CHILD FIND TEAMS Culturally, Linguistically and Ability Family - - PowerPoint PPT Presentation

CHILD FIND TEAMS

Family Centered, Culturally, EB, Assessment Practices for Culturally, Linguistically and Ability Diverse Children

Susan M. Moore, Clinical Professor Emerita Clara Pérez-Méndez - Puentes Culturales Sponsored by: Colorado Department of Education Exceptional Services Unit, Preschool Special Education and Child Find.

Evidence Based Practice with Culturally, Linguistically and Ability Diverse Children & Their Families… Connect!

Development of Cultural Competence is a process… Battle (2000) described cultural competence as “a

process through which one develops an understanding

• f self, while developing the ability to develop

responsive, reciprocal, and respectful relationships with others” (p. 19).

¡ Increase in Knowledge & Skills: Self reflection of yourself your team and content: What do you want to know more about that will impact your practice, and the children, and families you serve? e.g. more about families and culture; ways to gather information and share information; ways to efgectively use cultural mediators, interpreters and translators, etc.) ¡ Changes in Practice: What do you want for your team? We hope you will utilize the knowledge and skills shared to target specific changes in practice that you think would be appropriate and helpful to the children and families you serve…as well as other stakeholders (e.g. parents/family, preschool teachers, support personnel, specialists).

Learning Outcomes Leading to Cultural Competence

¡ Increase in Knowledge & Skill Level: What specific skills or practices does your team need to integrate into current practice (if any)? (e.g. interviewing parents and family members from cultures difgerent from your own, gathering information about language history and environment and current performance in

• ne or both languages, use of parent child interaction

assessments, new tools and supports etc.) ¡ Increase in Resources: How to use cultural mediators, interpreters, translators efgectively to enhance trust building with families; More information on how to document “comprehensive” assessments that difgerentiate language difgerence from disorder.

Outcomes

“ To distinguish a language disorder from a difgerence, teams must know the cultural, linguistic, and socioeconomic background of the student and how that background might present itself in the student's performance on an evaluation” ¡ Let’s begin this journey together…

Outcome: Increase in accuracy reliability and validity of Child Find assessments with DLL students

¡ Outline … ¡ Pre assessment data though, Child Find Profile, Cultural Competence Checklist, and other Self– Reflection Tools ¡ First meeting: Team Pathways Completion § Review of Current Literature…Key Questions for Discussion… Identifying information and supports needed…cultural mediators, interpreters, parent school liaisons and translators § Review of key articles and information for discussion and formulation of questions

Intensive TA for Child Find Teams: 
 Our Plan

¡ Second Meeting: Onsite in January to review video of assessment of DLL and /or discuss actual assessments of DLLs with self reflection tool and discussion of complex factors. Each team will have a full day of consultation about their practices and concerns and questions. (Schedule dates with Clara) ¡ Third Meeting: A (“meeting of the minds”) when your three CF teams share what works, how they evaluate success, how they have or have not changed, and how they are evaluating and documenting their success and accountability.

Intensive Teams

….

Child Find Process & Procedures may look very difgerent based upon individual characteristics of districts, numbers served, models used etc.

5/30 ONE TEAM- 0-5 BILINGUAL INTERPRETER/CM TRANSDISCIPLINARY FAMILY INCLUSED PLS -5 , ESI, ASQ, ELL ACQUISITION RATE NO HV INTERVIEWS AT TIME OF ASSESSMENT & PLAY OBSERVATION NO BRIEFING OF INTERPRETERS NO VT NO PARENTS IF IN SCHOOL… MAY WAIT IN THE HALL NO P/C INTERACTION 20/80 CM/Interpreter Multidisciplinary Matrix No HV Interviews at time of Eval ASQ/Developmental & Health History Planning: email/phone No VT Play Observation Both languages thru Report PARENTS IN ASSESSMENT 200/700 55% INCREASE IN LAST YEAR BILINGUAL INTERPRETER/ CM TRANSDICIPLIINARY 0-3 HV; NO 3-5 INTERVIEW AT TIME OF EVAL 4 HOURS PLANNING TIME/WEEK= TEAM PLAN PLS4, CELF, BOEHM,BITSEA, ITSEA, BASC-2 OBSERVATIONS, PARENT REPORT, RBI, TPBA, SLAP PARENTS IN ASSESSMENT TEST/STAFF

