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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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introductions national center for culturally responsive educational systems nccrest www nccrest org

IntroductionsNational Center for Culturally Responsive Educational SystemsNCCREStwww.nccrest.org

www.nccrest.org

leadership academies

Leadership Academies

www.nccrest.org

roles

Roles

www.nccrest.org

outcomes
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

agenda
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

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activity 1 the continuum of supports
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

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lecturette 1

Lecturette 1

Intervention in Culturally Responsive RTI Frameworks: Research into Practice

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slide12

Agenda

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exploring the research base for interventions grounded in the role of culture in teaching learning
Exploring the Research Base for Interventions Grounded in the Role of Culture in Teaching & Learning

Research that attends to culture

in teaching and learning

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exploring the research base for interventions grounded in the role of culture in teaching learning14
Exploring the Research Base for Interventions Grounded in the Role of Culture in Teaching & Learning

TOOLS

SUBJECTS

GOAL

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culturally responsive rti with students learning english
Culturally Responsive RTI with Students 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).

an rti research base that is mindful of culture and language for students learning english
An RTI Research Base that is Mindful of Culture and Language for Students Learning English

The Research

The Practice

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research based interventions for students learning english
Research-Based Interventions for Students Learning English

Linan-Thompson et al., 2003

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culturally responsive secondary tertiary interventions
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

interventions that are culturally responsive
Interventions that are Culturally 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 teaching
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

culturally responsive interventions with african american students
Culturally Responsive Interventions with African American Students

The Algebra Project

The Cultural Modeling Project

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slide22

Agenda

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activity 2 revisiting the continuum of supports
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

slide24

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

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agenda25
Agenda

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the tertiary interventions tier rationale of rti for assessment of disability
The Tertiary Interventions Tier: Rationale of RTI for Assessment of Disability

Tertiary

Interventions

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reauthorization of idea 2004 related to special education eligibility
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.

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how does rti fit into assessment for specific learning disability
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.

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slide29

What Should LD Assessment Look Like

within Culturally Responsive RTI Frameworks?

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assessment for ld eligibility also rules out
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)

rationale for design of culturally responsive rti frameworks for special education assessment
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.

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lingering assessment issues
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?

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tertiary interventions as compared to universal and secondary
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

culturally responsive secondary tertiary interventions34
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

agenda35
Agenda

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activity 3 a support plan for a student
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

leave taking
Leave Taking

Thank you for your participation!

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