7 steps for separating difference & disability: the prisim model prisim: pyramid of resilience,...

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 CollierAll Rights Reserved

7 Steps for Separating Difference & Disability

Step 1 Building & Sustaining a Foundation for LearningStep 2 Establishing & Supporting ResiliencyStep 3 Instructional Intervention & Differentiated InstructionStep 4 Intensive Intervention with Progress MonitoringStep 5 Resolution or ReferralStep 6 Integrated Services & Cross-cultural IEPsStep 7 Maintaining Staff & Programs Serving CLDE


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


PRISIM Step 1: Building & Sustaining a Foundation for Learning


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


Discuss what the “foundation” should be like in your district

for a student like José.

Write your ideas down on your diagram.

Step 1: Foundation


PRISIM Application Step 1

Building & Sustaining a Foundation for Learning

What will you have in your foundation?1. Personnel2. Families3. Programs4. Resources5. Processes


PRISIM Step 2: Establishing & Supporting Resiliency


Building Literacy foundation

TPR in all content areas

Bilingual Instructional support


Facilitating Readiness Skills

Facilitating & Sustaining Readiness to Learn

Sustaining Oral Proficiency L1

Scaffolding in all content areas

What we recommend for Step 21. 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.


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.

Step 2



Establishing & Supporting Resiliency

How will you facilitate resiliency in your students?1. Personnel2. Families3. Programs4. Resources5. Processes© 2012 Dr. Catherine Collier

All Rights Reserved

PRISIM Step 3: Instructional Intervention & Differentiated Instruction



Oral Proficiency L1

Expanded TPR

Transitional Bilingual

Analogies

VisualizationSelf monitoring


Phonology transfers

Syntax issues

Strengthen L1 base

What we recommend for Step 31. 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.


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.


Step 3



Instructional Intervention & Differentiated Instruction

How will you differentiate instruction & intervention?1. Personnel2. Families3. Programs4. Resources5. Processes


PRISIM Step 4: Intensive Intervention with Progress Monitoring



Stepped proximics

Miscue analysis

Visual math

Individualized dynamic analysis

What we recommend for Step 41. 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.


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.


Step 4



Intensive Intervention & Progress Monitoring

How will you monitor student progress?1. Personnel2. Families3. Programs4. Resources5. Processes


PRISIM Step 5: Resolution or Referral


What we recommend for Step 5After a formal referral:1. Crosscultural evaluation based upon the outcomes of the instructional

intervention2. Test Evaluation Checklist3. CrossCultural Administration of Standardized TestsIf the student is eligible for SE & ESL services:4. Integrated plan of services.5. Cross-cultural IEP.6. Continued language and acculturation support.If the student is not eligible for SE services:7. Integrated plan of services within the general education program.8. Continued language and acculturation support.


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?


Step 5



Resolution or Referral

How will you decide?1.Personnel2.Families3.Programs4.Resources5.Processes


PRISIM Step 6: Integrated Services & Cross-cultural IEPs


IEP504

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.


Step 6



Integrated Services & Cross-cultural IEPs

How will you integrate services?1.Personnel2.Families3.Programs4.Resources5.Processes



Oral Proficiency L1

PRISIM Step 7 : Maintaining Staff & Programs Serving CLDE & Families


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.


Step 7



Maintaining Staff & Programs Serving CLDE

How will you maintain personnel readiness?1. Personnel2. Families3. Programs4. Resources5. Processes


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