Difgerent Paths…

¡ Is our assessment process COMPREHENSIVE? ¡ Are we accurately identifying DLLS WITH IMPAIRMENTS? ¡ What are new TESTS, TOOLS OR PROCEDURES we might use? ¡ What is ETHNOGRAPHIC INTERVIEWING? ¡ Are there CULTURAL & BEHAVIORAL DEVELOPMENTAL NORMS available? ¡ Are our processes CULTURALLY APPROPRIATE? (STAP/ INFORMAL)? ¡ How do we efgectively use INTERPRETERS & provide TRAINING FOR INTERPRETERS? ¡ Do we have current knowledge of DIFFERENCES vs. DISORDERS? ¡ Are we appropriately GATHERING INFORMATION FROM CULTURALLY DIVERSE FAMILIES? ¡ What about children who are ADOPTED? ¡ HOW SHOULD OUR ASSESSMENTS LOOK DIFFERENT when a child is exposed to more than one language? ¡ How do we DOCUMENT in compliance with CDE and IDEA expectations?

What teams are asking ?

¡ About Your Team… Where are you now? Where do you want to be? … ¡ Use Child Find Team profile and other information to complete the Pathways: A Team Process to discuss a clearer picture of where you are now and what (if anything) you want to target for change in practice… recognizing this is an evolving process and targets/ priorities may change.. ¡ Large Group Share: Identify a recorder who will be prepared to share the results of your discussion, describe your team and specify Q’s and potential targeted outcomes.

A Team Approach

¡ Stages of Assessment: Are they family centered, culturally competent, individualized, ecological/ authentic? Do they result in next steps, strategies, and resources that are helpful to the child and family? ¡

Pre-Assessment: How are these principles honored in information gathering? What does the process look like? ¡ Assessment: Is information gathered about both or more languages during this assessment? Is it play based? What tools help you discern eligibility vs. difgerence? What does it look like? ¡ Post Assessment: Are results shared in culturally competent way? Are family members integral to the conversation? How are results shared? Do families feel comfortable that they received the information they came for? What does it look like?

Steps in Your Assessment Process:
 Actualizing your Principles

¡ Principles of Assessment? Do you agree? Each and every child and family needs an assessment that is … § Family Centered? § Culturally Competent? § Individualized? § Authentic? Ecological? § Determines “next steps” (for the child) …strategies (caregivers can use) and resources needed? ¡ Your Teams Principles: Let’s take some time right now for you to discuss what each of your teams’ principles look like in practice. ¡ If you are family centered, what does that look like?

Principles of Assessment

Principles

Principle Stage What does it look like now? What do you want it to look like?

Family Centered? Culturally Competent? Individualized? Authentic? Ecological? Next Steps and Strategies for Families: Other:

Families from cultures different from our own also need: ¡ Educators and specialists who understand patterns of 2nd language acquisition, influencing factors and who can distinguish language differences from disorders and ¡ Teachers and specialists who share information regarding current research about bilingualism with families so they have necessary information ¡ Educators and specialists who adopt non-biased or anti- biased assessment practices ¡ Educators and specialists who link authentic assessments to intervention as needed yet also provide information about community resources and parent education and support

Implication: Would you agree?

¡ Knowledge of Second Language Acquisition? ¡ Purpose: Determining Eligibility &/OR Supports? ¡ Assessment Information about Both/More Languages? ¡ Gathering and Sharing Information with Families? ¡ Selecting Tools: Formal & Informal Evaluation Tools Available: Reliability & Validity? ¡ TPBA &/Use of Standardized Assessments? ¡ Documentation of Results in Reports/IEPs? ¡ Use of Interpreters, Translators, Cultural Mediators?

