7 Steps for Separating Difference & Disability: The PRISIM Model PRISIM: Pyramid of Resilience,...
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Transcript of 7 Steps for Separating Difference & Disability: The PRISIM Model PRISIM: Pyramid of Resilience,...
7 Steps for Separating Difference & Disability: The PRISIM Model
PRISIM: Pyramid of Resilience, Instruction, Strategies, Intervention & Monitoring
Learning created with building blocks for success
© 2012 Dr. Catherine CollierAll Rights Reserved
7 Steps for Separating Difference & Disability
Step 1 Building & Sustaining a Foundation for LearningStep 2 Establishing & Supporting ResiliencyStep 3 Instructional Intervention & Differentiated InstructionStep 4 Intensive Intervention with Progress MonitoringStep 5 Resolution or ReferralStep 6 Integrated Services & Cross-cultural IEPsStep 7 Maintaining Staff & Programs Serving CLDE
© 2012 Dr. Catherine CollierAll Rights Reserved
Literacy Readiness Skills
Arithmetic Readiness Skills
Readiness to Learn
Oral Proficiency L1
PRISIM: Pyramid of Resilience, Instruction, Strategies, Intervention & Monitoring
Learning created with building blocks for success
Analogies
Visualization
Self monitoring
Expanded TPR
Bilingual extensions
© 2012 Dr. Catherine CollierAll Rights Reserved
PRISIM Step 1: Building & Sustaining a Foundation for Learning
© 2012 Dr. Catherine CollierAll Rights Reserved
Building the Foundation of 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
© 2012 Dr. Catherine CollierAll Rights Reserved
Discuss what the “foundation” should be like in your district
for a student like José.
Write your ideas down on your diagram.
Step 1: Foundation
© 2012 Dr. Catherine CollierAll Rights Reserved
PRISIM Application Step 1
Building & Sustaining a Foundation for Learning
What will you have in your foundation?1. Personnel2. Families3. Programs4. Resources5. Processes
© 2012 Dr. Catherine CollierAll Rights Reserved
PRISIM Step 2: Establishing & Supporting Resiliency
© 2012 Dr. Catherine CollierAll Rights Reserved
Building Literacy foundation
TPR in all content areas
Bilingual Instructional support
© 2012 Dr. Catherine CollierAll Rights Reserved
Facilitating Readiness Skills
Facilitating & Sustaining Readiness to Learn
Sustaining Oral Proficiency L1
Scaffolding in all content areas
© 2012 Dr. Catherine CollierAll Rights Reserved
What we recommend for Step 21. Identify student’s home language proficiency & use to
support academic interventions.2. Measure student’s level of acculturation to school and use
to implement appropriate instruction & intervention.3. Measure the student’s ‘classroom language’ in all
communication modes & use to design appropriate instruction & intervention.
4. Develop a resiliency & cognitive learning profile useful in implementing effective instruction & intervention.
5. Implement strength based instruction & language support.6. Monitor effectiveness of instruction & intervention.
© 2012 Dr. Catherine CollierAll Rights Reserved
1. Discuss what differentiation to the common core curriculum would look like for a student like José.
2. Discuss how you could build upon José’s strengths within the core curriculum.
3. Write your ideas down on your diagram.
Step 2
© 2012 Dr. Catherine CollierAll Rights Reserved
PRISIM Application Step 2
Establishing & Supporting Resiliency
How will you facilitate resiliency in your students?1. Personnel2. Families3. Programs4. Resources5. Processes© 2012 Dr. Catherine Collier
All Rights Reserved
PRISIM Step 3: Instructional Intervention & Differentiated Instruction
© 2012 Dr. Catherine CollierAll Rights Reserved
Literacy Readiness Skills
Oral Proficiency L1
Expanded TPR
Transitional Bilingual
Analogies
VisualizationSelf monitoring
© 2012 Dr. Catherine CollierAll Rights Reserved
Phonology transfers
Syntax issues
Strengthen L1 base
© 2012 Dr. Catherine CollierAll Rights Reserved
What we recommend for Step 31. Implement specific strength & need based interventions that
facilitate learning.2. Monitor effectiveness of instruction & intervention strategies.
Modify based upon student’s response to the strategy.3. Monitor effectiveness of instruction and intervention in relation to
student’s home language proficiency.4. Monitor student’s level & rate of acculturation to school & the
effectiveness of instruction & intervention to facilitate.5. Monitor the student’s ‘classroom language’ in all communication
modes & the appropriateness of instruction & intervention to expand.
