Culturally Responsive Secondary & Culturally Responsive Secondary & Tertiary InterventionsTertiary Interventions

Who?Who?Collaborative Collaborative

teams of educators teams of educators with expertise in with expertise in

subject matter and subject matter and types of support types of support

determined determined appropriate for appropriate for students who students who

require it.require it.

Where?Where?In general In general education education

classrooms classrooms through through

collaborative collaborative methods of methods of instruction.instruction.

AgendaAgenda

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Activity 3: A Support Plan for Activity 3: A Support Plan for a Studenta Student

Participants will use what they know and have learned about culturally responsive tertiary intervention, and develop a student support plan for Francisco, the student from Academy 1.

Activity Takes 30 Minutes

 

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Leave TakingLeave Taking

Thank you for your Thank you for your participation!participation!

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