Where is your team now in terms of…?

¡ List five things you know about 2nd Language acquisition and how it impacts DLLs? ¡ How does this impact your PLANNING of individualized Assessments: ¡ What do you know about this child? ¡ What do you need to know about ? ¡ How will you find out? ¡ See handout Preschool Sequential LI, L2

Partner UP to Review Knowledge Base 2nd Language

¡ More than Eligibility? ¡ What else?

Purposes of Assessment

¡ “Children with Disabilities shall mean those persons from three to twenty-one years of age who, by reason of one or more of the following conditions, are unable to receive reasonable benefit from general education without additional supports in the public schools because of specific disabling conditions. ¡ A child shall not be determined to have a disability if the determinant factor for that determination is: lack of appropriate instruction in reading or math or limited English proficiency;“

¡ 1 CCR 301-8, Exceptional Children’s Education Act Rules, October 2011

Key Focus=Identification

You must be able to document … ¡ “the evaluation is suffjciently comprehensive to appropriately identify all of the child’s special education and related services needs, whether or not commonly linked to the disability category. (Answer must be “yes” in order for the student to be eligible for services.) ¡ is is not due to a lack of appropriate instruction in math and sciences ¡ is is not due to limited English proficiency.

Eligibility Determination

¡ Categorical? ¡ Developmental? ¡ Specific Disabilities Model? ¡ Limited Processing Model? ¡ Systems Model?

What Models Does Your Team Use?

¡ Medical focus on etiology or diagnostic classification …specific impairment within child associated with medical condition or diagnosis: Example: Down Syndrome Phenotype ¡ Question of causal or correlational relationship?

Categorical Model

¡ Describing in detail the current level of language functioning in terms of vocabulary, meanings expressed, use of syntactic rules, and morphological markers, knowledge of phonological rules, and use of

• language. Detailed profile…Use normal development

as guide for teaching language

Developmental Model

¡ Children difger in underlying cognitive abilities relative to other abilities within child variation ¡ Updated research by Kohnert (2010) and others leads us in this direction when child is exposed to more than one language to determine difgerence from disorder

Specific Disabilities Model

§ Not “in” child but in relationship between partners – Example: explains the mismatch of cultural and dialectical difgerences would be example of language difgerence not disorder ¡ Look to change in environment

Systems Model

Limited Processing Model

§ SLI related to role of memory Specific disability in aspect of “working memory”? (storage and processing …e.g. listening span test) and/or core deficit “phonological short term memory “ (e.g. Nonsense Word Repetition tasks highly correlated with SLI)

What Model Does Your Team Use?

¡ What models and methods apply when assessing a child given a hypothesis of: ¡ SLI? ¡ Language Difgerence? ¡ Consider: authentic play-based assessment, parent child interactions, use of multiple sources of information that converge, video from home, use of cultural mediators/interpreters, parents as partners… Moore et al, 2011; Banerjee & Guiberson, 2012.

Evaluation & Assessment

¡ What do we know about SLI? Definitions… Research Base…Controversies ? ¡ What do we know about L1 & L2? …Bilingualism… Parents’ priorities? Children with Identified Disabilities? ¡ What Do We Know? Large Group Share

Outline

¡ What models apply when assessing a child given a hypothesis of: ¡ SLI? ¡ OR ¡ Language Difgerence?

Cutting to the Quick!

¡ Bilingual Language Assessment: A Meta-Analysis of Diagnostic Accuracy ~ ¡ “First and foremost, our findings show that no measure stands out as the optimal method for identifying LI or TL in bilingual Spanish–English

• children. At best the accuracy metrics for these

measures fall in the suggestive range, meaning that every measure would need to be supplemented by additional, and unspecified, information in order to identify children as Language Impairment or Typical

• Language. “ (Dollaghan & Horner, 2010).

No Silver Bullet!

¡ When bilingual children‘s performance on

standardized language tests is compared to norms for monolingual children, bilingual children tend to perform below average, even in their stronger

• language. This may occur because their language

experience and knowledge are distributed across two languages (Bialystok et al., 2008b; Umbel, Pearson, Fernánd, & Oller, 1992,Kohnert 2010,

Gutiérrez-Clellen and Simon-Cereijido, 2010).

