# data[].attributes.attachment_link.title
EDU 512 Teaching Direct Instruction Lesson

# data[].attributes.attachment_link.title
History of Native Americans for Kids - Timelines - Animation

# data[].attributes.attachment_link.title
California Coast Indians from Shaping America

# data[].attributes.attachment_link.title
EDU 512 TPE Examples of Observable Evidence

# data[].attributes.attachment_link.readable_text
What are SDAIE Strategies?
As classrooms become more culturally diverse, it is crucial for teachers to be familiar with strategies that can help students struggling with the English language (English Language Learners). Specially Designed Academic Instruction in English (SDAIE) is a teaching approach that uses various strategies to teach academic content to ELL students.

SDAIE strategies focus on curriculum and teaching content to students, as compared to ESL curriculum, which focuses more on developing students' English language skills.

Using SDAIE strategies helps teachers differentiate instruction to suit the learning needs of ELL students. Teachers can apply these strategies to instruction, and use them as assessment tools.

Teachers following SDAIE practices help ELL students by:

1. Analyzing material from point of view of students with limited English proficiency.

2. Activating students background knowledge.

3. Presenting material and lessons orally as well as increasing the use of visuals, graphic organizers, manipulative and hands-on-learning experiences.

4. Using simple language for communicating as well as limiting the use of idioms, jargon and complex sentence structures.

5. Reinforcing learning of language along with content and curriculum.

6. Regularly assessing and monitoring student progress.

These goals are achieved in the following ways:

Bridging or Activating Knowledge: Teachers help students establish connections between current topics and previous knowledge through use of images, brainstorming, and strategies like quick-writes, think-pair-share, and previewing text.

Contextualization: Students are taught to familiarize themselves with unknown concepts by experiencing them directly through demonstrations, media, realia and hands-on learning opportunities.

Metacognitive Development: Teachers equip students with the skills and vocabulary essential for learning.

Modelling: Teachers can set examples for students in the language they want students to use. This includes speaking slowly and clearly, using correct vocabulary. Teachers may also use peer interactions and student discussions to instill language and communicative skills in ELL students. Student discussions are useful as they provide ELL students with an opportunity to:

Practice both their listening and speaking skills.

To share their opinions and thoughts on topics in a safe environment.

Actively participate in a group without fearing judgement or ridicule.

Schema-Building: Students learn to explore, identify, and compare relationships between concepts through strategies such as jigsaw learning, peer teaching, and project-based learning.

Representations: Students are instructed to represent their understanding of a material through drawings and presentations.

SDAIE strategies streamline teachers' efforts at presenting academic content to ELL students in ways that enable them to attain academic excellence.
Like this article for teachers?
Browse the Professional Learning Board COURSE CATALOG to find related online courses for teachers in your state. Professional Learning Board is a leading provider of online professional development classes that teachers use to renew a teaching license or renew a teaching certificate.

About Network

# data[].attributes.attachment_link.description
Using SDAIE strategies helps teachers differentiate instruction to suit the learning needs of ELL students. Analyzing material from point of view of students with limited English proficiency. Activating students background knowledge. Presenting material and lessons orally as well as increasing the use of visuals, graphic organizers, manipulative and hands-on-learning experiences.

# data[].attributes.attachment_link.readable_text
English Language Development (ELD) is a systematic instructional model designed to develop the English
language proficiency of English language learners (i.e., students who speak English as a second language). ELD instruction
emphasizes the development of all four language domains: reading, writing, listening, and speaking. Effective ELD programs
include the following components:

Phonology: the sound system of English

Morphology: the forms and formation of words, including prefixes, affixes, suffixes, root words, inflections, etc.

Syntax: the structure of language, including the rules that govern phrases and sentences

Semantics:
the meaning of language, including vocabulary and academic language

Language functions: the
purposes of languages

Language forms and structures: grammar and language structures

Pragmatics: situational appropriateness of language use

During the English language development (ELD) instructional
block, instruction is differentiated in order to meet the needs of students who are at various levels of English language
development. There are five different English proficiency levels within the second language development continuum: beginning,
early intermediate, intermediate, early advanced, and advanced. Instructional techniques and language development expectations
will vary depending upon each student's particular needs as well as their respective English proficiency levels.

ELD can be taught during a separate ELD instructional block that focuses exclusively on language, or can be integrated
with Science and Social Studies during a separate content-based ELD block. Content-based ELD is an instructional model of
ELD that integrates both content objectives (i.e., Science, Social Studies) with ELD language objectives (i.e., ELD standards,
English Language Arts standards). Content-based ELD promotes language development through the medium of content, with a
focus on such language features as phonology, morphology, syntax, language structures and forms, academic language, language
functions and other features. Content-based ELD is only considered to be English Language Development if ELD language objectives
are integrated with content objectives. You can find additional information about content-based ELD by visiting the pages
about the or . Additional resources on content-based ELD can also be found in the as well as throughout the ELD Strategies website.

Schools are required to provide English language development or ESL services to all English language learners, regardless
of proficiency level, until they have been reclassified to Fluent English proficient. Teachers must be aware of the proficiency
levels in English in order to ensure that students are receiving ELD or ESL services that are appropriate to their respective
English proficiency levels.

# data[].attributes.attachment_link.description
English Language Development (ELD) is a systematic instructional model designed to develop the English language proficiency of English language learners (i.e., students who speak English as a second language). ELD instruction emphasizes the development of all four language domains: reading, writing, listening, and speaking.

