A Culturally
and
Linguistically
Responsive
RTI
Framework
Janette Klingner
University of Colorado at Boulder
4 Elements
• A systematic process for examining the specific
background variables or ecologies of ELLs (i.e., first
and second language proficiency, educational history
including bilingual models, immigration pattern,
socioeconomic status, and culture);
• Examination of the appropriateness of classroom
instruction and the classroom context based on
knowledge of individual student factors;
• Information gathered through informal and formal
assessments; and
• Nondiscriminatory interpretation of all assessment data.
A Culturally & Linguistically
Responsive RTI Model
Intensive assistance
as part of
general education
support system,
ongoing monitoring
Culturally
and linguistically
appropriate, differentiated
instruction in GE,
with progress
monitoring
More
intensive support
(may be special
education)
Ongoing
problem-solving by
a collaborative team
with relevant
expertise, with
family
involvement
What Makes RTI Culturally Competent?
Same Issues - New Context
• Effective RTI for ELLs requires educators to
attend to the same issues associated with
current assessment and intervention practices:
–
–
–
–
Cultural/linguistic Teaching Competence
Bias Decision-Making
Opportunities to Learn
Confusing Disability with Difference
Culturally Competent
Teaching
RTI and Diversity: Achieving
Cultural Competence
Five Stages to Develop Cultural
Competence in RTI . . .
“Cultural Competence is
achieved when teachers
value cultural and linguistic
diversity as strengths
incorporated into the overall
educational process”
(Hoover, Klingner, Baca & Patton,In
Press; Mason, 1993).
Cultural Competence
 Cultural differences are
valued and explored in
the educational process
 Varied cultural
experiences are
integrated throughout the
learning process
 Continued Growth
Culturally Competent RTI
Model
Student, Classroom,
Home/Community Factors
Culturally Competent RTI Qualities
– RTI Practices must be culturally responsive
– Cultural diversity must be considered when
selecting evidence-based strategies
– Evidence-based interventions must include
sufficient research with ELLs
Source: NCCREsT (2005) (www.nccrest.org)
Ecological RTI Model
• Component 1:
- Student Factors
• Component 2:
- Classroom/School
Factors
• Component 3:
– Home/Community
Factors
Student Factors
• Language
• Acculturation
• Experiential
Background
• Cultural
Values/Norms
• Higher Order
Thinking Abilities
Student Factor
Language
RTI . . .
* Interventions occur in
most proficient
language
* ESL is implemented
Information to Gather
English and Native
Language Proficiency
determined?
Student Factor
Acculturation
RTI . . .
* Intervention must
accommodate
possible stress
experienced by
learner in the overall
process of adapting
to new environment
Information to Gather
Behavioral and
emotional adjustment
to new school or
community identified?
Student Factor
Experiential Background
RTI . . .
* Interventions are
compatible with learner’s
prior experiences to meet
academic/behavioral
classroom demands
Information to Gather
Previous experiences
with formal schooling?
Prerequisite Academic
Skills?
Student Factor
Cultural Values/Norms
RTI . . .
* Interventions are
compatible with learner’s
cultural values and
norms
and do not conflict with
expectations to meet
academic/behavioral
classroom demands
Information to Gather
Compatibility of
selected interventions
with student’s cultural
values and norms?
Student Factor
Higher Order Thinking Abilities
RTI . . .
* Interventions challenge
the learner to use higher
order thinking abilities
Information to Gather
Student abilities to
compare, evaluate,
synthesize, comprehend
identified?
Classroom Factors
•
•
•
•
Linguistic Competence
Contextualized Learning
Joint Productivity
Instructional
Conversation
• Challenging Curriculum
Source: CREDE, Tharp,
1997.
Classroom Factor
Linguistic Competence
RTI . . .
Opportunities to Learn . . .
* Interventions reflect
functional language
usage and connect
student’s current and
prior experiences
Instruction is
consistent with
learner’s language
level, emphasizing
functional language
uses?
Classroom Factor
Contextualized Learning
RTI . . .
Opportunities to Learn . . .
* Interventions reflect
home and community
culture and connect
student’s current and
prior experiences
Interventions consistent
with learner’s
acculturation level and
cultural experiences?
Classroom Factor
Joint Productivity
RTI . . .
* Interventions reflect
shared interactions
among students and
teacher
Opportunities to Learn . . .
Learning tasks are
cooperatively
implemented by
students and teacher
encouraging shared
interactions?
Classroom Factor
Instructional Conversation
RTI . . .
Opportunities to Learn . . .
* Interventions reflect
on-going dialogue
between students and
teacher
Ideas are expressed
interactively
as learning tasks are
jointly implemented
by students and
teacher?
Classroom Factor
Challenging Curriculum
RTI . . .
* Interventions challenge
students cognitively
within appropriate
curriculum, based on
cultural and linguistic
needs
Opportunities to Learn . . .
Interventions are
effective in challenging
students by emphasizing
higher order thinking
skills?
Home-Community Factors
• Home Language
Identified?
