Samuel O. Ortiz, Ph.D. St. John’s University

1. Culturally Competent Psychological Practice Part 2: Responsive Pre-Referral Processes—School Psychologists as Cultural Mediators Samuel O. Ortiz, Ph.D. St. John’s University

2. General Pre-Referral Issues • What is a Pre-referral Team • Benefits of the Pre-referral Process • Pre-referral Team Membership • Pre-referral Flow Chart • The Pre-referral Team Meeting Summary • Pre-referral Preparation

3. What is a Pre-referral Team? • A School Site Team That: • Is a function of regular education • Uses a systematic problem solving approach • Clarifies problems and concerns • Develops strategies and organizes resources • Includes the parent and student (as appropriate)

4. Benefits of the Pre-referral Process • Efficient and effective resource utilization • May reduce need for other meetings • Problem solving process is viewed as positive by parents and public • Expresses school’s concern for students • Supportive atmosphere for students to become actively involved in helping themselves • Support team for teachers • Helps define school needs and guides curriculum • Process itself is a staff development activity

5. Pre-referral Team Membership • Elementary Level Team Members: • Principal • Classroom Teachers • Resource Person(s) • Referring Teacher • Parents of the Student • Student (fourth grade and above, as appropriate) • Second Language Teacher/Representative • Special Education Personnel

6. Flow Chart: Pre-referral to Post-Assessment PARENT REGULAR CLASSROOM INPUT PARENT INITIAL PRE-REFERRAL INPUT INTERVENTION (STUDENT STUDY TEAM) Integration of RTI Within General Education Framework INTERVENTION SUCCESSFUL: INTERVENTION UNSUCCESSFUL: LEARNING PROBLEMS LEARNING PROBLEMS RESOLVED CONTINUE FOLLOW-UP PRE-REFERRAL PARENT INTERVENTION INPUT (STUDENT STUDY TEAM) INTERVENTION SUCCESSFUL: INTERVENTION UNSUCCESSFUL: LEARNING PROBLEMS LEARNING PROBLEMS CONTINUE - RESOLVED REFERRAL MADE ASSESSMENT TO DETERMINE PARENT ELIGIBILITY FOR SPECIAL CONSENT EDUCATION IEP TEAM DETERMINES IEP TEAM DETERMINES PARENT CHILD NOT ELIGIBLE FOR CHILD IS ELIGIBLE FOR CONSENT SPECIAL EDUCATION SPECIAL EDUCATION SPECIAL EDUCATION PARENT PLACEMENT DECISION CONSENT SPECIAL REGIONAL OR DESIGNATED RESOURCE RESIDENTIAL GENERAL DAY NON-PUBLIC INSTRUCTION SPECIALIST PLACEMENT EDUCATION CLASS SCHOOLS AND SERVICES PROGRAM LESS RESTRICTIVE ENVIRONMENT MORE RESTRICTIVE ENVIRONMENT

7. Pre-referral Team Meeting Summary • Use of Team Meeting Summary Sheet: • Arranges seating in semi-circle manner • Provides physical focus for the group, directs energy to the problem, not the people • Facilitates process and manages content • Facilitates concentration, eliminates repetition • Facilitates accurate recording of information • Frees participants from taking notes • Provides balanced picture of the student • Assures accountability for follow-up

8. Pre-referral Preparation • Referring Teacher Should: • Bring student’s cumulative folder with information regarding parent contacts, previous test data, hearing and vision screening results • Bring recent work samples of academic performance • Be ready to discuss reasons for referral • Be ready to discuss student’s academic strengths and weaknesses, including academic skills, classroom behavior, peer relationships, adult relationships, work habits, etc. • Have an idea about what assistance is desired

9. Other Pre-Referral Issues • Creating an Effective Pre-referral Process • Pre-referral Parental Involvement • Role of Interpreters in Meetings • Factors Affecting Academic Achievement • Pre-referral Assumptions • Pre-referral Hypotheses

10. Creating an Effective SST Process • Define the function of the process and the meeting • Invite the parent and child (if appropriate) • Invite bilingual staff members (general and special ed) • Specify the role of the members • Use a systematic, problem solving approach • Document the discussion (SST Summary Sheet) • Assign responsibility for intervention follow through • Meet again and evaluate effectiveness of interventions

