7 Steps for Separating Difference and Disability for Diverse Learners

7 Steps for Separating Difference and
Disability for Diverse Learners
Dr. Catherine Collier
@AskDrCollier
catherine@crosscultured.com
www.crosscultured.com
www.Slideshare.net

National HS Completion
Rates 2006-2012
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Completion four years after enrollment
White 06
White 12
Black 06
Black 12
Hispanic 06
Hispanic 12
AmerIndian 06
AmerIndian 12
© 2015 Dr. Catherine Collier
All Rights Reserved

National Behavior Suspensions in
Preschool 2011-2012
0
10
20
30
40
50
60
70
80
90
Black NonBlack
Enrollment
Suspensions

2014 Teachers in US Schools
0
10
20
30
40
50
60
70
80
90
100
White NonWhite Female NonFemale

Disproportionality WA
5.80%
2.50%
.6%
12.90%
4.40%
.10%
LD EBD AS
NonELL ELL
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Disproportionality ASD
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Am Ind/AK Nat Asian Black Hispanic Nat HI/Pac Isl Two or more White
District Enrollment LD Autism

Local Stats
0 20 40 60 80 100
Students with Disabilities
State Target
Percent Graduating

Definitions
The concept of
things that
particular people
use as models of
perceiving,
relating, and
interpreting their
environment.
The process by
which individuals
perceive, relate to,
and interpret their
environment.
Culture CognitionLearning Disability
A disorder in one or more
of the basic psychological
processes involved in
understanding or using
language. May manifest
itself in an imperfect ability
to Listen, think, speak,
read, write, spell, or do
mathematical calculations

ELL Representation Patterns
• Students in English
immersion programs
are referred at higher
rates than those in
bilingual programs.
• ELLs who are “parent
waivers” are the most
likely to be referred and
placed.

Acculturation
Heightened Anxiety
Inattention
Confusion in Locus of Control
Withdrawal
Silence/unresponsiveness
Response Fatigue
Code-switching
Distractibility
Resistance to Change
Disorientation
Stress Related Behaviors
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The Intensity of Culture Shock is Cyclical
Anticipation
Phase
Spectator
Phase
Increasing
Participation
Phase
Shock
Phase
Adaptation
Phase
Anticipation
Phase
Spectator
Phase
Increasing
Participation
Phase
Shock
Phase
Adaptation
Phase
Highly
Engaged
Level
Moderately
Engaged
Level
Normal
Intensity of
Emotions
Moderately
Depressed
Level
Greatly
Depressed
Level
Families as well as students
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Linguistic Context: Krashen’s Critical Elements
for Language Acquisition
1. Provide Comprehensible
Input in Target Language
2. Lower the Affective Filter
3. Maintain Subject Matter
Education
4. Maintain and Develop
Student’s Base Language

Growth in Native Born LEP
40%
40%
20%
First Generation Second Generation Third + Generation

Linguistic Context:
The Deadly Plateau
• Texts are frequently at i + 10,
not i + 1
• Growth in reading and
academic achievement levels
off
• Motivation decreases

Policy Driving Practice
• The evaluation team may not identify a student as disabled if the
discrepancy is primarily the result of an environmental, cultural, or
economic disadvantage.
• Tests must be selected and administered so as not to be discriminatory
on a racial or cultural basis;
• A child shall not be determined to be a child with a disability if the
determinant factor for such determination is--
» lack of scientifically based instruction practices and programs
that contain the essential components of reading instruction
» lack of scientifically based instruction practices and programs
that contain the essential components of instruction in math; or
» limited English proficiency.
All Rights Reserved

Legal Context: Language & Culture
If the native language or other mode of
communication of the parent is not a
written language, the public agency
must take steps to ensure...
• that the notice is translated orally or by
other means to the parent in his or her
native language or other mode of
communication;
• that the parent understands the content
of the notice; and
• that there is written evidence that these
two requirements have been met.