# data[].attributes.attachment_link.title
SLD-Cognitive Abilities (Assoc Concep Exp) Definition Accommodations 20

# data[].attributes.attachment_link.title
EDU 512 Final Exam Professional Analysis 

# data[].attributes.attachment_link.readable_text
You may have heard the term "multi-tiered framework" along with other related acronyms like RTI, PBIS, MTSS when people talk about helping and supporting students... but what do these terms actually mean and how are they related? Let's break this down below.

MTSS

MTSS stands for multi-tiered systems of support. It is a framework to provide academic and behavioral supports for all students based on their individual needs. Because different students have different strengths and needs, tailored levels of support are more likely to help them succeed in school. "Multi-tiered" generally refers to three tiers that correspond to different intensities of the support:

Tier 1, or school-wide support, is provided as the foundation of the "pyramid of support" to all students. In an MTSS framework, Tier 1 supports are intended to prevent challenges from occurring in the first place. As such, this involves teaching critical skills and behaviors that all students are expected to learn. For example, students learn core academic content through high quality evidence-based instruction in the classroom along with universal screening and progress monitoring. School staff also teach students clear rules and expectations for behaviors in and out of the classroom. In a school that is effectively implementing these school-wide supports it is estimated that a majority of students (80-90%) will respond positively. For example, this means that if there are 100 total students at Pyramid Elementary School, about 80-90 students will follow school rules and respond well to general classroom instruction.

But then, this leaves about 10-20 students who may need more support to be successful. These students may exhibit difficulties with learning specific academic content or following rules more often than their peers, causing delays in instruction and/or behavior problems. For these students, school staff can provide more focused, or " Tier 2 " supports, which are more specialized or targeted intervention programs. Typically, these targeted programs are provided in small group settings, which may involve increased time dedicated to instruction or more intensive methods of instruction. For example, students may receive differentiated instruction matched to their needs based on screening or progress monitoring data for a specific subject, or increased opportunities for instruction and feedback on the school rules and expectations (through an intervention called "Check in Check out"). We might predict, based on our example with our students at Pyramid Elementary School, that about 5-10 students would respond well to these targeted supports-helping them to improve their academic and/or behavior challenges.

Now what about the few remaining students at Pyramid Elementary School who don't respond effectively to Tier 1 or Tier 2 supports? These students may need more intensive Tier 3 supports at the top of the pyramid. Usually these students, with serious and chronic needs, will receive individualized services from specialists, such as the school counselor, psychologist, behavioral specialist, and/or instructional specialist-or even from outside services, such as community practitioners.

This type of multi-tiered framework puts processes in place to identify, support, and monitor the progress of students using the best data and evidence available, to make sure students' levels of support match their levels of need.

OK, that's MTSS... what about RTI and PBIS?

MTSS is an umbrella framework that includes both RTI and PBIS. Response to Intervention ( RTI) is a multi-tiered framework primarily for academic supports, whereas Positive Behavioral Interventions and Supports ( PBIS) is a multi-tiered framework for behavioral supports. RTI and PBIS both focus on providing support at different levels of intensity based on what the student needs-at the school-wide ( Tier 1), targeted ( Tier 2), and individual ( Tier 3) levels of support.

Some background on RTI and PBIS

With updates and changes to state and federal education guidelines in the past two decades, including the passage of the No Child Left Behind Act and revision of the Individuals with Disabilities Education Improvement Act (IDEA), schools are encouraged to match the support that a student receives with the level of need demonstrated.

RTI grew from efforts to improve special education services, specifically in identifying students who are struggling academically, and providing support early on based on their level of need. Instead of the "wait and fail" method for identifying students with learning challenges, all students are screened regularly in an RTI framework. Students who are struggling academically are identified and receive evidence-based interventions, with progress monitored frequently by teachers collecting data to determine if the students need additional help.

The principles of PBIS have been around longer than RTI, since about the mid-90's, but the core principles are quite similar-to prevent and address behavioral challenges by offering a range of interventions based on the student's level of need.

With the recognition that to achieve academic success, a student must also have behavioral strengths (and vice versa), there has recently been a shift away from using RTI and PBIS frameworks separately. Many states and districts employ MTSS to integrate their systems of support and address both academics and behavior by leveraging common resources and data elements. In fact, MTSS is named in recent public education federal legislation as a critical element for student success in the Every Student Succeeds Act (ESSA).

Our team's work with multi-tiered frameworks

Our team has researched various tiered behavior/ PBIS programs to investigate how they may be effective for students and staff. Please read our blog posts about the types of school-wide and classroom-based programs our team studies and our evaluation of a school-wide program to improve school climate and safety.

Other resources and information:

Topics: Classroom-based intervention Multi-tiered systems of support School-wide prevention Secondary intervention

Tags: Multi-tiered Systems of Support Positive Behavioral Interventions and Supports Response to Intervention

# data[].attributes.attachment_link.title
Multi-tiered frameworks: Understanding RTI, PBIS, MTSS

# data[].attributes.attachment_link.description
You may have heard the term "multi-tiered framework" along with other related acronyms like RTI, PBIS, MTSS when people talk about helping and supporting students... but what do these terms actually mean and how are they related? Let's break this down below. MTSS stands for multi-tiered systems of support.

# data[].attributes.attachment_link.title
EDU 512 Mini Grammar, spelling, vocab, lesson Plan