6. Monitor resiliency & cognitive learning & effectiveness of instruction & intervention.
© 2012 Dr. Catherine CollierAll Rights Reserved
1. Discuss what happens to José if he has trouble with common core curriculum expectations.
2. Discuss how you could begin providing and monitoring intervention for José.
3. Write your ideas down on your diagram.
Step 3
© 2012 Dr. Catherine CollierAll Rights Reserved
PRISIM Application Step 3
Instructional Intervention & Differentiated Instruction
How will you differentiate instruction & intervention?1. Personnel2. Families3. Programs4. Resources5. Processes
© 2012 Dr. Catherine CollierAll Rights Reserved
PRISIM Step 4: Intensive Intervention with Progress Monitoring
© 2012 Dr. Catherine CollierAll Rights Reserved
© 2012 Dr. Catherine CollierAll Rights Reserved
Stepped proximics
Miscue analysis
Visual math
Individualized dynamic analysis
What we recommend for Step 41. Determine if the rate & level of acculturation to school is normal &
analyze pattern of response to intervention & instruction.2. Determine if language gains are normal & analyze pattern of language
acquisition. 3. Determine if student response to interventions & modification patterns
resolve problems & are sustainable.4. Implement & monitor short cycle tightly focused “unanswered” needs
based intervention. 5. Monitor the response & effectiveness of intervention.
© 2012 Dr. Catherine CollierAll Rights Reserved
1. Discuss what happens to José if his response to basic instructional intervention is not very successful.
2. Discuss how you could individualize and monitor intensive intervention for José.
3. Write your ideas down on your diagram.
Step 4
© 2012 Dr. Catherine CollierAll Rights Reserved
PRISIM Application Step 4
Intensive Intervention & Progress Monitoring
How will you monitor student progress?1. Personnel2. Families3. Programs4. Resources5. Processes
© 2012 Dr. Catherine CollierAll Rights Reserved
PRISIM Step 5: Resolution or Referral
© 2012 Dr. Catherine CollierAll Rights Reserved
What we recommend for Step 5After a formal referral:1. Crosscultural evaluation based upon the outcomes of the instructional
intervention2. Test Evaluation Checklist3. CrossCultural Administration of Standardized TestsIf the student is eligible for SE & ESL services:4. Integrated plan of services.5. Cross-cultural IEP.6. Continued language and acculturation support.If the student is not eligible for SE services:7. Integrated plan of services within the general education program.8. Continued language and acculturation support.
© 2012 Dr. Catherine CollierAll Rights Reserved
1. Discuss what happens to José if his response to any instructional intervention is not successful.
2. Discuss how proceed with José. Do you think he needs a full individualized evaluation?
3. Write your ideas down on your diagram.
Step 5
© 2012 Dr. Catherine CollierAll Rights Reserved
PRISIM Application Step 5
Resolution or Referral
How will you decide?1.Personnel2.Families3.Programs4.Resources5.Processes
© 2012 Dr. Catherine CollierAll Rights Reserved
PRISIM Step 6: Integrated Services & Cross-cultural IEPs
© 2012 Dr. Catherine CollierAll Rights Reserved
IEP504
Electronic eye piece
Accessibility aids
Cochlear implant
Kurtzweil reader
What we recommend for Step 6
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
Push in for targeted assistance
Integrate for targeted assistance
Total Inclusion
1. Discuss what happens to José if he is found eligible for special education or related services. What will his IEP include?
2. Discuss what happens to José if he is not found eligible for special education services.
3. Write your ideas down on your diagram.
Step 6
© 2012 Dr. Catherine CollierAll Rights Reserved
PRISIM Application Step 6
Integrated Services & Cross-cultural IEPs
How will you integrate services?1.Personnel2.Families3.Programs4.Resources5.Processes
© 2012 Dr. Catherine CollierAll Rights Reserved
Literacy Readiness Skills
Oral Proficiency L1
PRISIM Step 7 : Maintaining Staff & Programs Serving CLDE & Families
© 2012 Dr. Catherine CollierAll Rights Reserved
1. Discuss what professional development is appropriate to prepare and maintain staff capacity to work with students like José.
2. Discuss how such training could be implemented and skills sustained in your district/agency.
3. Write your ideas down on your diagram.
Step 7
© 2012 Dr. Catherine CollierAll Rights Reserved
PRISIM Application Step 7
Maintaining Staff & Programs Serving CLDE
How will you maintain personnel readiness?1. Personnel2. Families3. Programs4. Resources5. Processes
© 2012 Dr. Catherine CollierAll Rights Reserved