RTI: Family Connections
and Culturally Responsive
Assessment
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Components of RTI
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Family
Connections
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Family Connections
• Cultural identity begins with those closest
to you…family.
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Family Connections
• Culturally responsive practices are grounded in
the understanding of cultural and linguistic
diversity AND the ways educators respond to
that diversity.
“Cultural diversity is never problematic in and of
itself. It is the response of individuals or
institutions to diversity that can be
problematic.”
(Barrera & Corso, 2003)
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“Skilled Dialogue”
Build interactions that are:
• Respectful
– Honor the diverse identities
• Reciprocal
– Request equitable mutual involvement
• Responsive
– Honor connections across differences
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Beginning Skilled Dialogue
• Recognize the characteristics of others’ cultural
identities. What do they value or devalue?
• Recognize characteristics of your cultural
identities. What do you value or devalue?
• Evaluate your response to differences between
your cultural identities and those of your
students.
• Engage within 3rd Space.
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3rd Space
• Seek ways to combine or complement seemingly opposing
perspectives.
Parent Perspective
“As long as he
doesn’t burn the
house down, I’m
okay with the
behavior”
3rd Space
Parent values selfreliance. Teachers
are building
relational skills.
How can each be
given a place in
student’s
instruction at home
and at school?
Teachers’
Perspective
Parent is inattentive
to the child.
Behavior must
change in all
situations.
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Why are Family Connections
Important in RTI?
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Assessment in RTI
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Universal Screening
Progress Monitoring
For Tier 1 classes,
small groups, and
individual students
Diagnostic
Scope
School-wide; often
times, whole group
administered
Uses
Identify at-risk students Monitor intervention
effectiveness
(curriculum and
instruction)
Identify specific
student deficits
Construct
Broad index, using a
standardized or
benchmark
assessment
Specific
academic
domains
Specific academic
skills or behavioral
targets
Can include
classroom unit
assessments
For individual
students in Tier 2
or Tier 3
interventions
Rovira, L. (2010)
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Culturally Responsive Progress Monitoring
Helps Educators:
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Assessment Considerations
• Engage the complete picture of the student’s
funds of knowledge:
– Language history
– Parent and caregiver interviews
– Observe use of native language and English in
natural settings
– Consider what is valued in the culture
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Complete Language History
Environment
How much time does
child spend in this
environment?
What languages are
spoken and by
whom?
Describe how the
child communicates
in this environment.
From: “Language Development Profile for Preschool English Language Learners” Ruth Reinl 2008
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The “Language Development Profile” was
developed for preschool age English
Language Learners.
What other questions would you add to the
profile to create a more complete
language history for school-age children?
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Assessment Considerations
• Inspect assessments in English for:
– cultural bias
– educational background bias
– linguistic demands vs. child’s stage of language development in
English
• When possible, use “Dynamic Assessment” that
measures ability to learn new material, rather than
background knowledge.
• Incorporate qualitative and quantitative results.
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Quantitative AND Qualitative
Qualitative
Quantitative
Kiana scored 29 words per
minute on the 1st grade
DIBELS Nonsense Word
Fluency in March.
Benchmark for end of year
is 50, so she is
considered “At Risk”.
Kiana has been in school in Wisconsin
for 2 months. Prior to that, she
attended school in Peru.
On the DIBELS NWF assessment, she
read individual sounds, then
blended the words together.
Error patterns include:
• Consistent error on short vowel
sounds of o and u. Many errors on
other short vowels.
• Did not know sound for j. This is
consistent with Spanish-speaking
students, since j is pronounced /h/
in Spanish.
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Questions about Assessments
• Does the norm group for the assessment include ELLs?
• What impact could language proficiency have on the
outcome?
• What impact could previous language experiences have
on the outcome?
• Would an assessment in the student’s home language
provide additional information about the skill set
tested? (Refer to language history and relative language
proficiency.)
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What additional processes
could be put into place to:
• create/improve a systematic process for
examining the specific background variables or
ecologies of ELLs that impact academic
achievement in our classrooms/school/district;
• gather information about student progress
through informal and formal assessments; and
• ensure nondiscriminatory interpretation of all
assessment data?
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How is RtI different for 4K and
younger?
• “Recognition and Response”
– Recognition=formal and informal assessment
that highlights needs in key developmental
areas.
– Response=teachers, parents and specialists
adjust instruction and interventions to build
needed skills.
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Internet Resources
RtI and ELLs
• CREATE Brief: Response to Intervention and English Learners
–
•
http://www.centerforinstruction.org/files/CREATEBrief_ResponsetoIntervention.pdf
National Center on Response to Intervention. “Cultural and Linguistic Diversity: ELL
–
–
–
–
–
http://www.rti4success.org/index.php?option=com_content&task=blogcategory&id=42&It
emid=108
http://www.rti4success.org/images/stories/pdfs/rti_cec_06.pdf
Skilled Dialogue: Weaving Webs of Connectedness Across Diverse Voices and Identities
http://findarticles.com/p/articles/mi_qa3614/is_200701/ai_n19433193/
IDEA Partnership ELLs and RtI
http://www.ideapartnership.org/index.php?option=com_content&view=article&id=1419&ca
tid=275&Itemid=111
Madison Culturally Responsive Checklist http://dpi.wi.gov/sped/doc/disp-cadse-cklst.doc
Young Dual Language Learners
• Collaborating Partners Wisconsin. Dual Language Learners Resources
–
–
•
http://www.collaboratingpartners.com/dual-language-learners-facts-and-tips.php
http://www.collaboratingpartners.com/dual-language-learners-resources.php
Ballantyne, K.G., Sanderman, A.R. & McLaughlin, N. (2008). Dual language learners in
the early years: Getting ready to succeed in school.
http://www.ncela.gwu.edu/resabout/ecell/earlyyears.pdf
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Print Resources
• Garcia, E. and Frede, E. Ed. Young English Language Learners: Current
Research and Emerging Directions for Practice and Policy. New York: 2010
• Espinosa, L. Getting it Right for Young Children from Diverse Backgrounds:
Applying Research to Improve Practice. Washington, D.C.:2010
• Corso, R. and Barrera, I. Skilled Dialogue: Strategies for Responding to
Cultural Diversity in Early Childhood. Baltimore, MD: 2003
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