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Academy 3: Ensuring Culturally Responsive Student Supports

Academy 3: Ensuring Culturally Responsive Student Supports. Introductions National Center for Culturally Responsive Educational Systems NCCRESt www.nccrest.org. What’s in an Educational System?. What are Culturally Responsive Educational Systems?. Culture. Equity. Leadership Academies.

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Academy 3: Ensuring Culturally Responsive Student Supports

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  1. Academy 3: Ensuring Culturally Responsive Student Supports www.nccrest.org

  2. IntroductionsNational Center for Culturally Responsive Educational SystemsNCCREStwww.nccrest.org www.nccrest.org

  3. What’s in an Educational System? www.nccrest.org

  4. What are Culturally Responsive Educational Systems? Culture Equity www.nccrest.org

  5. www.nccrest.org

  6. Leadership Academies www.nccrest.org

  7. Roles www.nccrest.org

  8. Outcomes 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. www.nccrest.org

  9. Agenda 15 min Introductions, Greetings, & Warm-Up 40 min Activity 1: The Continuum of Supports 20 min Lecturette 1: Intervention in Culturally Responsive RTI 30 min Activity 2: Revisiting the Continuum of Supports 10 min Break 15 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 Student 30 min Leave-taking and Feedback www.nccrest.org

  10. Activity 1: The Continuum of Supports 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 www.nccrest.org

  11. Lecturette 1 Intervention in Culturally Responsive RTI Frameworks: Research into Practice www.nccrest.org

  12. Agenda www.nccrest.org

  13. Exploring the Research Base for Interventions Grounded in the Role of Culture in Teaching & Learning Research that attends to culture in teaching and learning www.nccrest.org

  14. Exploring the Research Base for Interventions Grounded in the Role of Culture in Teaching & Learning TOOLS SUBJECTS GOAL www.nccrest.org

  15. Culturally Responsive RTI with Students Learning English www.nccrest.org 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).

  16. An RTI Research Base that is Mindful of Culture and Language for Students Learning English The Research The Practice www.nccrest.org

  17. Research-Based Interventions for Students Learning English Linan-Thompson et al., 2003 www.nccrest.org

  18. Culturally Responsive Secondary & Tertiary Interventions What? Ongoing professional learning for teachers around types of supports students require Curricular & instructional resources to utilize with diverse learners Research-based interventions are grounded in culture’s essential role in teaching & learning. Time and space for educators to examine & reflect on practices. Who? Collaborative teams of educators with expertise in subject matter and types of support determined appropriate for students who require it. Where? In general education classrooms through collaborative methods of instruction. www.nccrest.org

  19. Interventions that are Culturally Responsive… www.nccrest.org …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).

  20. Prescriptive Teaching Teach skills, subjects, or concepts; Reteach using significantly different strategies or approaches for the benefit of students who fail to meet expected performance levels after initial instruction, Use informal assessment strategies to identify students’ strengths and weaknesses and the possible causes of academic and/or behavioral difficulties (Ortiz, 2002). www.nccrest.org

  21. Culturally Responsive Interventions with African American Students The Algebra Project The Cultural Modeling Project www.nccrest.org

  22. Agenda www.nccrest.org

  23. Activity 2: Revisiting the Continuum 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 www.nccrest.org

  24. Lecturette 2Expanding the Unit of Analysis: Culturally Responsive Special Education Eligibility Assessment and Intervention www.nccrest.org

  25. Agenda www.nccrest.org

  26. The Tertiary Interventions Tier: Rationale of RTI for Assessment of Disability Tertiary Interventions www.nccrest.org

  27. Reauthorization of IDEA (2004) related 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. www.nccrest.org

  28. How Does RTI Fit into Assessment for SpecificLearning 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. www.nccrest.org

  29. What Should LD Assessment Look Like within Culturally Responsive RTI Frameworks? www.nccrest.org

  30. Assessment for LD Eligibilityalso 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)

  31. Rationale for Design of Culturally Responsive RTI Frameworks for Special Education 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. www.nccrest.org

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

  33. Tertiary Interventions as Compared to Universal 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) www.nccrest.org

  34. Culturally Responsive Secondary & Tertiary Interventions What? Ongoing professional learning for teachers around types of supports students require Curricular & instructional resources to utilize with diverse learners Research-based interventions are grounded in culture’s essential role in teaching & learning. Time and space for educators to examine & reflect on practices. Who? Collaborative teams of educators with expertise in subject matter and types of support determined appropriate for students who require it. Where? In general education classrooms through collaborative methods of instruction. www.nccrest.org

  35. Agenda www.nccrest.org

  36. Activity 3: A Support Plan for a 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 www.nccrest.org

  37. Leave Taking Thank you for your participation! www.nccrest.org

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