1. The Three-Tiered Model and SIOP: How do we meet the needs of struggling students? Adapted from Sheltered Content Instruction: Teaching English Learners with Diverse Abilities

2. Common characteristics of struggling learners Withdrawn behavior Memory difficulty Attention problems Poor academic performance ? ? ?

3. Language difficulty, or learning disability? How can we tell?

4. Factors that can slow academic progress for ELLS Strain of adapting to a new culture Inconsistent language instruction at critical developmental stages High transiency rates Mismatch between school expectations and those of student’s family Insufficient academic background Low English proficiency Inadequate instruction Lack of continuity between instructional programs

5. Before referring an ELL for testing: Consider aforementioned factors – could they be affecting the student in question? Assess native language knowledge Talk with parents regarding student’s performance/abilities at home Ensure that student is receiving sheltered instruction in the area(s) in which he/she is struggling

6. Planning Interventions

7. Interventions at Tier 1 People responsible: Classroom teacher, ESL teacher in conjunction Adapt tasks to students’ strengths so they can experience success Plan around the linguistic characteristics of the learner Identify what student can do academically and linguistically based on assessment data (WIDA-ACCESS) Start teaching at appropriate level (i+1) using sheltered instruction techniques known to be effective with ELLs Involve parents in the teaching and learning process Make directions clear and simple; adjust workload and time requirements as needed Model processes and strategies as they are unfamiliar to many ELLs

8. If student still lags behind after quality instruction at Tier 1… Bring student to SST. Consider home and family situation, levels of native language functioning, English proficiency, attendance, and health concerns. Form a plan for more intensive interventions: Tier 2

9. Steps to take at Tier 2 People responsible: classroom teacher, ESL teacher, resource teachers, tutors, parents Communicate with parents and learn as much as possible about student’s background and competence in L1 and L2 Document progress or lack thereof Ensure that student’s teachers are trained in sheltered instruction Ensure that curriculum and interventions used are proven effective for ELLs

10. If student does not respond to intensive interventions at Tier 2…

11. Tier 3 Should only be about 5 percent of population Interventions such as those offered by Title I, district remediation programs, and special education; usually long-term Eligibility should be determined by data collected as student was moved through Tiers 1 and 2 Parents should be well-informed and very involved in deciding which steps to take next to help struggling student

12. If student is placed in special education, the IEP should include: Assessment in both native language and English Goals should include development of English and native language, if possible Instructional practices known to be effective for ELLs (such as SIOP)

13. The Three-Tiered Model and SIOP A systematic approach to interventions + Teamwork between regular classroom and ESL =

14. A chance for success for English language learners with diverse abilities