漢字 は 分かり易い

1. “RADICAL” RTI Sino-Japanese As A Strengths-Based Response To Intervention (RTI)for ELLs with Learning Disabilities 漢字は 分かり易い Camille Jones FINAL PROJECT Part I EDSP 5304

4. RTI Intervention Enriched By Invention • This is the story of how an affiliated community of classrooms responded to an urge for intervention with invention. • For this community, their story entails believing that world languages could help them to re-represent the possible. • Their efforts led to a multiyear program grant from the Japan Foundation aimed at making Asian languages also accessible for Special Needs Spanish Speakers! • When they re-represented reading and its challenges in terms of those new languages, they were able to say that…

5. 漢字 は 分かり易い Kanji Are Easy to Understand!

6. Why Radical RTI? Community-Based Rationales • In 2009-11, I taught 23 second grade Bilingual-ELL students –of whom 91% were from the mountainous regions of Guerrero Province in southerm Mexico.

7. What my parents think Language should do affects me too! • Access to schooling in particularly mountainous areas of these states (where some parents were raised) remains variable. Recent INEGI (Mexican government ) statistics found Guerrero to have the second highest school leaver rate in Mexico.

8. What my parents think Language should do affects me too! • Gynecological, dental, ophthalmological and prenatal care access exists for 1/10,000 women according to state data. I shared this information with my colleagues (and my students’ parents) to help them proactively anticipate that our learners across grades from these same families may have hidden hearing and vision needs. This is important because lack of medical access in young children can affect hearing, vision and processing of instruction.

9. What my parents think Language should do affects me too! • Sections of Guerrero where parents were raised use or speak indigenous dialects other than Spanish. This affects literacy levels: overall, Spanish proficiency amongst parents is highest with oral registers, while parent English proficiency remains at Beginning levels in three of the four English language domains.

10. What my parents think Language should do affects me too! • Home tendencies to model language orally affects classroom pragmatics, peer interactions in cooperative grouping, and transfer of words from Spanish to English amongst parents and children (e.g. “moqueta” often becomes “carpeta”, “camioneta is troca”, “almuerzo is “lonche”, multigrade classes are called “clases mixteadas”). Parent ages are also quite young—the oldest parent (based on Mexico drivers license information) is 39. Mothers expecting children affects tutorial participation and parent participation in workshops and school events. Parent prior schooling factors affect current family ideas about both the functions and priorities of school-based activities.

11. Radical RTI: A Family Traditions Rationale • In some homes, families mixed Spanish with local indigenous languages withvaried reading and writing structures. Some of these languages were symbolic, others were phonemic. Everything starts with the family and its notions of L1: See NEPO NIPPO Numeracy – NABE 2010 • Some students were learning oral Amuzgo or oral versions of Nahuatl from someone in the family. Nahuatl is the old Aztec language of of Mexico. The next slide models how Nahuatl is represented.

13. Our Oral Language is Literary and Numeric

15. Old Aztec Language Can Be Poetic, Lyric, Symbolic and Honorific – like Japanese –

16. A Phonemic-Based Rationale: • At the beginning of the first year, 86% of these very were very far behind in Spanish – presumably their 1st language. Most interestingly, many of their in-class responses demonstrated phonemic confusion. • E.g. “Give me a word whose initial syllable sounds like the first one in Michoacan. (pronounced “me”) Answer: “Michael Jackson.” (pronounced “my”) • Most needed explicit and intense letter sound syllable literacy instruction to master L1 sounds, texts and concepts. Some needed additional instruction as RTI Tier 2 and/or RTI Tier 3 students. • RTI Tier 2 students stayed everyday after school. The 5 RTI Tier 3 students had one-on-one RTI. DIBELS and IDELS support for 30 minutes in a given morning for at least 6 months.

17. Radical RTI: A Data-Driven Rationale: • As “at-promise” readers received one-on-one support, drew upon SIOP and RTI strategies and non-linguistic representations and connected with enrichment learning, they begin to improve significantly. By the end of Year 1, EVAAS data showed that they 87% of them grew more than 2 grade levels in literacy skills.