Problem Solving with Progress
Monitoring
Identify
Problem
Measure
the
problem
Set goals
Brainstorm
interventions
Plan
intervention
setting
Implement
intervention
Monitor
response to
intervention
Analyze
response
patterns
Is there a discrepancy
between current &
expected performance?
Why & to what extent
is there a problem?
By how much should
the student grow?
What will be done to
resolve the problem?
By how much should
the student grow?
Did it work? What do
we do next?
How & when will the
intervention strategy
be implemented?
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Is RTI the answer to issues with ELL?
Only if approaches are
culturally and
linguistically
responsive and
address both system
and student issues.
All Rights Reserved

PRISIM: Pyramid of Resilience, Instruction, Strategies,
Intervention & Monitoring
Learning created with building blocks for success
Step 1
Step 2
Step 3
Step 4
Step 5
Step 6
Step 7
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7 Steps for Separating Difference
& Disability
Step 1 Build & Sustain a Foundation for
Learning
Step 2 Establish & Support Resiliency
Step 3 Differentiate Instruction & Intervention
Step 4 Monitor Instruction & Intervention
Step 5 Resolve or Refer
Step 6 Integrate Services & Cross-cultural IEPs
Step 7 Maintain Staff & Programs Serving CLDE
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Systems & policies promote and sustain:
•Access to safety, food, clothing, & shelter
•Disaggregated initial data collection
•Welcoming & inviting CLD families
•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
PRISIM Step 1: Build & Sustain a Foundation for
Learning
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Example Strategies For the Foundation
• Student
– Bilingual aides
– Bilingual peers
– Bilingual texts
– Content Language materials
• Teachers
– Training in context embedding
– Training in demonstrations
– Training in guided practice in
classroom behavior
expectations & survival
strategies
– Training in guided practice in
constructive quality interactions
• Family
– Cross-cultural counseling for
families
– Family-centered learning activity
– Guided practice w/ service
personnel from
school/government agencies
– Use of translations and
interpreters
• Staff
– Training in welcoming &
intercultural communication
– Disaggregated initial data
collection
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PRISIM
Application 1
Build & Sustain a
Foundation for
Learning
Turn to the Self Study questions for
building and sustaining a foundation for
learning.
Discuss with your table team, what happens
when a student from a linguistically or
culturally diverse background enrolls in
your school district or in your school?
Discuss how to modify your school’s
program and procedures to implement
more assistance for building and sustaining
a foundation for learning.
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You can look in the 7 Steps text for
ideas and further information.

Building Literacy foundation
TPR in all content areas
Bilingual Instructional support
Facilitating Readiness Skills in all content
Sustaining Readiness to Learn
Sustaining Oral Proficiency L1
Scaffolding in all content areas
PRISIM Step 2: Establish & Support Resiliency
Build content foundations
Identify & facilitate Resiliency Factors
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Screen only for instructionally
meaningful data

Why do they do that?
Error in English Possessive forms
• No marker for possessive
forms: “my friend’s house”
– “house my friend”
• Avoid use of ‘s to describe
possession: “my sister’s
children”
– “the children of my sister”
Non English language
• Khmer, Vietnamese
– A noun’s owner comes after
the object
• Navajo, Apache
– Only specific things can be
“possessed” or “owned”
• Hmong, Spanish, Tagalog
– Use of a prepositional phrase
to express possession reflects
a more common structure
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Teacher’s Resource Guide of Language Transfer Issues
for English Language Learners
• This booklet is part of the On Our Way to
English series published by Rigby.
• It is an excellent stand‐alone resource for
ELL and K‐12 teachers working with
speakers of ten languages.
• The booklet contains background
information about the populations
speaking these languages as well as
specific grammar and phonics transfer
issues.
• 2004 Rigby: A Harcourt Achieve Imprint,
$3.85 www.rigby.com ISBN
978‐0757869662
• Spanish
• Vietnamese
• Hmong
• Haitian Creole
• Cantonese
• Korean
• Khmer
• Russian
• Arabic
• Tagalog

Two questions you should be able to answer about
acculturation at enrollment
1. What is the student’s
current level of
acculturation?
2. What is the
caregiver’s current
level of acculturation?
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ELL- Typical Reader
© 2015 Dr. Esther Geva
All Rights Reserved

Strategy Fitness!
All Rights Reserved

LD Behaviors SLA Behaviors
Difficulty following directions Difficulty following directions in English
Difficulty with phonological
awareness
Difficulty distinguishing between
unfamiliar sounds
Slow to learn sound/symbol Confusion with sound/symbol
correspondence in English
Difficulty remembering sight words Difficulty remembering sight words
when unfamiliar with meaning
Difficulty retelling a story in sequence May understand more than can say in
English

