Distinguishing Difference from Disability
Intervention Implications
St. Vrain School District
September 10, 2013
John J. Hoover, Ph.D.
Workshop Topics
I. Brief Review of Difference/Disability (Last
Semester’s Session)
II. Overview of Intervention (Types/Defined/
Success in RTI models/Delivery)
III. Intervention Practices
IV. Core Practices Instructional Tool: Action Item
Workshop Outcomes
1. Recognize significance of
distinguishing learning
difference from disability when
selecting interventions
2. Know core instructional
themes necessary to deliver
effective instruction and
interventions for ELs
3. Recognize HOW to assist
classroom teachers select
appropriate interventions for
ELs
I. Situating Difference from Disability:
Knowledge and Skills Perspective
Cultural Diversity – Understand how
culturally diverse teachings, values,
norms influence and shape learning
Learning/Emotional
Disability
CharacteristicsUnderstand some
cultural and linguistic
behaviors are similar
to some disability
behaviors
(Must recognize
differences)
Three
Contributing
Elements to
Recognize
DifferenceDisability
Second
Language
Acquisition –
Understand SLA
development and
expected
classroom
behaviors
Source: J. J. Hoover (2009)
Distinguishing Difference from Disability:
Referral, Assessment, Intervention Implications
Perspective on ‘distinguishing difference
from disability’ is grounded in three related
research-based instructional views:
1) Funds of Knowledge (Moll, 1992)
2) Cultural influences on learning (Nieto &
Bode, 2010)
3) Confusing second language acquisition
with language/learning disabilities
(Artiles & Ortiz, 2002)
Each view toward teaching and learning
highlights strengths CLD learners bring to
the classroom; Behaviors that may differ
from our typical expectations
Historical Perspective Review:
Difference-Disability
Moll (1992) --- Home and community resources of students
provide valuable sources of information (i.e., funds of knowledge).
Artiles and Ortiz (2002) --- Behaviors associated with the normal
second language acquisition process may be confused with
language and/or learning disabilities (i.e., language acquisition
process in learning).
Nieto and Bode (2010) --- Teachers must understand the culturallyinfluenced differences students bring with them to school (i.e.,
cultural differences toward learning).
Hoover (2012) --- Educators must acquire an understanding of the
differences between cultural/linguistic and disability behaviors to
make informed instructional decisions for ELs (i.e., referral,
assessment, intervention decisions).
Is it Second Language Acquisition, Cultural
Teaching, or Disability?
What students bring to the classroom may
differ according to their cultural and linguistic
backgrounds, individual circumstances,
and teachings
Differences that must not be interpreted
as disabilities or deficits when selecting
interventions
Book: Page 16
II. Overview of Intervention
Which One? Why?
While one researcher may decide an
intervention has enough evidence to give
it high marks, another researcher, using
different criteria, may give the research a
lower rating (CEC Website, 2011. Evidence-Based Practice—
Wanted, Needed, and Hard to Get)
Term ‘Intervention’ represents two distinctly
different perspectives within an RTI model
Process Method
Intervention as a Process
Process
Set of instructional
procedures, tasks
or schedules that
frame the delivery
of instruction
Example-Tier 2
Tier 2 as an Intervention
includes:
* Small Group
* Several times per week
* Focus on specific area
* Frequent monitoring
Intervention as a Method
Method
Evidence-Based
Specific method, strategy “instructional techniques with
meaningful research support
or curriculum used in
that represent critical tools in
the delivery of
bridging the research-toinstruction in different practice gap and improving
tiers or level of
student outcomes”
(Cook, Smith and Tankersley, in press;
instruction
Slavin, 2002)
Intervention Example:
Explicit Instruction
Explicit instruction is a systematic instructional approach
that includes two essential components: (a) visible delivery
features with high level of teacher and student interactions,
and (b) instructional design principles guiding the intervention
use in the classroom (2012, NATIONAL CENTER ON ACCESSIBLE INSTRUCTIONAL
MATERIALS AT CAST WEBSITE)
On what basis (i.e., rationale) might one
select Explicit Instruction as an intervention?
