resiliency for ell

CrossCultural Developmental Education Services 2/18/2011

© 2011 Dr. Catherine CollierAll Rights Reserved

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Building Resiliency Strategies into RTI & RTII for ELL Learners

Dr. Catherine [email protected]

What


Re-sil-ience[ri-zil-yuh ns, -zil-ee-uh ns] – nounthe power or ability to return to the original form, position, etc., after being bent, compressed, or stretched; elasticity.ability to recover readily from illness, depression,adversity, or the like; buoyancy.Also, re-sil-ien-cy.Origin: Latin resili ( ēns ), present participle of resilīre to spring back, rebound ( see resilient) + -ence



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Resiliency• The ability of an

individual or group of individuals to withstand and rebound from adversity.

• Resiliency research is the study of how some students despite stressors in their lives, manage to adapt, and in some cases, thrive.

Research - CREDE• Resilient students had a more

positive perception of their teachers, classroom environment, and reading ability

• Resilient students were more likely to speak their home language outside the classroom.

• Resilient students tended to use stronger learning strategies for reading.

student’s educational resiliency can be upgraded by instructional strategies that help foster close relationships, build social and academic competencies, value diversity, and provide other necessary support

Emotional Resiliency

Emotional IntelligenceSelf AwarenessSelf RegulationMotivationEmpathySocial Skills

Emotional ResilienceConfidence in interactionsAble to manage anxietyEmerging self conceptStable locus of controlAppropriate independence



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Sociocultural ResiliencyIntegrative Acculturation Effective Cognitive StrategiesStrong Home Culture & LanguagePositive Cross-cultural ExperiencesSuccessful Sociolinguistic Development

Cognitive Learning ResiliencyStrategies appropriate to learning in any setting.Style convergence between student & teacher.Appropriate response to completing tasks.Ability & understanding of task analysis.Understanding & ability to apply cause and effect.

Affective Factors in Adaptation• Cultural

– Acculturation– Cultural congruence– Threatened identity– Immigrant– Refugee– Expatriate

• Societal – Economic Status– Minority status– Inclusion/exclusion

• Personality – Anxiety level– Self esteem– Extroverted/introverted– Assertiveness

• School – Parental involvement– High/low expectations– Multicultural curriculum– Inclusion in all school

activities– Respect and value of

students’ backgrounds



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Strength rather than “deficit”Empowered IndependentSelf confidentHelps othersMaintains connections

Important Changes in IDEA 2004Removed “policies, Practices, and procedures” from definitionMade disproportionality one of the three monitoring prioritiesAdded racial/ethnic disaggregationIntroduced prevention as an important component

Significant disproportionalityOverall identification & in categoriesPlacement in educational settingsDisciplinary actions, including suspension ad expulsion

Disproportionate representationDisproportionate representation of racial and ethnic groups in special education and related services, to the extent the representation is the result of inappropriate identification

Why



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Thought• Long after students may have

forgotten what you tried to teach them, they will remember how you treated them.


The Whole ChildCulture

LanguageAcculturation

Emotional StabilityLearning Readiness

Cognitive Learning StyleSocialization, Family & Community

THE BASICS OF BEING HUMANSensory abilities, linguistic wiring, genetic and biologic heritage, innate abilities, gender, skin color, height, etc.

ENCULTURATIONPerceptions, social and behavior patterns,

language, values, etc. learned from caregivers.

ACCULTURATIONPerceptions, social & behavior patterns,

language, etc. learned from interaction with new group(s).

INDIVIDUALUnique experiences,

insights, personal reflections.

Ways we are less like other people.

Ways we are more like other

people.



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Cognition & Culture

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.


Cultural Perceptions: Colors

Łi’chíí Łi’tso Dootł’izh

Rot Orange Gelb Grün Blau Purpurn

Red Orange Yellow Green Blue PurpleRojo Naranja Amarillo Verde Azul Morado

Rouge Orange Jaune Vert Bleu Pourpre

Ruber Luteus Flavus Viridius Caeruleus Viola

Kaverliq Esirliq Cungagliq Qiuliq

Human Universals• The ability to feel

sadness, happiness, anger, fear and disgust is universal.

• Classification: kin, age, behavioral propensities, body parts, emotions, & more.

• Logical notions: ‘not’, ‘opposite’, ‘same’, ‘part/whole’, ‘and’, ‘general/particular’, & ‘equivalent’.