Getting Strategy Fitness!
• Identify top needs
• Write specific objectives to
be achieved
• Look in RTI book for
strategies that fit
• Plan duration and tweaks
• Plan progress monitoring &
criteria for when to tweak
or stop
• Check that you have
considered how to
implement these with
the 5 Principles for
Effective Instruction
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Example Strategies For Building &
Facilitating Resiliency
• Resiliency
– Active processing
– Advanced organizers
– Belonging activities
– Mediated stimuli
– Scaffolding
– Sorting
• Language Strengths
– Home language
• Bilingual peers
• Bilingual aide
• Language games
– Schooled language
• Bilingual texts
– English
• Cognates vocabulary games
• Wordless picture books
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PRISIM
Application 2
Establish & Support
Resiliency
establishing and supporting resiliency.
Discuss with your table team, is there a
comprehensive differentiated learning
approach or plan in place to provide strength
based instruction for all students? What
happens to the culturally and linguistically
diverse (CLD) student?
Discuss how to modify your school’s program
and procedures to implement more assistance
for facilitating resiliency.
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Oral Proficiency L1
Expanded TPR
Transitional bilingual & crosscultural support
Analogies
Visualization
Self monitoring
Phonology transfers
Syntax issues
Strengthen L1 base
PRISIM Step 3: Differentiate
Instruction & Intervention
ESL in content areas
Miscue analysis
Stepped proximics
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Expansive
Responsive
Ala Doran, 1981
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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
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Getting Strategy Fitness
• Identify top needs
• Write specific objectives to
be achieved
• Look in RTI book for
strategies that fit
• Plan duration and tweaks
• Plan progress monitoring &
criteria for when to tweak or
stop
• Check that you have
considered how to
implement these with
the 5 Principles for
Effective Instruction
All Rights Reserved

Questions you should be able to answer about
acculturation when planning intervention.
1. What is the current
level of acculturation?
2. Is the rate of
acculturation normal?
3. What interventions
are needed?
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Questions you should be able to answer about
instructional needs when planning intervention.
1. What are the student’s
sociocultural needs?
2. What interventions are
needed?
3. In what order should
the interventions be
implemented?
4. For how long should the
interventions be
implemented?
5. How will I monitor their
effectiveness?
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Language Transfer “fitness”
Sound Transfers Spanish Cantonese Vietnamese Hmong Korean Khmer
Short Vowels
/a/ as in cat approximate approximate ✔ ✔
/e/ as in net ✔ approximate approximate ✔
/i/ as in kid approximate approximate ✔
/o/ as in spot approximate approximate approximate approximate approximate ✔
/u/ as in cup approximate approximate ✔ ✔ ✔
LongVowels
/ā/ as in lake,nail, bay ✔ approximate approximate approximate
✔ ✔
/ē/ as in bee,meat, cranky ✔ approximate
✔ ✔ ✔ ✔
/ī/ as in kite,tie, light,
dry
✔ approximate
✔ ✔ ✔ ✔
/ō/ as in home,road, row ✔ approximate approximate
✔
/ū/ as in dune,fruit, blue ✔ approximate
✔ ✔ ✔ ✔
/yü/ as in mule,cue ✔ approximate ✔

Example Strategies For Level of
Acculturation & Language
• Phonological
differences
– “bitch” vs “beach”
– /θ/ vs /t/ and /d/
– /l/, /r/, /ł/
– Points of articulation
• Language Strengths
– Home language
• Bilingual peers
• Bilingual aide
• Language games
– Schooled language
• Bilingual texts
– English
• Cognates vocabulary games
• Wordless picture books
• Level/Rate of Acculturation
– AQS 8-14 = TPR, modeling, L1
support, demonstrations
– AQS 15-22 = context embedding,
L1 scaffolding, guided practice
– AQS 23-29 = advanced
organizers, role-playing, leveled
readers
– AQS 30-36 = active processing,
analogies, expansions, TQLR
– AQS 37-43 = evaluation,
rehearsal, self-monitoring,
choices
– AQS 44-48 = cognitive learning
strategies, cross-cultural
competence, bilingual strategies
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PRISIM Application 3
Differentiate Instruction
& Intervention
differentiating instruction and intervention.
Discuss with your table team, how are the
student’s diverse learning and behavior issues
addressed within the instructional program?
How does the system respond when someone is
concerned that the CLD student has a learning or
behavior problem?
Discuss how to modify your school’s program and
procedures to implement more assistance for
differentiating instruction and intervention.
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Reminder!
A CLD/ELL student
may have learning
and behavior
problems due to
language and
cultural differences
and problems due
to a possible
disability.
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PRISIM Step 4: Monitor Instruction & Intervention
Cohort peers
Miscue Analysis
Dynamic Assessment
Frequency Counts
Retention & Consistency
Individualized dynamic analysis
Monitor
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CBMs