Depends on the learner’s needs and strengths
Intervention Rationale:
Explicit Instruction
Learners
General Classroom
Non-English Learners
Usage Rationale
All students benefit from well-designed, and
explicitly taught skills to assist with
organization, expectations, and
outcomes
Students with a
Learning Disability
Provides highly structured, interactive
process addressing distractibility issues
often associated with LD
General Classroom
English Learners
Method supports structure and adequate
wait time to process information; structure
and time ELs require in developing
proficiency with English
Example: Graphic Organizers
Retell, Relate, Reflect
Standard
Skill: Use key ideas and
details to recount stories,
including fables and folktales
from diverse cultures, and
determine their central
message, lesson, or moral.
Concept: Fables and
folktales; Central message,
lesson, moral
Rationale
Relating and reflecting will
encourage EL students to develop
thinking strategies important in
acquiring skills in first and second
languages.
Reflecting on own culture,
students actively engage with the
reading focus on key details
through retelling, also important in
acquiring English and skills in
English
http://www.readingquest.org/strat/story
maps.html
http://www.readingaz.com/comprehension/reading-graphicorganizers/
Summary: Intervention Selection
Selecting Intervention as a method or as a
process requires attention to learning needs
and strengths to best understand WHY
whatever is selected is appropriate
Requires greater specificity than simple
selection (e.g., Why might Explicit Instruction be
best for my ELs?; Which type of Graphic
Organizer would be best to use?; If I use Think
Alouds which specific learner strengths or
needs am I addressing?)
Selecting Interventions to Make
Instructional Adjustments
Must select an
intervention for the
correct and accurate
reasons (avoiding
misinterpreting a
difference as a
disability) to make
meaningful changes in
ELs education and
progress
Interactive Check-Five Minutes
Task: Turn to a colleague and share
one example from your experiences
that illustrates the misinterpretation of
cultural and linguistic diversity in
selecting or delivering an intervention
(method or process)
III. Intervention Practices
Best Structure for Implementing
Intervention
“In schools we have worked with where general education
teachers are assigned both Tier 1 and some Tier 2 groups,
reading specialists are assigned to Tier 2 and Tier 3 groups, and
special educators are assigned to Tier 3 and some Tier 2 groups,
we find that a real shared responsibility perspective develops.
In those schools where general education teachers are always
viewed as only Tier 1 instructors, remedial teachers as Tier 2,
and special educators as Tier 3, we find that breaking down the
natural "mine" versus "ours" dimension of thinking about
collaboration across instructional concerns is more difficult.”
Source: E. S. Shapiro (RTI Action Network Website)
Selected Reasons Why Interventions in Multi-Level
Instruction May be Ineffective
1. Instruction in Tiers 1 and 2 is disconnected
Solution: Utilizing skills and strengths of general class and support educators to
clearly demonstrate interconnectedness of instruction in both tiers
2. Continued emphasis placed on what is “wrong” with learner (i.e., intrinsic)
Solution: Drill down into the curriculum not into the child (i.e., How might the Tier
1 curriculum be implemented differently to best meet learner need? What aspects
of the curriculum may be contributing to learner’s struggles?)
3. Instructional adjustments are made based on data yet address wrong need
Solution: Directly link assessment to instruction by properly interpreting results
(e.g., recognize that select ways of learning reflect cultural teachings; distinguish
language acquisition from language disability; need for extra time is cultural or a
second language acquisition development behavior)
Source: J. J. Hoover (2012)
Goldenberg 2008
Instructional modifications for ELLs
 Meaningful contexts
 Opportunities for repetition and use
 Explicit vocabulary instruction
 Cooperative learning
 Instructional conversations
 Combination of direct and interactive approaches
 Familiar text
 Scaffolds (graphic organizers, routines, redundant
key info)
 Additional time
Framing Intervention as a Culturally Responsive Process
9.