• Adjustment to New
Community Determined?
• Availability of Community
Resources Used?
Source: BUENO Center Parents CD ROM
(2001)
Classroom Examples
A small group of students is seated at a round table. This
lesson is in Spanish, but translated here. Teacher: “Today we
are going to read a book called Tom is Brave. What do you
think the word brave means? She pauses, then seems to
realize students may not understand the word. Teacher: “Have
you ever been afraid of something?” Some students say, “Yes.”
One says, “I am afraid of dogs.” Teacher: “There is nothing bad
about being afraid of dogs. I am afraid of cats.” “Who else is
afraid of something?” Another student: “I am afraid of the night
when I go to sleep.” Teacher: “Oh, you are afraid of the dark.
Dark is another word for night. We are all afraid of something.
Now, the word brave (pointing to title page) means not being
afraid.” Teacher: “Now we are going to read Tom is Brave.” …
Student reading: “Tom! Tom! Watch out where you are
walking!” Teacher: “Do you remember how to read a sentence
when you see the exclamation point?” Student: “We have to
read with excitement.” The student rereads, with emphasis.
Teacher: “Very Good!” Another student: “I remember when I
had to cross a highway and I was really afraid. Teacher: “But,
you crossed it. You were so brave!” The teacher asks another
student to read. Student reads with emphasis, “Oh! Oh!” …
The ESL teacher says, “I have a present. What do you think
is in it?” She holds up a gift box with something in it. “A
game? Candy? A doll? A snowflake?” The students are
engaged. One student asks, “A toy?” Another, “A bear?” She
then explains what they are going to do for the day, “We are
going to write in our journals what we think is in this box. But
first let me show how we write, because I know you guys are
great writers. First when we write we always start with a
picture plan.” (Draws on the dry erase board two boxes.) In
one box, she draws a ring. In the other box, she writes a
sentence. She tells them “This is my prediction or guess.”
She then asks them, “Does anybody know what a prediction
or guess is?” No reply. She says, “Do you know in the
morning when you do your weather stations in class and you
look outside and you say I think it is going to be sunny or
rainy today? You are making a guess or prediction. A guess
or prediction is when you think you might know something
but you are not sure. Okay. Now, I want you to think in your
head what you would like to say.” She models this by putting
her finger on her head, as if she is thinking...
Teachers of ELL Students Need to Know:
Instructional strategies linked to academic growth
for culturally and linguistically diverse students.
The language acquisition process and the unique
needs of ELLs.
Assessment procedures for monitoring progress,
particularly in language and literacy.
How to differentiate instruction for students who
do not seem to be responding.
10 Questions for Teachers
1. Have I developed a strong, positive relationship
with the child and his/her family?
2. Do I personalize instruction? Do I value the
child’s linguistic and cultural background? Do I
connect classroom learning to the child’s daily
experiences?
3. Do I give enough attention to affect, interest,
and motivation?
4. Do I pay sufficient attention to the development
of oral language?
5. Am I aware of aspects of reading that can be
confusing for English language learners?
6. Have I found out which sounds and letters are
different in the child’s first language than English so
that I can clarify misunderstandings and provide
additional practice?
7. Do I adjust instruction to provide students with
additional support when they do not seem to
understand (e.g., explicit instruction at their level,
more opportunities for meaningful practice)?
8. Are the books I use interesting and relevant? Do they
provide “mirrors and windows”? Are they at levels
students can read and understand?
9. Do I pre-teach key vocabulary and use multimedia,
realia, appealing photos, charts, and other visuals to
help make instruction comprehensible?
10.Do I provide multiple and varied ways for students to
demonstrate learning?
Decision Points when ELLs
Struggle with Reading
How can
teachers tell
which ELLs
should
receive Tier 2
interventions
or who to
refer for a
special
education
evaluation?
• Look at how many ELLs are
struggling.
• Progress monitoring and other data
• Classroom observations
• If the majority of ELLs are making
little progress, the focus should be
on improving instruction.
• If most ELLs are doing well and only
a few are struggling, the teacher
should look more closely at what is
going on with those individual
students and consider that they may
need additional support.
• If most English language learners in the class
are thriving, the next step should be to collect
student data:
– Is consideration given to the child’s cultural,
linguistic, socioeconomic, and experiential
background?
– Are multiple assessments used?
– What tasks can the student perform and in what
contexts?
– Does the student differ from true peers in rate and
level of learning?
– Are the child’s parents involved as valued
partners? What is their perspective?
The focus should be to develop a profile that
includes information about the student’s strengths
as well as areas of need.
A caveat…
In conclusion…
Distinguishing between LD and language
acquisition is a complicated process that requires
a comprehensive approach to assessment that
evaluates the "societal and educational context
within which the child has developed” (Cummins,
1986).
We must “shift from a within-child deficit paradigm
to an eco-behavioral perspective” (NASP, 2006).
For more information…
Janette Klingner
University of Colorado at Boulder
School of Education
249 UCB
Boulder, CO 80309-0249
E-mail: [email protected]
www.nccrest.org