step iii: focus on tier 1 instruction

More than Numbers: English Learners and MTSS Saturday CAFÉ: 28 January 2017

Step III: Focus on Tier 1 Instruction of 10

Step III: Focus on Tier 1 Instruction

■ The Nevada English Language Development Standards (adopted March 2015) unequivocally

state that the languages of core content areas are the criteria on which ELs are deemed

proficient in English, implying that both elementary and secondary teachers should now

consider themselves teachers of content area academic language for ELs.

■ The foundation for being able to separate language difference from disability is to ensure a

culturally and linguistically responsive school and instructional environment, including

appropriate and consistent access to Tier 1 instruction.

■ Teachers and classroom support personnel may need to adapt or adjust classroom routines

and differentiate instruction for ELs, and they must remember to:

o hold equally high expectations for all students and

o NOT assume students can’t do or learn something just because they can’t yet do it in

English or in a culturally different classroom environment.

■ Tier 1 instruction may include explicit English language development by EL and general education teachers for both Short-Term and Long-Term ELs.

■ Differentiation for language proficiency may be guided by the WIDA Framework for English

Language Development. Through this framework, including grade-band Can Do Descriptors,

teachers can get an idea of what their ELs are generally capable of in all four language

domains (R/W/L/S), and how they can push them toward the next level.

WIDA resources may be found at www.wida.us in the Download Library.

http://www.wida.us/



Resources Guiding Questions Impacts on learning

Nevada (WIDA) ELD Standards

What is the language that ELs are expected to acquire over the course of their general education?

New ELD Standards recognize that success in

content areas depends largely on a student’s

facility with the different types of discourse,

sentence structure, and vocabulary demanded

by the subject matter.

WIDA Performance Definitions

WIDA Can Do Descriptors

Student language artifacts

What language I can typically expect from ELs at different English proficiency levels and in different language domains?

What are some examples of language supports for different levels in a content area task?

What language is the student using that I can build on and support?

Students can learn and communicate grade-

level content using language that reflects their

current proficiency levels.

When a student is expected to receive (listen,

read) or produce (speak, write) language that is

beyond or below his/her proficiency level, the

result or response may appear to indicate a

learning disability.

Tier 1 Instruction for ELs

What should Tier 1 instruction look like for ELs in elementary and secondary schools?

ELs can learn English through content when

instructional strategies are used to make

content comprehensible.

Tier 1 Instruction Self-Assessment / Observation Tool

What am I doing as a teacher to provide ELs with comprehensible and strategic instruction in my content area(s)?

The 8 components of SIOP are research-based

and proven to improve achievement for both

ELs and non-ELs by focusing on language

instruction and learning strategies that span

content areas.

When content is not comprehensible a student

may develop coping strategies to mask a lack of

academic language skills, which could appear

instead as a disability.

Sample Tier 1 Interventions for ELs

In what ways can I differentiate for English proficiency levels in a content area task?

What are other Tier 1 interventions that can address EL-specific needs?

Interventions designed for native English

speakers may not be applicable to EL needs,

leading to erroneous assumptions that a

disability may be present.



NEVADA ENGLISH LANGUAGE DEVELOPMENT STANDARDS (Adopted March 2015)

These standards represent the social, instructional, and academic language that students need to

engage with peers, educators, and the curriculum in schools.

Standard 1 recognizes the importance of social language in student interaction with peers and

teachers in school and the language students encounter across instructional settings. Standards

2–5 address the language of the content-driven classroom and of textbooks, which typically is

characterized by a more formal register and a specific way of communicating (e.g., academic

vocabulary, specific syntactic structures, and characteristic organizational patterns and

conventions).

The three criteria used to define each level of language proficiency are displayed in two sets of

Performance Definitions (see next page). One set is for receptive language and represents how

ELs process language to comprehend information, ideas, or concepts in either oral or written

communication. The other set of Performance Definitions is for productive language and shows

how students use language to express information, ideas, or concepts in either oral or written

communication.