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Cultural Perceptions: Discourse

English Spanish Slovak

Chinese NavajoMental

PhysicalSocial

Spiritual

Heightened AnxietyConfusion in Locus of

ControlWithdrawalSilence/unresponsivenessResponse FatigueCode-switchingDistractibilityResistance to ChangeDisorientationStress Related Behaviors

The Intensity of Culture Shock is Cyclical

AnticipationPhase

SpectatorPhase

IncreasingParticipationPhase

ShockPhase

AdaptationPhase

AnticipationPhase

SpectatorPhase

IncreasingParticipationPhase

ShockPhase

AdaptationPhase

Highly Engaged Level

ModeratelyEngagedLevel

Normal Intensity of Emotions

ModeratelyDepressedLevel

Greatly Depressed Level



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Who


Thought

It is not beauty to abruptly halt the growth of a young mind and to overlay it with the frame of an imposed culture.

Sylvia Ashton-Warner

Two WaysGroup Emphasis

Present OrientationTime: Always with usAge

Cooperation

Harmony with NatureGiving-SharingPragmaticMysticalPatienceListening SkillsReligion: way of lifeModesty

Individual Emphasis

Future OrientationTime: Use every minuteYouthCompetitionConquest over natureTaking – SavingTheoreticalSkepticalAggressionVerbal SkillsReligion: segment of lifeSelf Attention



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Acculturation Grid

RejectionIntentionally C1/L1 without C2/L2 or

C2/L2 without C1/L1DeculturationNeither C1/L1 nor C2/L2

IntegrationC1/L1 blended with C2/L2

AssimilationC1/L1 replaced by C2/L2

The fact that we are human beings is

infinitely more important than all

the peculiarities that distinguish human beings from one

another.

Simone de Beauvoir

Diverse learners who will struggle

Diverse learners who will succeed



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How


ThoughtThe difference between teaching and learning is that in teaching, I throw it out to the students. Whether they catch it or not isn’t my responsibility. In learning, I need to make sure they catch it.


Instructional Interventions that facilitate resiliency

Always empower, never disempowerProvide unconditional positive regardMaintain high expectationsCheck assumptions, observe and questionBe a relationship coachProvide guided opportunities for helpful participation



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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 & excepted 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?

Strategies to Improve Emotional Intelligence

• Observe how you react to people.

• Look at your environment.

• Examine how you react to stressful situations.

• Take responsibility for your actions.

• Do a self-evaluation.

• Examine how your actions will affect others – before you take those actions

The 40 Assets1. Family support

2. Positive family communication

3. Caring neighborhood

4. Neighbors take responsibility for monitoring behavior

5. Clear rules and consequences at home

6. One or more hours a week in religious activities.

7. Time at home, at least five nights a week.

8. Reads for pleasure at least three hours a week.

9. Values helping others.

10. Values equality and reducing hunger and poverty.

11. Stands up for beliefs.

12. Tells the truth even when it isn't easy.

13. Accepts personal responsibility.

14. Shows restraint from sexual activity, drugs and alcohol.

15. Positive adult relationships.

16. Caring school climate.

17. Parent involvement in schooling.

18. A community that values youth.

19. A useful role in the community.

20. An hour or more of community

service per week.



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The 40 Assets21. Feeling of safety at home, school

and in neighborhood.

22. Clear rules and consequences at school.

23. Positive adult role models.

24. Positive peer influence.

25. High expectations from parents and teachers.

26. Three or more hours a week in music, theater or other arts.

27. Three or more hours a week in sports, clubs or organizations.

28. Motivation to do well in school.

29. Actively engaged in learning.

30. At least one hour of homework every school day.

31. Cares about her or his school

32. Can plan ahead and make choices.

33. Has empathy, sensitivity and friendship skills

34. Is comfortable with people of different backgrounds.

35. Can resist negative peer pressure.

36. Seeks to resolve conflict nonviolently.

37. Sense of control over things.

38. High self-esteem.

39. Sense of purpose.

40. Optimistic about the future.

Literacy Readiness Skills

Arithmetic Readiness Skills

Readiness to Learn

Oral Proficiency L1

PRISIM: Pyramid of Resilience, Instruction, Strategies, Intervention &

Monitoring Learning created with building blocks for success

Analogies

Visualization

Self monitoring

TPRBilingual


PRISIM: Building the Foundationof the Pyramid

Systems & policies promote and sustain:•Access to safety, food, clothing, & shelter•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




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PRISIM 1: Resiliency

FoundationBuilding


Building Literacy foundation

Facilitating Readiness Skills

Facilitating & Sustaining Readiness to Learn

Sustaining Oral Proficiency L1

PRISIM 2

TPR

Bilingual


Resiliency-based instruction can be strengthened by teaching to student’s cognitive learning style or by teaching specific cognitive learning strategies that facilitate balance between teaching & learning styles.