Example Progress Monitoring
• Frequency & consistency
of response
• Miscue analysis
• Dynamic Assessment*
– Reading
– Phonics
– Math
– Retention
– Control
• Behavior
– Charting
– Contrast
• COHORT PEERS
• Test/Teach/Test
• In-situ Modifications
• Authentic
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Prioritization of RTI
Sociocultural
Area
Order of
Concern
Intervention
Selected
Duration of
Intervention
Outcomes of
Intervention
Acculturation
Cognitive Learning
Culture & Language
Experiential
Background
Sociolinguistic
Development
Academic
Area(s)
Order of
Concern
Intervention
Selected
Duration of
Intervention
Outcomes of
Intervention
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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’)
For CLD/ELL
Students!!!
For CLD/ELL
Students!!!
All Rights Reserved

Initiate
strategy
•Preview, do, review
•Stop if no response after 5 days, review
Modify
strategy
•Make minor revisions
•Stop if no response after 3 days, review
Start new
strategy
•Stop if no response after 5 days, review.
Monitor
process
•Measure and analyze
•Identify what worked and what didn’t
Initiate
strategy
•Stop if no response after 5 days, review.
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Cohort Peer Comparisons
• A peer analysis is critical in determining if
the student’s performance is atypical.
• The ideal peer group are ELLs, same
language background, same time in
program, same grade of entry in school.
• Scour district longitudinal data and find
as large a peer group as possible
– Entry grade - Level/rate of acculturation
– Mobility - Culture/linguistic group
– Years in EL - Proficiency levels
– Achievement - Parent input
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District Data Example - WA
WLPTII Spring 20xx
• 55 ELL 7th graders completed the test
• 1 Level 1, avg. years in program – 1
• 12 Level 2s, avg. years in program – 2.4
• 31 Level 3s, avg. years in program – 4.9 (Student X is in this group)
• 11 Level 4s, avg. years in program – 5.6
Currently have 25 Russian ELLs in 8th grade.
Average length of time in program has been just over 4.1 years.
• Of the 57 8th graders in the district who used to be in ELD, the average
length of time in program prior to exit was 4.3 years. Of these, 29 are
Russian speakers, who were in the program an average of 4 years.
• Of the 33 ELLs who have exited the program, and who started in 2nd
grade, the average years in program prior to exit was 4.1 years.
• Of the 17 Russian ELLs who took the 7th grade WASL last year, the
reading scores were: 8 Level 1s (Student X is in this group), and 9 Level
2s.
• The math scores were: 10 Level 1s (Student X was in this group), 6 Level
2s, and 1 Level 3.
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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)
53
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Eight Challenges to RTI for ELL (& CLD)
1. Difficulties with policy guidelines.
2. Different stakeholder views about timing
for referral of students who are English
language learners.
3. Insufficient knowledge among personnel
involved in identification.
4. Difficulties providing consistent, adequate
services to students who are English
language learners.
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Eight Challenges to RTI for ELL (& CLD)
5. Difficulty obtaining students’ previous school
records.
6. Lack of collaborative structures prior to
referral.
7. Lack of access to assessments that
differentiate between second language
development and learning disabilities.
8. Lack of consistent monitoring for struggling
students who are English language learners.
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PRISIM
Application 4
Monitor Instruction &
Intervention
monitoring instruction and intervention.
Discuss with your table team, how is the
response of the diverse background student
monitored while receiving intensive
intervention? What happens with unresolved
learning or behavior problems?
Discuss how to modify your school’s program
and procedures to implement more assistance
for monitoring instruction and intervention.
All Rights Reserved

