7 Steps for Separating Difference & Disability: The PRISIM Model PRISIM: Pyramid of Resilience, Instruction, Strategies, Intervention & Monitoring Learning created with building blocks for success © 2012 Dr. Catherine Collier All Rights Reserved

7 Steps for Separating Difference & Disability Step 1 Building & Sustaining a Foundation for Learning Step 2 Establishing & Supporting Resiliency Step 3 Instructional Intervention & Differentiated Instruction Step 4 Intensive Intervention with Progress Monitoring Step 5 Resolution or Referral Step 6 Integrated Services & Cross-cultural IEPs Step 7 Maintaining Staff & Programs Serving CLDE © 2012 Dr. Catherine Collier All Rights Reserved

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 Expanded TPR Bilingual extensions © 2012 Dr. Catherine Collier All Rights Reserved

PRISIM Step 1: Building & Sustaining a Foundation for Learning © 2012 Dr. Catherine Collier All Rights Reserved

Building the Foundation of 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 © 2012 Dr. Catherine Collier All Rights Reserved

Discuss what the “foundation” should be like in your district for a student like José. Write your ideas down on your diagram. © 2012 Dr. Catherine Collier All Rights Reserved

PRISIM Application Step 1 Building & Sustaining a Foundation for Learning What will you have in your foundation? 1.Personnel 2.Families 3.Programs 4.Resources 5.Processes © 2012 Dr. Catherine Collier All Rights Reserved

PRISIM Step 2: Establishing & Supporting Resiliency © 2012 Dr. Catherine Collier All Rights Reserved

Building Literacy foundation TPR in all content areas Bilingual Instructional support © 2012 Dr. Catherine Collier All Rights Reserved Facilitating Readiness Skills Facilitating & Sustaining Readiness to Learn Sustaining Oral Proficiency L1 Scaffolding in all content areas

© 2012 Dr. Catherine Collier All Rights Reserved

What we recommend for Step 2 1.Identify student’s home language proficiency & use to support academic interventions. 2.Measure student’s level of acculturation to school and use to implement appropriate instruction & intervention. 3.Measure the student’s ‘classroom language’ in all communication modes & use to design appropriate instruction & intervention. 4.Develop a resiliency & cognitive learning profile useful in implementing effective instruction & intervention. 5.Implement strength based instruction & language support. 6.Monitor effectiveness of instruction & intervention. © 2012 Dr. Catherine Collier All Rights Reserved

1.Discuss what differentiation to the common core curriculum would look like for a student like José. 2.Discuss how you could build upon José’s strengths within the core curriculum. 3.Write your ideas down on your diagram. © 2012 Dr. Catherine Collier All Rights Reserved

PRISIM Application Step 2 Establishing & Supporting Resiliency How will you facilitate resiliency in your students? 1.Personnel 2.Families 3.Programs 4.Resources 5.Processes © 2012 Dr. Catherine Collier All Rights Reserved

PRISIM Step 3: Instructional Intervention & Differentiated Instruction © 2012 Dr. Catherine Collier All Rights Reserved

Literacy Readiness Skills Oral Proficiency L1 Expanded TPR Transitional Bilingual Analogies Visualization Self monitoring © 2012 Dr. Catherine Collier All Rights Reserved Phonology transfers Syntax issues Strengthen L1 base

© 2012 Dr. Catherine Collier All Rights Reserved

What we recommend for Step 3 1.Implement specific strength & need based interventions that facilitate learning. 2.Monitor effectiveness of instruction & intervention strategies. Modify based upon student’s response to the strategy. 3.Monitor effectiveness of instruction and intervention in relation to student’s home language proficiency. 4.Monitor student’s level & rate of acculturation to school & the effectiveness of instruction & intervention to facilitate. 5.Monitor the student’s ‘classroom language’ in all communication modes & the appropriateness of instruction & intervention to expand. 6.Monitor resiliency & cognitive learning & effectiveness of instruction & intervention. © 2012 Dr. Catherine Collier All Rights Reserved

1.Discuss what happens to José if he has trouble with common core curriculum expectations. 2.Discuss how you could begin providing and monitoring intervention for José. 3.Write your ideas down on your diagram. © 2012 Dr. Catherine Collier All Rights Reserved

