Administrators sustain high-quality Tier 1 Core Instruction by creating conditions, structural supports, and a sitewide culture valuing dual-language learning¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report states the responsibility for high-quality Tier 1 Core Instruction "cannot fall to teachers alone" and lists administrator practices: building an asset-based view of linguistic diversity, supporting teachers through job-embedded professional learning and coaching, providing time for reflection, planning, collaboration, and peer learning, creating "a sitewide culture that values dual-language learning and engages families," and ensuring alignment with statewide policies such as the California English Learner Roadmap.

Design Implications¶

Context¶

Requirements¶

• Time and space for general education teachers and ELD professionals to share expertise and information on children's strengths and needs

Constraints¶

• The report notes some general education teachers lack both the capacity and the will to effectively provide multilingual learners with language-rich, multilingual instruction (Park, 2019)

Target Learners¶

• Elementary multilingual learners, including those at risk of inaccurate special education referral

Target Learning Goals¶

• Language-rich, culturally and linguistically sustaining Tier 1 Core Instruction integrated with content learning

Related Strategies¶

• Create positive, culturally inclusive, welcoming schools using strengths-based practices such as newcomer welcome centers, attendance cafés, and home-language-as-asset approaches
• Build shared districtwide and schoolwide responsibility for multilingual learners' attendance through a multitiered approach with a strong foundational tier
• Provide professional learning and a bilingual workforce so preK and early elementary educators can sustain home language and oral language development
• Fund scheduled coplanning time and multidisciplinary team composition for pre-referral, assessment, and referral decisions

Examples¶

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Key Sources¶

• Burr, E., & Burho, J. (2022). Resourcing supports for young multilingual learners with suspected disabilities in California: Learning collaborative recommendations. WestEd. https://eric.ed.gov/?id=ED655645