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RTI for Diverse Learners: Separating Difference and Disability (C-1)


How do you accommodate limited English proficient students during instructional intervention, response to instruction and intervention (RTII), and response to intervention (RTI)? This workshop addresses the development of instructional intervention for language minority students with learning and behavior problems. It offers research-based information on how to identify specific baseline concerns for these students and how to monitor student response to intervention in these areas.

The workshop leader will discuss the assessment, intervention, and identification strategies that are most effective in identifying difference issues at the RTI and RTII stage. She will also demonstrate specific strategies and interventions to implement during RTI and discuss legal issues related to separating difference and disability. Participants will receive copies of screening tools and information on best practice.

Who Should Attend?

K-12 classroom teachers, EL teachers, program administrators

What Will I Learn?

In this workshop, participants will learn
  • how to adapt and utilize intervention processes appropriate for culturally and linguistically diverse (CLD) students.
  • how to make appropriate intervention and referral decisions regarding CLD students with learning and behavior problems.
  • how to distinguish students with learning and behavior problems due to difference from those whose learning and behavior problems may be due to disability.
  • how to make a preliminary distinction between language difference and language disability in language minority students.
  • how to decide whether and to what degree language difference is contributing to the presenting learning and behavior problem(s).

About the Workshop Leader

Catherine Collier has more than 45 years of experience in equity, cross-cultural, bilingual, and special education beginning with Civil Rights voter registration in 1964. For eight years, she was a classroom bilingual/ESL teacher, special education resource room teacher, and diagnostician for the Bureau of Indian Affairs in Arizona and Alaska. She was also an itinerant diagnostician in special education for Child Find in remote villages in Alaska. For eight years, Dr. Collier worked with the BUENO Center for Multicultural Education, Research, and Evaluation at the University of Colorado, Boulder, where she created and directed the Bilingual Special Education Curriculum/Training project (BISECT), a nationally recognized effort.