2012 Amplification of the WIDA English Language Development Standards, (pp. 3 & 7)



TIER 1 INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS

Elementary

In elementary settings ELs of all levels and lengths of time in the U.S. should receive explicit

language instruction appropriate to their proficiency levels. At schools with one or more EL

allocations, this may take place in a co-teaching model with time set aside to focus on language,

and/or at times when specific students may be pulled out for targeted instruction.

At all times, even when there is EL assistance available, the classroom teacher should be aware of

the proficiency levels of all ELs, employing strategies and supports within lessons that explicitly and

purposefully develop student skills in reading, writing, listening, and speaking through the same

content that all students receive. Deliberate attention to academic language development in a

language-rich classroom will accelerate language growth among all students, particularly through

the use of GLAD (Guided Language Acquisition Design) or SIOP models and strategies.

Except in the case of Newcomer ELs, pull-out language instruction should not take the place during

a core content block such as ELA.

Secondary

In secondary schools ELs are provided with Tier 1 EL English instruction through specific courses

aligned to their language development. Procedures and guidelines for placing students in

appropriate EL and general education courses are available from most secondary EL teachers and

through the Department of English Language Learners.

o Content area Tier 1 instruction for secondary ELs, as in elementary, should ideally consist of

lessons employing strategies and supports to explicitly and purposefully develop student skills

in reading, writing, listening, and speaking through the same content that all students receive.

It is preferable that teachers who work with ELs have an English Language Acquisition and

Development (formerly TESL) endorsement and/or be SIOP trained.

o For short-term ELs, Tier 1 sequential EL English courses are provided at the Beginning

(Newcomer), Intermediate, and Advanced levels. English credit is offered for courses at each

level, and these courses may take the place of grade-level English Language arts for the first 2

years at both the middle and high school level. In addition, Newcomer sites should offer

Multicultural Education (to assist in with acculturation and vocabulary development) and EL

Literacy Skills (for those students requiring basic literacy or an introduction to the Roman

alphabet). In high school, the EL Mainstream Support course should be used to assist short-

term ELs in the language and concepts of specific content areas.

o Long-term ELs, if they meet specific criteria, have access to 2 years of EL Academic English. This

full-year course is intended to address gaps in a student’s language development that have

contributed to their lack of academic progress, although it is not a panacea for all that a specific

LTEL may need to succeed in school. This course must be taken concurrently with a grade-level

ELA course.



SAMPLE INSTRUCTIONAL SUPPORTS FOR ELS

Scaffolding language development for ELLs, at least through proficiency level 4,

is essential in making content comprehensible. WIDA categorizes supports as

sensory, graphic, or interactive, with some examples of each below.

“Using graphic organizers with a partner” is an example of combining two types

of supports, interactive and graphic.

Working with a partner is an interactive support because it allows for increased

interaction and engagement of both students. However, working with a partner

is not always enough to scaffold language development. Educators need to

organize their instruction and assessment with intention, based on their

knowledge of student needs. In this example, EL students might also refer to

graphic organizers to remind them of key language needed to collaborate with

their partners.

Sensory Supports Graphic Supports Interactive Supports

Real-life objects (realia)

Manipulatives

Pictures & photographs

Illustrations, diagrams, & drawings

Magazines & newspapers

Physical activities

Videos & films

Broadcasts

Models & figures

Charts

Graphic organizers

Tables

Graphs

Timelines

Number lines

In pairs or partners

In triads or small groups

In a whole group

Using cooperative group structures

With the Internet (websites) or software programs

In the native language (L1)

With mentors

2012 Amplification of the WIDA English Language Development Standards, (p. 11)



Tier 1 Instruction for ELs

Self-Assessment

The Sheltered Instruction Observation Protocol (SIOP®)

Directions: Using the features below, mark the box that most closely represents your current teaching practices.