PRISIM Application Step 3 Instructional Intervention & Differentiated Instruction How will you differentiate instruction & intervention? 1.Personnel 2.Families 3.Programs 4.Resources 5.Processes © 2012 Dr. Catherine Collier All Rights Reserved

PRISIM Step 4: Intensive Intervention with Progress Monitoring © 2012 Dr. Catherine Collier All Rights Reserved

© 2012 Dr. Catherine Collier All Rights Reserved Stepped proximics Miscue analysis Visual math Individualized dynamic analysis

What we recommend for Step 4 1.Determine if the rate & level of acculturation to school is normal & analyze pattern of response to intervention & instruction. 2.Determine if language gains are normal & analyze pattern of language acquisition. 3.Determine if student response to interventions & modification patterns resolve problems & are sustainable. 4.Implement & monitor short cycle tightly focused “unanswered” needs based intervention. 5.Monitor the response & effectiveness of intervention. © 2012 Dr. Catherine Collier All Rights Reserved

1.Discuss what happens to José if his response to basic instructional intervention is not very successful. 2.Discuss how you could individualize and monitor intensive intervention for José. 3.Write your ideas down on your diagram. © 2012 Dr. Catherine Collier All Rights Reserved

PRISIM Application Step 4 Intensive Intervention & Progress Monitoring How will you monitor student progress? 1.Personnel 2.Families 3.Programs 4.Resources 5.Processes © 2012 Dr. Catherine Collier All Rights Reserved

PRISIM Step 5: Resolution or Referral © 2012 Dr. Catherine Collier All Rights Reserved

What we recommend for Step 5 After a formal referral: 1.Crosscultural evaluation based upon the outcomes of the instructional intervention 2.Test Evaluation Checklist 3.CrossCultural Administration of Standardized Tests If the student is eligible for SE & ESL services: 1.Integrated plan of services. 2.Cross-cultural IEP. 3.Continued language and acculturation support. If the student is not eligible for SE services: 1.Integrated plan of services within the general education program. 2.Continued language and acculturation support. © 2012 Dr. Catherine Collier All Rights Reserved

1.Discuss what happens to José if his response to any instructional intervention is not successful. 2.Discuss how proceed with José. Do you think he needs a full individualized evaluation? 3.Write your ideas down on your diagram. © 2012 Dr. Catherine Collier All Rights Reserved

PRISIM Application Step 5 Resolution or Referral How will you decide? 1.Personnel 2.Families 3.Programs 4.Resources 5.Processes © 2012 Dr. Catherine Collier All Rights Reserved

PRISIM Step 6: Integrated Services & Cross-cultural IEPs © 2012 Dr. Catherine Collier All Rights Reserved IEP 504 Electronic eye piece Accessibility aids Cochlear implant Kurtzweil reader

What we recommend for Step 6 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 Push in for targeted assistance Integrate for targeted assistance Total Inclusion

1.Discuss what happens to José if he is found eligible for special education or related services. What will his IEP include? 2.Discuss what happens to José if he is not found eligible for special education services. 3.Write your ideas down on your diagram. © 2012 Dr. Catherine Collier All Rights Reserved

PRISIM Application Step 6 Integrated Services & Cross-cultural IEPs How will you integrate services? 1.Personnel 2.Families 3.Programs 4.Resources 5.Processes © 2012 Dr. Catherine Collier All Rights Reserved

Literacy Readiness Skills Oral Proficiency L1 PRISIM Step 7 : Maintaining Staff & Programs Serving CLDE & Families © 2012 Dr. Catherine Collier All Rights Reserved

1.Discuss what professional development is appropriate to prepare and maintain staff capacity to work with students like José. 2.Discuss how such training could be implemented and skills sustained in your district/agency. 3.Write your ideas down on your diagram. © 2012 Dr. Catherine Collier All Rights Reserved

PRISIM Application Step 7 Maintaining Staff & Programs Serving CLDE How will you maintain personnel readiness? 1.Personnel 2.Families 3.Programs 4.Resources 5.Processes © 2012 Dr. Catherine Collier All Rights Reserved