Therefore, assessment in only one language is not likely to be representative of bilingual learners’

• verall language ability.

Key Consideration !

A Framework

What do you know? What do you need to know? How will you find out?

Planning

¡ Additional Factors to Consider in bilingual assessment: ¡ Home Language ? Nature? Type? ¡ Age of Exposure to L2? Simultaneous?, Sequential? ¡ Are the patterns of development the same? ¡ Amount of Exposure? When, Where, and How Much? Language History & Environment? ¡ Proficiency level in both languages?

Questions to Consider…

¡ What is SLI?

¡ What can we expect? ¡ What do we know about children learning two languages? ¡ What can we expect?

SLI and/or Difgerence?

¡ A significant discrepancy in language skills relative to age or developmental level? ¡ “an impairment in “comprehension and/or use of spoken, written, and/or other symbol system…” ASHA ¡ A significant deficit in the child’s level of development in the form, content, or use of language” Fey

SLI/PLI

¡ “a significant deficit in learning to talk, understand, or use any aspect of language appropriately, relative to both environmental and norm-referenced expectations for children of similar developmental level”

Rhea Paul p.4

Another definition…

¡ SLI is a developmental language disorder in which afgected individuals experience language deficits in spite of: § Normal nonverbal intelligence (≥85) § Normal hearing § No overt articulation disorders § No history of social/emotional disturbance § No obvious neurological history § No obvious cause…

SLI/PLI

§ Later onset of first words § Slower overall rate of acquisition § Omission of grammatical suffjxes and function words § Deficits in verbal and nonverbal memory § Less facility with the sound structure of language § Poorer performance on a variety of verbal and nonverbal tasks

SLI/SLI

¡ High incidence of clumsiness ¡ Slower motor responses ¡ Dual Processing Tasks ¡ Hill, E.L. (2001). Non-specific nature of specific language impairment: a review of the literature with regard to concomitant motor impairments. IJLCD, 36, 149-171.

IS SLI SPECIFIC TO LANGUAGE?

To distinguish a language disorder from a difgerence, teams must know the cultural, linguistic, and socioeconomic background of the student and how that background might present itself in the student's performance on an evaluation.

Influencing Factors

¡ Answer your questions… ¡ Home Visits …Observations ¡ Surveys focused on language background ¡ Phone Surveys ¡ Video-tape Parent Child Interactions ¡ Ethnographic Interviews (e.g. Pathways: A Child Journey)

Focus on How you Can Gather Information About Language

¡ In order to support learning and development for

children who are Dual Language Learners (DLLs), early childhood stafg need to understand children’s backgrounds and experiences with more than one

• language. Stafg should gather information from each

child’s parents and family. By gathering enough information to get the full picture of a child’s overall language background, practitioners can “put together the puzzle” of his/her languages and use this information for assessment planning, individualizing and supporting continued progress.

Email: NCCLRinfo@edc.org • Toll Free: 855-494-0331 • http:// eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic

Q’s for Parents & Caregivers

¡ Language background: one, two, or more ¡ What language(s) does your family speak? How much experience (exposure) has your child had with the(se) languages? ¡ Is your child growing up with two languages? If so, what are the languages? ¡ Can you tell me about your child’s use of English, if at all?

Example See Handout

¡ Can you VT ( with FLIP) a 10 minute parent child interaction? ¡ What can you learn from the exchange? ¡ Will it help you determine language proficiency in home language? ¡ How will it help you learn more about a child? ¡ Watch this interaction with Sungbin…

Parent/Child Interactions

¡ Sungbin! ¡ What did you see? ¡ What did you learn? ¡ What does it mean? ¡ How can you use videotape to enhance data collection for interpretation and documentation?