D = Daily; O = Occasionally; N = Never

D O N 1. Lesson Preparation

1. Clearly defined content objectives for students.

2. Clearly defined language objectives for students

3. Content concepts appropriate for age and educational background level of

students.

4. Supplementary materials used to a high degree, making the lesson clear and

meaningful (e.g., computer programs, graphs, models, visuals).

5. Adaptation of content (e.g., text, assignments) to all levels of student

proficiency.

6. Meaningful activities that integrate lesson concepts (e.g., survey, letter writing,

simulations, constructing models) with language practice opportunities for reading,

writing, listening, and/or speaking.

2. Building Background

7. Concepts explicitly linked to students’ background experiences.

8. Links explicitly made between past learning and new concepts.

9. Key vocabulary emphasized (e.g., introduced, written, repeated and highlighted

for students to see)

3. Comprehensible Input

10. Speech appropriate for students’ proficiency level (e.g. slower rate, enunciation,

and simple sentence structure for beginners).

11. Explanation of academic tasks clear.

12. Use a variety of techniques to make content concepts clear (e.g., modeling,

visuals, hands-on activities, demonstrations, gestures, body language.

Teacher _____________________________

Date: _______________________________ School______________________________

Grade: _____________________________ Class/Topic __________________________

EL Levels __________________________ Lesson: Multi-day Single-day (Circle one)



D = Daily; O = Occasionally; N = Never

D O N

4. Strategies

13. Ample opportunities provided for students to use strategies.

14. Consistent use of scaffolding techniques throughout lesson, assisting and

supporting student understanding, such as think-alouds.

15. Teacher uses a variety of question types, including those that promote higher-

order thinking skills throughout the lesson (e.g., literal, analytical, and interpretive

questions.)

5. Interaction

16. Frequent opportunities for interactions and discussion between teacher/student and

among students, which encourage elaborated responses about lesson concepts.

17. Grouping configurations support language and content objectives of the lesson.

18. Consistently provides sufficient wait time for student response.

19. Ample opportunities for students to clarify key concepts in L1.

6. Practice and Application

20. Provides hands-on materials and/or manipulatives for students to practice using

new content knowledge.

21. Provides activities for students to apply content and language knowledge in the

classroom.

22. Uses activities that integrate all language skills (i.e., reading, writing, listening,

speaking.)

7. Lesson Delivery

23. Content Objectives clearly supported by lesson delivery.

24. Language Objectives clearly supported by lesson delivery.

25. Students engaged approximately 90 – 100% of the period.

26. Pacing of the lesson appropriate to the students’ ability level.

8. Review and Assessment

27. Comprehensive review of key vocabulary.

28. Comprehensive review of key components.

29. Regularly provides feedback to students on their output (e.g., language, content,

work.)

30. Conducts assessment of student comprehension and learning of all lesson

objectives (e.g., spot checking, group response) throughout the lesson.



SAMPLE TIER 1 INTERVENTIONS FOR ELS With page references from RTI for Diverse Learners (Collier, 2010).

READINESS & RESILIENCY Intervention Purpose (partial) Brief Description Notes for ELL/CLD students page

1. Proximity

Increase time on task

Redirect attention

Reassure frustrated students

Strategic grouping, teacher circulation, sitting/standing near or next to student, touch on shoulder

All cultures have unspoken norms regarding proximity and relative positions that may convey power or control.

Teachers should become familiar with norms in a student’s culture if expecting this strategy to promote learning.

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2. Reduced Stimuli

Enhance focus on learning

Reduce response fatigue

Reduce culture shock

Start with relatively blank walls, empty spaces; monitor use of auditory materials. Display or use materials after introduction to content.

Newcomer ELLs (and students with some neurological conditions) may be overwhelmed by lots of unfamiliar sights, sounds, objects, and miscellany.

Students may find it difficult to know what is important to attend to, and when.

