This document discusses Response to Intervention (RTI) and strategies for working with culturally and linguistically diverse (CLD) learners. It provides an overview of RTI including problem identification, goal setting, intervention planning and implementation, progress monitoring, and data analysis. It emphasizes the importance of using culturally responsive practices and addressing both system and student issues when implementing RTI for CLD students. Examples of strategies are provided for each step of RTI for CLD learners.
RTI for Diverse Learners: Separating Difference and Disability
1. RTI for Diverse Learners
Separating Difference and Disability
Dr. Catherine Collier
@AskDrCollier
catherine@crosscultured.com
www.crosscultured.com
www.Slideshare.net
7. Cultural context: Child Rearing
• Vertical vs horizontal
• Instruct vs allow
• Indulgent vs strict
• Adult vs peers
• Inward vs outward
• Nuclear vs communal
9. 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
14. Is RTI the answer to disproportionate
representation of ELL?
Only if approaches are
culturally and
linguistically
responsive and
address both system
and student issues.
15. Lots of models of RTI/RTII/RtI2
Tier 4
Tier 3
Tier 2
Tier 1
27. Marzano’s Nine High Yield Strategies
1. Identifying similarities and differences
2. Summarizing and note taking
3. Reinforcing effort and providing recognition
4. Homework and practice
5. Nonlinguistic representations
6. Cooperative learning
7. Setting objectives and providing feedback
8. Generating and testing hypotheses
9. Cues, questions, and advance organizers
34. Specific Needs = Specific Strategies
_____________
_____________
_____________
_____________
_____________
____________
_____________
Doesn’t get work in = Self checklist
Does not take time to think
Mixes t/d/th sounds
Makes noises to distract
Misses beginning sounds
Does not initiate work
Confuses English &
Spanish phonemes
= “STOP” strategies
= Froot loops strategy
= Guided practice
= Rehearsal activities
= Active processing
= Compare & contrast,
rhymes, games
40. Reminder!
A CLD/ELL student
may have learning
and behavior
problems due to
language and
cultural differences
and problems due
to a possible
disability.
47. 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’)
48. Analysis of the Intervention Plan
EVALUATE the DATA
Progress monitoring is essential
– Examine student performance
– Evaluate the effectiveness of
instruction
– In comparison to ELL students !!!
(Cohort peers = similar
experience & background)
48