18. And the others? A “History of Others Kids Who Could”Rationale • The majority of the class moved higher, yet there were still some who struggled in L1 as well as in L2. Why? • Once before I had several at-promise students aged 12 in the 3rdgrade needed a new way to envision math and reading--to see the patterns so as to make greater math meaning. • Their classmates knew that I started as an Asian language teacher at a local magnet school. Their exposure to character-based concepts led them to feel that this would work for them.

19. And the others? A Re-Representation Works Best Rationale • One diagnostic initially given to them used other number systems – including Japanese and Chinese. If the student understood the values associated with a character in Babylonian, Egyptian or Japanese, the problem was not the kids' capacity, the problem was the representation.

20. And the others? History of Kids-Based Rationale • I offered Japanese Math as an experiment. Using Japanese context clues to master concepts, to review and learn anew and thus to drive results. Gains were regularly monitored and shared with the administration. • By Spring, Japanese Math Club members began to show improvement in Geometry, Measurement and Problem Solving domains within a four-month period. Final gains were shared with the SDMC.

21. Radical RTI: A Kid-Based Rationale • As they begin to pick up on English challenges mastering English phonemic processes, they benefitted from intervention methods that allowed them to semantically process concepts for meaning rather than phonologically process concepts through sound.

22. Why Radical RTI? A Kid-Based Rationale with Results • The upshot was that the students began to show improvement on Geometry, Measurement and Problem Solving domains in a two month period. Gains were regularly monitored and shared with the SDMC team. • On SAT10 testing that year, the 12 (now 13 year old) got PHS in all math domains. Five other students got PHS in all domains too.

23. Why Radical RTI? • IBPREP presented S.T.E.M. content in Japanese--scaffolded through both English and Spanish (depending on the section). It uses IB Themes and interdisciplinary goals so it enriches ALL learners as it reviews the literacy and numeracy skills they already know. http://www.ibprepmacgregor.com/IB-PREP-JAPAN.html • So, this Kanji-based program granted funding as IBPREP (which was turned down) later became known as Radical RTI. • Radical RTI works particularly to support special needs learners or Newcomers who have untapped gifts, who are Spanish or other language speakers still learning literacy in both languages and thus need Tiered intervention support in school.   http://www.radicalrti.com/default.html

24. The Challenge:Using a symbolic language that created logographic and/or semantic clues as tocontent in English and Spanish worked for math.Could it Work for Reading (Accuracy, Fluency, Word Attack, Letter Sound Associations) in Spanish as well?

25. Why this Project? Research-Based Rationales RESEARCH BASED RATIONALES: • How might Spanish-speaking and/or ELL students with challenges mastering English phonemic processes benefit from intervention methods that allow them to semantically process concepts for meaning rather than phonologically process concepts through sound? • Brain research recently conducted at Yale and other universities has found that some students evidencing processing disabilities in English can benefit from intervention strategies that draw on symbol-based methods for helping them make meaning through right-brain processing of ideas.

28. What is to be done? How to Make Radical RTI Meaningful for ELLs with LD in Spanish and English

29. RADICAL RTI – HOW TO STEPS • 1. Universal Screening in BOTH English and Spanish (Use IDELS and DIBELS for example) to ascertain letter sound fluency. Start with Spanish! • 2. Draw upon miscue analysis and errors to generate a list and lessons from which corresponding sounds in Japanese --represented semantically and visually through Kanji – will be used to bridge the phonological sounds to the semantic meaning and thus reinforce accuracy in both languages. • [SEE PART 2] The Mechanics of Radical RTI

30. Purpose for this Project (目的) • To use Sino-Japanese semantics to help special needs learners understand and retain critical content area concepts & skills in reading, math and science—strengthening executive functions. • To apply Kanji-driven semantic categories to subjects otherwise seen as complex; • To examine ways in which Sino-Japanese characters offer semantic or context clues; • To examine ways to integrate these Sino-Japanese symbolic concepts across disciplines, using themes like science, the environment, and the greening of places and spaces.

31. Purpose for this Project (目的) • This project applies the components of Response to Intervention: universal screening and diagnostics, progress monitoring, assessment for learning, etc to help Spanish-speaking ELLs with Learning Disabilities or difficulties with phonological processsing in Spanish and English find phonological-friendly ways to make meaning from concepts accessed on the semantic rather than on the phonological level. • To apply Kanji-driven semantic categories to subjects otherwise seen as complex; • To examine ways in which Sino-Japanese characters offer semantic or context clues; • To examine ways to integrate these Sino-Japanese symbolic concepts across disciplines, using themes like science, the environment, and the greening of places and spaces.