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8. Peer/School Adaptation Process Support

Build awareness of adaptation process

Strengthen ability to discuss feelings

Reduce anxiety and stress

Successful older students assist younger students; peer support groups are established

Teachers must be prepared to deal with prejudice and cultural/class differences, even among students from the same language background.

Students may be slow to interact until comfort and trust levels established.

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COMMUNICATION, LITERACY, BEHAVIOR, COGNITIVE ISSUES Intervention Purpose (partial) Brief Description Notes for ELL/CLD students page

11. Bilingual Texts

Build on existing language skills

Develop cognitive academic language

Strengthen knowledge of academic content

Provide parallel texts and reference texts in home languages.

(For Spanish, see www.ColorinColorado.org and www.conevyt.org.mx.)

Not all ELL/CLD students are literate in their home languages – for these students, video/audio supports may prove useful.

Bilingual picture dictionaries are practical references for younger and/or less educated students.

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14. Guided Practices and Planned Interaction

Build awareness of appropriate school language and rules for communication behaviors.

Reduce anxiety and response fatigue

Mainstream and/or bilingual peers/specialists, model how to act or speak in given school culture situations; ELLs practice with partners and groups.

It is important to have the example speakers be people with whom the students are familiar and comfortable.

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36. Personal Timelines

Encourage pride in personal history

Build transfer skills

Strengthen school-home partnerships

All students participate; teacher selects a length of time or significant event; students research personal or family history during this time, then write and illustrate books or timelines.

Students may be reluctant to discuss certain time periods if difficult or painful things occurred. Teacher must be prepared to deal with sensitive information.

Students may share more as they become more comfortable and gain more language.

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http://www.colorincolorado.org/

http://www.conevyt.org.mx/



Intervention Purpose (partial) Brief Description Notes for ELL/CLD students page

38. Consistent Sequence (Routines)

Improve confidence in academic interactions

Reduce distractibility

Teacher presents content with same instructional language and direction sequences; posters provide reinforcement.

Newcomers and students with little formal education may become confused by seeming randomness of instruction.

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44. Learning Centers or Stations

Build confidence in independent work

Reinforce content lessons

Improve access to prior knowledge

Areas can be formal or informal, should be marked by signs, symbols, or colors. Centers are distinct content locations; stations work in concert with one another.

ELL/CLD students should not go to separate learning centers for their first exposure to content or task – should receive direct instruction, including modeling and guided practice.

After preparation, ELLs should join in with mainstream peers.

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46. Active Processing

Build awareness of learning

Develop academic language

Reduce off-task behaviors

Students work through a task aloud, naming each step and asking questions, e.g.:

- What is my task?

- What do I need to do to complete my task?

- How will I know the task is done correctly?

Strategy preparation can be done in home language if possible.

Students at lower proficiency levels will need explicit modeling and guidance to use steps in English.

Active processing can be used in any content are or grade level.

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50. Organization Strategy: Sorting

Develop analytical skills

Develop association skills

Develop concept/ vocab knowledge

Students work in small groups; teacher provides boxes or lists of mixed items/words; after open sort, specific attributes may be provided for sorting into categories.

Strategy preparation can be done in home language if possible.

Cultures have different ways of conceptualizing common attributes of groups of objects; explicit instruction may be required to teach content-specific categorizations.

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57. Alternate Response Methods

Facilitate learning

Accommodate diverse learning styles and language proficiency levels

Develop task completion

All students respond to questions in a manner compatible with ability or preference, e.g.:

- Writing

- Audio recording

- Illustrating

Some ELL/CLD students may be unfamiliar with having choice in the classroom.

Demonstrate how the various responses can be made, including modeling, role-playing, etc.

Detailed descriptions of Tier 1 and Tier 2 and 3 interventions are contained in RTI for Diverse Learners: More Than 200

Instructional Interventions (Collier, 2010) ISBN978-1-4129-7162-1.

step iii: focus on tier 1 instruction

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