11. Pre-referral Parental Involvement • Why Should the Parent be Included? • Parent knows student better than anyone else • Parent has vital information and different point of view regarding planning an effective program • Students may behave differently at home vs. school • Parent’s presence encourages focus on strengths • Increases parental awareness of alternatives to handling problems at home--training for everyone • Parent’s early knowledge of problem is preventive • Parent recognizes school’s concern and support for welfare of student

12. Role of Interpreters in Service Delivery Facilitating and Ensuring Effective Communication In the context of meetings held for educational purposes, the primary role of the interpreter is to provide an accurate interpretation of the information being presented to ensure that all participants fully and completely understand what is being communicated to each other. The interpreter must serve as an unbiased and efficient facilitator for the languages being spoken without appearing to take sides or attempting to mediate any interactions between the participants. In effect, the interpreter serves as a tool that allows all people in attendance the opportunity to participate to the fullest extent in the proceedings. Participant 2 Participant 1 INTERPRETER Participant 5 Participant 3 Participant 4

13. Lost in Translation.

14. Role of Interpreters in Service Delivery • Mediate Cultural and Linguistic Nuances

15. Factors Affecting Achievement • Cultural and Linguistic Differences • Current language(s) of the home and student’s initial/primary language (L1) • Student’s total experience with L1 and L2 and present fluency in L1 and L2 • Student’s birth order/sibling influence • Parent’s fluency and level of literacy in L1 and L2 • Parent’s and student’s level of acculturation, education, and socio-economic status

16. Factors Affecting Achievement • Environmental Factors • Attendance or experience with or frequent changes in school setting • Years (duration) and quality of instruction in L1 and L2 or bilingual program • Parent’s ability to support language of instruction • Cultural relevance and consistency of the curriculum • Teaching strategies, styles, attitudes, expectations • System attitude regarding dual language learners • Socialization with peers vs. isolation from peers

17. Factors Affecting Achievement • Community Factors • General demographic diversity within the community • Parent’s role/position in the community • Match between parent/student’s culture and surrounding community • Community’s attitude toward student’s culture or language • Opportunity and support for expression of cultural practices and beliefs within the community • Availability of community groups/agencies for assistance with acculturation processes

18. Pre-referral Assumption • The learning difficulties exhibited by the student are not attributable to a disability but are caused primarily by some problem in the learning environment.

19. Pre-referral Hypotheses • The student has sufficient school experience and regular attendance • There is no evidence of cultural difference, environmental or economic disadvantage • The student has received effective and appropriate instruction • The match between the teacher's teaching style and the student's learning style has been satisfactory • The match between the school curriculum and the student's native language, culture, and learning style has been satisfactory • The school and classroom environments are conducive to learning • The school environment does not diminish or subjugate the student's native language or culture • There is a good relationship between the home and the school

20. Post-Referral Issues • Pre-referral to Post-referral Flow Chart • Transition from Pre- to Post-referral • Collaborative Alliances in Assessment • Linking Assessment With Intervention • Collaborative Program Development

21. From Pre- to Post-referral

22. From Pre- to Post-Referral Analysis of pre-referral data is done to identify patterns of referral that differentiate between the needs of teachers, the needs for programs, and the individual needs of children Lack of knowledge, skills, confidence, or objectivity to teach CLD students effectively has been eliminated as primary cause of learning problems Cultural and linguistic differences as well as environmental and economic disadvantage have been eliminated as primary causes of learning problems Lack of school experience or poor attendance have been eliminated as primary causes of learning problems

23. From Pre- to Post-Referral Parent(s) and general education teacher(s) continue as equal partners in the problem definition and assessment process Student Study Team easily reconstitutes itself into Assessment Team Transdisciplinary collaboration involves all assessment partners Language or languages of assessment are determined collaboratively by Assessment Team Assessment Team selects appropriate tools and techniques on the basis of pre-referral data

24. Collaborative Alliances

25. Final Thought “Good teaching is good teaching just as good assessment is good assessment. Appropriate assessment of culturally and linguistically diverse children, as with all children, is based fundamentally on the success and effectiveness of the pre-referral process.”