Parent/Child Interactions

¡ Bilingual children perform lower than monolingual children on tests administered only in the mainstream language (Bialystok, Craik, & Luk, 2008b; Bialystok, Luk, Peets, & Yang, 2010;Pearson, Fernández, & Oller, 1993). ¡ Does this contribute to over-representation of DLLs in SPED? YES if only assess in English!

What about use of formal tests?

¡ What is normative populations? Can you use the norms or provide a scores? (E.g. CELF 4 Normed on DLLs in U.S. supported in 1st language…can you use with recent immigrants? What about language loss? ¡ What is the reliability (e.g. “test-retest”) and validity (e.g. “construct validity”) of specific items used? (PLS 5; CELF 4; PPVT in Spanish, )

Use of STAP… Considerations

¡ “If the tests that you use are not standardized on dual language learners, reporting standard/scaled scores would be unethical and misleading as it would not reflect their true performance
 
 While it's okay to administer modified portions of standardized tests to suit our assessment needs, usually we write disclaimers to explain why we are not reporting a standard score
 It might look something like the sample below (+/- given a few variations)”

¡ 


The following tests ____used in today's evaluation were normed on typical English speaking

• children. Testing materials are not available in standardized form for this child unique

bilingual/bicultural background. In accordance with IDEA 2004, offjcial use of standard scores for this child would be inaccurate and misleading, Raw score (# of answered questions) results are presented in descriptive form for comparison with future performance only.

But… I only have time for standardized assessments…

¡ Standardized Testing Limitations in Action: CELF-4 ¡ Issues with construct validity ¡ Discriminant accuracy is weak ¡ Significant bias in many subtests especially for L2 learners and speakers of dialects other than Standard American English ¡ "Disability determinations based on scaled scores or standard scores derived from the CELF-4 should be avoided” ¡ CELF-5

Caveats

¡ Standardized Testing Limitations in Action: PPVT-4
 Problems with construct and content validity, diagnostic accuracy ¡ Experience Bias-tied to a child's experiences and exposure to language, which is influenced by their socioeconomic status (SES) and cultural background

Limitations

¡ BESA; Bilingual English-Spanish Assessment Pena et al 2014. Phonology, Morphosyntax and Semantics in English and Spanish ¡ BESOS; Peña, Bedore, Iglesias, Gutiérrez-Clellen,& Goldstein, 2008) for predicting the long-term risk for language impairment (LI) ¡ Dynamic Assessment Protocols: Word Learning Skills Kapantzoglou, M., Restrepo, M. A., & Thompson, M. S. (2012). Dynamic assessment of word learning skills: Identifying language impairment in bilingual children. Language, Speech, and Hearing Services in Schools, 43(1), 81-96. ¡ Narrative Assessments: Pena et al., 2014, Dynamic Assessment

• f Narrative Ability in English Accurately Identifies Language

Impairment in English Language Learners

Promising Developments: Where are we?

¡ Non-Word Repetition Tasks for Phonological Memory “The findings do not support a monolingual approach to the assessment of bilingual children with non-word repetition tasks, even if children appear fluent speakers in the language of testing. Non-word repetition may assist in the screening of Latino children if used bilingually and in combination with

• ther clinical measures.” Gutiérrez-Clellen et al, 2110

¡ Non-verbal cognitive tasks …processing speed? Kohnert et al, 2010

More…

Vocabulary

¡ Lower vocabulary scores for bilingual children are not necessarily suggestive of language delays or disorders, especially in young children "Typically developing bilingual children frequently show smaller vocabularies, or limited vocabulary for certain topics, in each of their languages than monolingual children

• n standardized and non-standardized tests due to

their limited use or exposure to the languages in certain contexts" ¡ (Sweet, Csillag, and Lebron (2009) Picture Perfect? Validity and Cultural Bias of the PPVT-4 ASHA Convention Handout).

¡ Does 1 + 1 =2? ¡ We know vocabulary is predictive of overall language ability…but with DLLs how we measure and use scores in each language makes a difgerence? ¡ Many children may have lower scores in both languages as vocabulary is “distributed” between two languages or they are in process of acquiring L2 while having “language loss” in L1 Conundrum … Options Include Use of Conceptual vocabulary Scores or Total Vocabulary Scores??? ¡ What does the research tell us?