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Responsive & Differentiated Instruction

Inclusive not exclusiveDevelopmental not

remedialComprehensive but

focusedBuilds skills and strengths


Differentiated Instruction Begin where students are Build upon learners’ differences Engage students through different learning

styles Use varied rates of instruction Ensure student competes against himself rather

than others Provide specific ways for each student to learn Establish learner-responsive, teacher-facilitated

classrooms based on essential skills


Differentiated Instruction

One Size Doesn’t Fit All



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PRISIM 2: Resiliency

Differentiation© 2010 Dr. Catherine CollierAll Rights Reserved


Oral Proficiency L1

Expanded TPR

Transitional Bilingual

PRISIM 3

Analogies

Visualization

Self monitoring


Strategy Fitness!



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Doran, George T. "There's a S.M.A.R.T. way to write management's goals and objectives." Management Review, Nov 1981, Volume 70 Issue 11.

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Struggles Strategies

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

Low motivation Self monitoring

Impulsive

Disorganized thinking

Poor social skills

Low self esteem

Confused locus of control

Limited language skills

Rehearsal strategies

Sorting strategies

Guided practice

Self concept activities

Active processing

L1-L2 transfer strategies

My Pearl of Wisdom

Prepare/preview/predict

Embed

Attach

Ratchet

Look Back/review/reflect



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Preparation StrategiesMinimize visual &

auditory stimuliOnly put up things

students have handled

Put up things students have discussed

Display things from students’ home/community

Display student work

Embedding Strategies

Provide two or more process choices for getting a task completed.

Provide two or more activity choices for content demonstration.

Allow students to select which mode & manner they will use to complete the task.

Attachment Strategies

Places students have been

Objects from home Favorite foods People students

know Words students use

with friends & family Stories students

know Something students

helped build/make



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Ratchet Strategies

Facilitates generalization

Expands learningDevelops higher

toleranceMaximizes prior

knowledgeBuilds C1/C2 and

L1/L2 transfer skills

Look Back Strategies

Develops cognitive academic language

Develops basic interpersonal communication

Builds C1-C2/L1-L2 transfer skills

Develops content knowledge foundation

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 the following languages:

• The booklet contains background information about the populations speaking these languages as well as specific grammar and phonics transfer issues.

• ISBN 978‐0757869662www.rigby.com

• Spanish• Vietnamese• Hmong• Haitian Creole• Cantonese• Korean• Khmer• Russian• Arabic• Tagalog



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PRISIM 3: Differentiated instruction

& instructional intervention to facilitate

resiliency© 2010 Dr. Catherine CollierAll Rights Reserved


PRISIM 4

Manipulating pie charts

Stepped proximics

Miscue analysis


PRISIM 4: Sustaining Resiliency




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Oral Proficiency L1

PRISIM 5

Accessibility aidsCochlear implant

Kurtzweil reader

Electronic eye piece

IEP504



Oral Proficiency L1

PRISIM: Pyramid of Resilience, Instruction, Strategies, Intervention & Monitoring Learning created with building blocks for success


Degree of Inclusion GridPreProduction Early

ProductionSpeech

EmergenceIntermediate

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 needsHas specific need to be addressed

Needs minimal assistance

Push in for targeted assistance

Collaboration for targeted assistance

Total Inclusion

Pull out for targeted assistance

Total Inclusion



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PreProduction Early Production

Speech Emergence

Intermediate Fluency

Intermediate Advanced Fluency

Advanced Fluency

Needs total assistance

Needs quite a lot of assistance

Needs a lot of assistance

Has a moderate level of needs

Has moderate but specific needsHas specific need to be addressed

Needs minimal assistance

Degree of Inclusion Grid

Pull out for targeted assistance

Push in for targeted assistance

Collaboration for targeted assistance

Total Inclusion

Total Inclusion


Conclusions• Multi-tiered interventions where data are

used to determine the instructional needs of the student is the most effective method to improve student learning.

• Always start with what the student can do and build upon these strengths.

• Layers of intervention seem critical but if resources get scarce, an “RTI” approach seems to be helpful in keeping up the rates of improvement.


How this applies to teachers

• Teachers will need the ability to contribute to RTI & RTII models by understanding:– How to use progress monitoring strategies – How to differentiate instruction/implement

interventions– Use assessment data to make student-needs

driven decisions• Teachers will need the ability to implement RTI-

like strategies with available resources in a non-RTI building



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Contact InformationCatherine Collier, Ph.D.360-380-7513 voice360-650-4673 campus360-380-7386 [email protected]@wwu.eduCurriculum Integration for

Responsive CrossculturalLanguage Education (CIRCLE)

Western Washington University

Thank you!

Over 40 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.

resiliency for ell

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