32. SIG GOAL: Use Language Supersystems to Creatively & Metacognitively Connect Conceptual Representations Across World Languages (目的) • We argue that Chinese & Japanese can offer different representations of concepts that give “special needs” students semantic clues as to meaning. Japanese is of special interest for hispano hablante learners. • We would use Kanji semantic clues in RTI settings to help learners build conceptual abilities across disciplines. • We apply Rio 2012’s sustainability theme to integrated “radical” RTI methods that draw on the properties of these languages to build special needs learners capacity & gifts.

33. Your Class for Today – look in your envelope for your RTI champ!

34. WHAT IS RTI? A LOOK AT ITS COMPONENTS

36. What does RTI aim to do? • Response to Intervention often abbreviated RTI or RtI) is an academic intervention method used to provide early, systematic assistance to those having difficulty learning. • RTI tries to prevent academic failure through 1) early intervention, 2) frequent progress measurement, and 3) increasingly intensive research-based instructional interventions for children who continue to have “difficulty.” • The idea: students who do not show a response to “effective interventions” are more likely to have biologically-based learning disabilities and to be in need of “special education.”

37. Teacher says to the Intervention Assistance Team (IAT): Luis “Luis, won’t read…I have to tell him over and over again…” He needs help…

38. What Might RTI Tell Us About What Kids Can Do? • RTI methods were developed as an alternative to the ability–achievement "discrepancy model," which requires children to exhibit a discrepancy between their ability and academic achievement (as measured by their grades and standardized testing). • RTI Proponents claim that RTI clarifies the Specific Learning Disability (SLD) category of IDEA 2004. RTI opponents claim that it simply identifies low achieving students rather than students with learning disabilities. • Could RTI be used to offer access to new ways of learning? What if the “discrepancy” was related to the representation of the concept?

39. Before and Now RTI • Before, we checked for phonemic understanding and alphabetic principle mastery as the gateway to comprehension using RTI strategies. • Now, we also check for conceptual understanding, using learner-centered enhanced RTI strategies to screen for abilities as well as discrepancies…

40. Sousa On How the Brain Learns to Read So, how we read levels in language representation matter to our minds! Let’s look to become Lords of the linguistic rings for a minute…

41. 言語学 Which Level of Intervention?

42. Kanji-kyo as Metaphor for the Mind

43. World Writing Systems Classified into 3 Types based on Language UnitsRepresented • World Writing Systems are conventionally classified into three types according to the language units they represent: alphabetic, syllabic & logographic/morphographic systems In kanji, therefore, there are essentially no sub-word regularities governing the correspondence between orthography and phonology; the pronunciation of a kanji word can only be computed by whole word procedures.

44. 3 Types of Systems • In alphabetic systems, individual letters represent phonemes of the language, as in English, French or Italian. • In syllabic systems, characters stand for syllables (or moras) rather than phonemes, as in Japanese kana. る • In morphographic or logographic systems, each character represents a lexical morpheme of the language or a word; Japanese kanji belongs to this type.

45. Before and Now Asian Language Teaching • Before, we introduced Japanese and Chinese for phonetic understanding--using mostly kana or alphabet-oriented language methods and strategies. • Now, we also introduce Japanese and Chinese through Kanji to build conceptual understanding, using enhanced learner-centered language methods and strategies

46. What is to be done? How to Make Radical RTI Meaningful for ELLs with LD in Spanish and English

47. RADICAL RTI – HOW TO STEPS • 1. Universal Screening in BOTH English and Spanish (Use IDELS and DIBELS for example) to ascertain letter sound fluency. Start with Spanish! • 2. Draw upon miscue analysis and errors to generate a list and lessons from which corresponding sounds in Japanese --represented semantically and visually through Kanji – will be used to bridge the phonological sounds to the semantic meaning and thus reinforce accuracy in both languages.

48. Radicals are associated with specific sounds which make up Kanji and then words, sentences and ideas

49. Japanese Learning System in Japan

50. METHODS & GAMES FOR IMPLEMENTING RADICAL RTI A few examples