Vocabulary Assessments

¡ “ a real option for speakers of other languages at this point is the use of dynamic assessment and interviews with caregivers about language development and use. Good use of both can give you a sense of whether you are dealing with a child who has an innate language learning disability versus one who hasn't had much opportunity to develop linguistic skills.”

Options in Dynamic Assessment..

¡ When evaluating and assessment DLLs from CLD backgrounds, focus on information from these main sources: ¡ Parent/Teacher Reports ¡ Language Performance Data (both languages) ¡ Non-language performance data, and ¡ Response to short-term intervention in the form of dynamic assessment …Tier II interventions… ¡ And “judicious use” of any formal assessments

Assessment

¡ Source Identification Intervention Planning

Parent/Teacher Report or Interview

Language Use Q

• Languages of

assessment

• Home and School Needs

Language Use Q

• Language(s) of

Instruction

• Identify Family Priorities

Language Performance Language Sample

• ID forms that may indicate SLI

Narrative Sample

• Describe story organization

Standardized Test: Vocab/ Grammar & Syntax Screeners

• ID Specific language

impairment by comparing to appropriate peer group

Classroom Observation Teacher Reports SALT, Sentence Lengths, Syllables, Words, Morphemes? PPVT, EOWVT, CDI, SELPS for language Proficiency BESOS, BESA, CELF, Other?

Non-linguistic Performance Phonological Memory Processing Speed Non-word repetition task Gutiérrez-Clellen et al, 2110

Rapid naming Spanish Non-Word Repetition

Play to verify typical non- verbal cognitive abilities

TPBA

Learning Measure Dynamic Assessment to rule

• ut lack of experience &

estimate potential for change

Dynamic Assessment

Benefits or Outcomes from Dynamic Assessment: § Enhances accurate identification of CLD children in SPED § Prevents over-identification § Moves beyond eligibility determination to multiple purposes for assessment § Reveals specific teaching strategies for classroom § Enables development of relevant goals and objectives

¡ The goal is not to “teach the test” but “test, teach and retest” ¡ Use Mediated Learning ¡ Obrigata

Test …Teach…Retest

¡ Intentionality: The facilitator focuses on visual and verbal attention and communicates expectation of success. ¡ “Today we are going to work on special names” ¡ Meaning: The facilitator facilitates the learner’s awareness of learning targets by attributing meaning and value to specific behavior. ¡ “Special names help us tell things apart”

Examine the Process

¡ Work with a partner…devise an activity in play that could be used as dynamic assessment by your team…

Can this strategy be adapted 
 for use in evaluations?

¡ Again…You must be able to document … ¡ “the evaluation is suffjciently comprehensive to appropriately identify all of the child’s special education and related services needs, whether or not commonly linked to the disability category. (Answer must be “yes” in order for the student to be eligible for services.) ¡ is is not due to a lack of appropriate instruction ¡ is is not due to limited English proficiency.

Documentation

¡ Do you document parental report? (e.g. “We are worried because Ivan has not developed language like his older brothers and sisters. He seems way behind.”) ¡ Can you document that significant difgerences in language performance were observed and reported in both languages? ¡ How do you document language performance from language samples taken during play?

Sources of Information

¡ Disclaimers

If you use STAP…

The following tests ____used in today's evaluation were normed on typical English speaking children. Testing materials are not available in standardized form for this child unique bilingual/bicultural background. In accordance with IDEA 2004, offjcial use of standard scores for this child would be inaccurate and misleading, Raw score (# of answered questions) results are presented in descriptive form for comparison with future performance only and can be used to indicate ___ is demonstrating diffjculty in consistently processing and remembering information presented verbally. Reduced rate of response was observed when presented with questions in both Spanish and English.