Explicit, Small
Group Instruction
(Directed/guided in
8.
low stress
Promote Student
situations)
Controlled Classroom
Discourse and
Cooperative Learning
(Promote reciprocal
dialogue;
interactions)
1.
Communicate High
Expectations
(Respect student
capabilities)
Essential
Instructional
Components in
Intervention
Process
7.
Provide Culturally
Mediated Instruction
(Actively facilitate
problem solving
abilities; Language
connections,
development)
6.
Reshape the
5.
Curriculum
Demonstrate
(Differentiate to
Cultural Sensitivity
meet diverse needs;
(Acquire
Build background cultural/linguistic
knowledge)
awareness of own
students and
incorporate in
teaching)
2.
Use Active Teaching
Methods
(Promote student
active engagement)
3.
Facilitate Active
Learning
(Balance explicit and
facilitated instruction)
4.
Include Parental/
Family Perspectives
(Value family input
and views)
Sources: Callins, 2006-NCCRESt
Brief); Goldenberg, 2008)
IV. Core ESL Instructional Practices (CEIP) Guide
Development over past 2 years
Purpose:
Identify and confirm common instructional
practices necessary to deliver effective core Tier 1
instruction to ELs in the general classroom (Reading,
Writing, Math, Social Sciences)
Process:
Fourth Iteration
Five Cognitive Interviews
Two Focus Groups
One Pilot
CEIP
Core ESL Instructional Practices
ESL Instructional Tool
Research Perspectives
While we know that some general education practices are
effective with English Learners (EL), research is also clear
that teachers must make pedagogical modifications to
account for differences in language proficiency (August &
Shanahan, 2006; Goldenberg, 2008).
Unfortunately, we have data to suggest that many general
education teachers are unprepared to institute these
modifications. A recent report contained the following
conclusion about teacher preparation: “Less than 13
percent of teachers have received professional
development on teaching ELLs” (NCTE, 2008, p. 6).
Handout: Two-Column Themes
CEIP Pilot Responses
Mean pilot scores for each theme (n=35)
Theme
1-Connections
2-Materials
3-Native language Usage
4-Culture
5-Differentiations
6-English language Dev.
7-Assessment for instruction
Average Level
3.48 Frequent-Extensive
3.07 Frequent
1.97
Minimal-Partial
2.85 Partial-Frequent
3.36
Frequent
3.32 Frequent
2.97 Partial-Frequent
4=Extensive - Practice is employed throughout all lessons in the entire unit
3=Frequent - Practice is employed throughout most lessons in the unit (i.e., more than half)
2=Partial - Practice is employed in a few lessons in the unit (i.e., more than 1 or 2; less that half)
1=Minimal - Practice is never or infrequently employed in the Unit (i.e., in only 1 or 2 lessons)
Source: J. J. Hoover et al. (2013). Core ESL Instructional Practices (CEIP) Guide: Self-Examination and Instructional
Coaching Tool.
Practitioner Usefulness
1: Self-Examination – Respondents reported the CEIP useful
in guiding self-assessment and many asked for a copy of the
tool, indicating they wished they had this tool to help them in
their classroom teaching.
2: Use with Instructional Coaching – Similar to the above
item participants indicated that the CEIP would be highly useful
in their coaching/mentoring instructional activities for both the
coach and teachers receiving support.
3: Design Professional Development – Respondents stated
that the CEIP would be good for designing school-wide
professional development with several indicating that gradelevel teams would find this very helpful to determine ESL
knowledge and skills requiring additional development.
Sample Theme Completion
Based on your current/recent teaching or your
knowledge of instruction in classrooms you
supervise/support, complete the following three
Themes on the CEIP:
Connections
Differentiations
Assessment to Inform Instruction
Items on Page 9
Task for September 19th Session
Select three general education classroom
teachers who have ELs in their classrooms
and have them complete the CEIP.
Bring completed guides to the 19th session
Familiarize yourself with your three
completed guides, especially the Action
Items identified by the teachers