Five Things that Work in RTI for ELL
1. Adequate Professional Knowledge
2. Effective Instruction
3. Valid Assessments & Interventions
4. Collaboration Between District
Departments
5. Clear Policies
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Checklist to Refer or ?
Yes No ?? Considerations
Does the student have age appropriate home language?
• Does the student come from a home where members regularly speak a language or dialect
other than Standard English?
• Have the student’s parents been encouraged to speak/read in the home language/dialect?
• Was the student’s home language/dialect fluent & well developed when he/she began to
learn English?
• Has the student been exposed to reading materials in the home language?
• Is the student’s vocabulary in the home language/dialect well developed?
Has the student’s cultural data & family history been studied & reviewed?
• Does the student come from a culturally or ethnically diverse home environment?
• The student’s culture/ethnicity has been identified & staff is cognizant of similarities &
potential conflicts with the dominant school culture.
• Does the student have an appropriate level of acculturation?
• Data supports the student’s capacity to function competently in the school culture.
• Is the student’s rate of acculturation normal?
• The student demonstrates the necessary resilience & coping skills to navigate both school
as well as home cultural environments.
• Are there factors such as attendance, poverty, etc. that could possibly contribute to the
student’s difficulty?© 2015 Dr. Catherine Collier
All Rights Reserved

10 Questions to Consider at this Point
1. How have we honored the referring teacher’s concern?
2. Do we have a clear problem solving and progress monitoring process in place for this EL
population?
3. How were EL professionals involved in the problem solving with progress monitoring effort with
this EL student?
4. To what extent does everyone understand language development for this EL population?
5. To what extent have this student’s parents been involved?
6. Is this EL student exhibiting atypical performance?
7. To whom is this EL student being compared?
8. What data have we included for the peer comparison? What additional data do we need for cohort
peer comparison?
9. What criteria have we used to move to different points in the problem solving process? Are we
ready to move to a full individualized evaluation with this student?
10. To what extent are district ELL/Special Ed trends being scrutinized?
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First Things First
• There is no such thing as a nonbiased test.
• Assessment is more than testing.
• Always use cohort peer comparisons.
• Prevention is better than failure.
• Measure progress, not ‘achievement.’
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Indicators that validate the need for SPED
evaluation
• Poor communicative proficiency in the home as compared to siblings and age peers in
bilingual environments, especially when this lack is noticed by the parents.
• English language development that appears to be significantly different than that of
peers who are also learning English as a additional language.
• Documentation that student’s acquisition of English is within normal range for his peer
group, age, culture/language population, length of time in ESL, etc. but there are
specific learning and/or behavior problems unrelated to culture shock or language
transition.
• Specific sensory, neurological, organic, motor, or other conditions that impact learning
and behavior when having reliable documentation that culture shock or language
transition contributes but is not the determining factor for the learning and behavior
problems.
• Student is demonstrating limited phrasing and vocabulary in both languages indicating
that she has not acquired morphologic structures by the appropriate age. Again, both
languages may be marked by a short length of utterance
• Student’s response to specific structured interventions addressing his presenting
problem is documented to be more than 40% below ELL/CLD peers within
individualized instructional intervention.
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Prior to Formal Evaluation
1. Screen standardized
instruments for cultural and
linguistic bias.
2. Review administration
options for accommodation
of language and culture
issues.
3. Document how you have
accounted for linguistic and
cultural differences, and in
regard to procedures and
instrument selection.
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Assessment Recommendations
Achievement
1. Modify format
– Selection Taxonomy for ELL
Accommodations (STELLA)
– Bilingual dictionaries
– Expand time
– Open book
2. Cohort Peer Comparisons
3. Administer in dual/multiple
languages
4. Task analysis
5. Local norms & benchmarks
Progress Monitoring
1. Clear begin/end criteria
2. Peer appropriate
performance outcomes
3. Local norms & benchmarks
4. Cohort peer comparisons
5. Discrete steps
6. Strategy fitness
7. Consistent & regular
monitoring
8. Short cycles
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PRISIM
Application 5
Resolve or Refer
Turn to the Self Study questions for determining
that the presenting concern is resolved or deciding
to refer the student for a full evaluation.
Discuss with your table team what happens if the
learning and behavior problems of the diverse
learner cannot be resolved within existing problem
solving services? How does the system respond
when a diverse background student is formally
referred to a full and individualized evaluation for
their unresolved learning or behavior problem?
Discuss how to modify your school’s program and
procedures to implement more assistance for
resolving or referring CLD students with presenting
concerns.
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PRISIM Step 6: Integrate Services & Cross-cultural IEPs
IEP
504Language goals
Accessibility aids
Pattern structures
Bilingual Kurtzweil reader
Visualizations
ESL/Bilingual/ASL
Transitional plans
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IEP Development for EL Students
IEP must include:
• Specific interventions which
address special education needs,
• Specific language acquisition
interventions which address the
EL student’s L2 goals within
context of his/her special
education needs,
• Identification of service
providers responsible for
implementing and monitoring the
integration of these services, and
• The time limits and scheduled
specific re-evaluation formats,
dates, and meetings.
§300.324(a)(2)(ii)
• With respect to a child with limited English
proficiency, the IEP team shall consider the
language needs of the child as those needs
relate to the child’s IEP, when:
– the team develops the child’s IEP, and
– the team conducts a meeting to review
and, if appropriate, revise the child’s
IEP.
• In considering the child’s language needs (as
they relate to the child’s IEP), if the IEP
team determines that the child needs a
particular device or service … the IEP team
must include a statement to that effect in the
child’s IEP.
• For a LEP child with a disability, the IEP
must address whether the special education
and related services that the child needs will
be provided in a language other than
English.© 2015 Dr. Catherine Collier
All Rights Reserved