¡ The relationship between L1 and L2 in learning of languages and literacy…Does strengths in L1 transfer to strengths in L2 performance or is targeted language intervention needed in both? ¡ How to measure vocabulary of DLLs in reliable and valid way at any given point in time? ¡ Sensitivity and specificity in predicting risk for disorders when screening ¡ Classification Options: SLP/PLI or Difgerence of are there subgroups in disorder classification that can impact interventions? ( e.g. Is there more than one way to classify DLL language learning?)

The jury is still out about…More research please!

Use of Cultural Mediators, Interpreters and Translators

Supports

¡ “When you do the parent interviews, make sure you have a really good cultural broker to help you with

• that. There are so many nuances to get right! For

example, I find that when I ask Korean parents--has your child ever been seriously ill or had a serious injury? I almost always get a no answer--"No, of course not! My child is so healthy!" So then I smile and congratulate them on their wonderful, healthy

• child. Because how great is it that they feel so

positive about their beautiful child? It makes me happy to hear that. I take a moment to observe the child looking healthy. It makes me smile some more.

Cultural Mediators

¡ But then a few questions later I make sure to ask how many times per year the child has used antibiotics (not whether antibiotics have been used, because there is a temptation to answer no to that, but rather how many times). Often things come out like--"Oh, not much, maybe only four or five times per year." Or--"Just that one time, right before she had the seizure that kept her in the hospital for three days." Which is to say that how you ask the questions, how you respond to the answers, and how you follow up with other questions is really, really important and culturally specific. You will not always get the information you are looking for if you only use

• ne type of question. A cultural broker who does not feel the

need to merely translate your questions should be able to ask--or avoid--questions in ways that can get the information you seek. ”

Cultural Mediators

¡ FADIMAN, The Spirit Catches You and You Fall Down ¡ Have you seen Beyond Words ? www.landlockedfilms.org

Have You Read?

¡ This may be an individual who is: ¡ proficient in English and the child’s language ¡ open to learning their role ¡ willing to take direction and able to maintain confidentiality ¡ “Bilingual Bicultural”

Who is a Cultural Mediator?

¡ It should be a person who is: ¡ skilled in interpersonal relations yet is able to remain neutral and objective ¡ It is preferred that the individual have background in the field of education and has ¡ knowledge of the system. ¡ It is important that this individual not be a member of the child’s family and ¡ be appropriately trained ¡ learn appropriate use of terminology ¡ learn about community resources

Cultural Mediator

¡ Train Bilingual Bicultural Veterans Parents? ¡ teach the ABC’s terms and the jargon so they can explain to parents as necessary? ¡ Confidentiality? ¡ Understanding Culture? ¡ Language Difgerences? ¡ Build Trust & Relationship with Families How Can You Develop Contributions Of a CM/ Interpreter/ Translator to Your Team?

¡ Analisa is a four year old child attending child care. Her teacher is concerned that Analisa does not speak in complete sentences and has diffjculty understanding directions. Her teacher only speaks

• English. The teachers assistant in the class speaks

English and Spanish and has also expressed concerns about Analisa’s language skills in Spanish. Analisa’s parents only speak Spanish.

Analisa

¡ Examples: Where do you see Analisa perform the best? ¡ Is she able to follow directions at home in ____? ¡ Do you and other family members understand Analisa when she speaks in each language? ¡ What contexts are hardest for her and in what language do they occur?

Checklist and Surveys VS Interviews: Establishing Trust

¡ Video Snippets from Cultural Mediators

Learn from Cultural Mediators

¡ How does this information impact your team process and practices? ¡ Do you think the time invested in cultivating and training a cultural mediator would be worth it for your team? ¡ What additional information about use of interpreters, cultural mediators and translators do you need?

Discussion

“Next Steps” Strategies Resources Assign &Time

Next Steps

¡ Talking Stick

¡ What did you learn or confirm? ¡ What do you want more information about? ¡ Quick Exit Survey

End of The Day

Clara Pérez-Méndez Puentes Culturales www.puentesculturales.com clara8352perez@gmail.com 303-459-4529 Susan M. Moore susan.moore@colorado.edu University of Colorado at Boulder Thank you for joining us! See you in January!

Human Resources