While preparing for a module for one of my courses I started to research and read about Tier 2 supplemental interventions that are culturally and linguistically responsive and found Project LEE (Project ELLIPSES, Project LEE, & Project ELITE. (2020). Meeting the needs of English learners with and without disabilities: Brief 2, Evidence-based Tier 2 intervention practices for English learners showcases the PLUSS Framework to enhance existing intervention programs.
The demographic landscape of U.S. public schools shows a steady rise in the population of English Learners (ELs) since 2000, increasing from 8% to 10.3 percent, or 5.0 million students in the fall of 2020. According to NCES, in 2021–22, the number of students ages 3–21 who received special education and/or related services under the Individuals with Disabilities Education Act (IDEA) was 7.3 million, or the equivalent of 15 percent of all public school students. Among students receiving special education and/or related services, the most common category of disability was specific learning disabilities (32 percent). Given this context, the implementation of Tier 2 interventions tailored to address the specific academic challenges faced by ELs has emerged as critically important.
The PLUSS framework involves:
- Preteaching critical vocabulary and priming background knowledge
- Language modeling and opportunities for practice,
- Using visuals and graphic organizers
- Systematic and explicit instruction
- Strategic use of native language and teaching for transfer.
I added one more facet as shown in my infographic
+ M – Monitor progress
Overview of Tier 2 Intervention for ELs:
Typically, Tier 2 intervention is activated for students who fall within the lowest 20% based on screening assessments. These interventions are shaped by ongoing assessment outcomes to incorporate developmentally appropriate evidence-based best practices that cater specifically to the needs of linguistically diverse learners. In small group settings, interventions seamlessly integrate listening, speaking, reading, and writing skills, employing explicit and strategic instructional practices. Guided and independent practice, accompanied by corrective feedback, assumes a central role within these interventions.
Linan-Thompson and colleagues (2018) emphasize the importance of integrating culturally responsive practice (CRP) domains into all aspects of teaching to create optimal learning conditions for English learners (ELs). These four CRP domains include instructional strategies that are evidence-based and tailored to support EL learning, teaching that respects and incorporates ELs’ native language, fostering strong relationships and a supportive learning environment, and developing deep knowledge of students’ cultural, ethnic, racial, and social identities. When these practices are not integrated into instruction, ELs may struggle or disengage, showing symptoms that can be mistaken for learning disabilities, such as attention issues, poor comprehension, and low academic achievement.
Tier 2 intervention should provide equitable and evidence-based learning opportunities, including pre-teaching vocabulary, activating background knowledge, and making connections to cross-curricular topics, while also bridging the gap between the students’ cultural and linguistic backgrounds and the instructional approach. One best practice for teachers working with linguistically diverse students is using the SIOP (Sheltered Instruction Observation Protocol) model which provides a comprehensive framework that promotes equitable and effective instruction by using strategies such as pre-teaching vocabulary and activating background knowledge.
References:
Project ELLIPSES, Project LEE, & Project ELITE². (2020). Meeting the needs of English learners with and without disabilities: Brief 2, Evidence-based Tier 2 intervention practices for English learners. U.S. Office of Special Education Programs.
Linan-Thompson, S., Lara-Martinez, J. A., & Cavazos, L. O. (2018). Exploring the intersection of evidence-based practices and culturally and linguistically responsive practices. Intervention in School and Clinic, 54(1), 6–13.
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