IEP Development for EL
Students
Team members must
include:
1. Parents
2. Regular Educ teacher of
student
3. Special Educ teacher of student
4. Agency representative w/
specific qualifications
5. A person who can interpret the
instructional implications of
evaluation results
6. At discretion of parent/agency,
individuals who have
knowledge or special expertise
regarding the student
From the Director of OSEP/OSERS
“Certainly, it would be
a best practice to
include the
participation of an
ELL teacher in the
development of the IEP
of a child who is LEP…”
ELL teacher
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Jargon for Dual labeled
• ELWSN
• ELSWD
• ELSE
• EALSWD
• CLDE

Including Diverse Issues on the IEP
• A. Does the student have behavior, which impedes
his/her learning or the learning of others? Yes No
• If yes, consider, if appropriate, strategies including
positive behavioral interventions, strategies, and
supports to address that behavior.
• Check here if a behavior management plan is
developed and attached.
• B. Does the student have limited English
proficiency? Yes No
• If yes, consider the language needs as related to the
IEP and describe below.
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Esther Geva’s Research
The overall profiles of ELs and Es
who have a learning disability are
similar (in spite of differences in
language proficiency).
Like monolinguals, ELs with
persistent difficulties in word
level skills have difficulties with:
• Processing factors (e.g. phonological awareness,
auditory memory, auditory discrimination)
• Accurate and fluent word reading and spelling
These difficulties impact reading
comprehension and writing.
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Integrated Services
All Rights Reserved
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
Pull out/Push in for
targeted assistance
Push in for
targeted assistance
Total
Inclusion

Integrate Services
& Cross-cultural IEPs
integrating services and developing cross-
cultural IEPs.
Discuss with your table team, when a
diverse background student is identified as
eligible for an individualized education
plan or specially designed individualized
instruction, how does the system respond
to their constellation of needs? What is the
system response when a referred and
evaluated student from a diverse
background is not eligible for special
education? How are their diverse learning
and behavior needs addressed?
program and procedures to implement
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Need Transdisciplinary Framework
Culturally &
Linguistically
Responsive
Special
Education
Practice
Multicultural
Education
Intercultural
Communication
Bilingual
Education/English as
a Second Language
General Education
Special Education
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Maintaining Staff
& Programs
Serving CLDE
maintaining staff and programs
serving dual labeled CLD students.
Discuss with your table team, is the
system effectively addressing
proportionality and equity of service
issues? What is in place for
continued professional development
and action?
program and procedures to
maintain staff and programs serving
dual labeled CLD students.
All Rights Reserved

Thank you! Come visit us at
www.crosscultured.com
• Over 45 years experience.
• Research on impact of acculturation
on referral & placement of CLD
students.
• Research on effectiveness of specific
cognitive learning strategies for
diverse learners.
• Classroom teacher, diagnostician,
faculty, administrator.
• Social justice advocate, author &
teacher educator.
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