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Understanding the MTSS Process for English Language Learners/Bilingual Students

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Understanding the MTSS Process for English Language Learners/Bilingual Students

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The Multi-Tiered System of Support (MTSS) is a research-based, data-driven framework that provides early or targeted interventions for ELL/Bilingual students or students of behavioral needs/challenges.

Tier 1: Tier 1 refers to all students, including English language learners. Tier 1 includes standard-based curriculum. explicit instruction, differentiated instruction, flexible grouping, active student participation, and behavioral strategies (BranchingMinds, n.d.).

Tier 2: Tier 2 are students who are identified as "at-risk" who need additonal support. Tier 2 students are students who need small-group instruction focusing on phonics or language skills. Students in Tier 2 should be progress monitored using assessments that will drive instruction.

Tier 3: Students in tier 3 are students who have significant challenges. These students in Tier 3 need assessments or one-on-one instruction or students with gifted abilities. Students with gifted abilites can complete work at the next grade-level or advanced questioning.

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Role of Bilingual/ELL Teachers during the MTSS Process

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Role of Bilingual/ELL Teachers during the MTSS Process

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During the MTSS process, teachers or bilingual specials are the pivitol role to help students succeed and here are the reason why:

1. Teachers should provide research-based instruction using a curriculum designed to support students needs and services (NeMTSS Framework, n.d.).

2. Teachers should progress monitor to make sure students are making gains and improving.

3. Teachers should collaborate with members and support staff to set attainable goals for students to reach.

4. Teachers should stay in touch with parents/guardians to keep the involved in the students learning.

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Assessments are critical for identifying and monitoring ELL students' needs within the MTSS framework. Key practices include:

1. Cultural Relevance: Ensure assessments reflect students' cultural backgrounds, avoiding bias and respecting diverse norms.

2. Language Proficiency: Measure progress in English and, when possible, the native language to distinguish between language acquisition and learning challenges.

3. Dynamic and Formative Assessments: Use ongoing, adaptive assessments to capture real-time language development and inform instructional strategies.

4. Developmentally Appropriate Tools: Align assessments with students' developmental levels, using visual supports or simplified instructions as needed.

5. Multiple Data Sources: Collect data from tests, observations, and family input for a holistic view of student needs.

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Progress Monitoring and Data Collection Strategies

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Progress Monitoring and Data Collection Strategies

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1. Frequent check-in: Teachers should check in with students to see how they are doing emotionally, physically, linguistically, etc.

2. Acadience Monitoring: Acadience progress monitoring will help students in oral reading skills, decoding words, nonsense word fluency, etc, which is essential for English language learners (Acadience Learning Inc., 2021).

3. Collaborative Meetings: Teachers, personnel, and families need to collaborate to ensure ongoing goal development for ELL students

4. Visual Aids: Make sure to provide visual aids to students to reference during their learning.

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1. Acadience Learning Inc. (2021). Progress Monitoring with Acadience® Reading K–6. Acadience Reading K-6. https://acadiencelearning.org/wp-content/uploads/2022/03/ARK6_ProgressMonitoringGuidelines.pdf

2. BranchingMinds. (n.d.). What is MTSS in Education?. BranchingMinds. https://www.branchingminds.com/mtss-guide

3. NeMTSS Framework. (n.d.). Examples of the Potential Roles of Educators, Specialists, Parents and Students in NeMTSS. NeMTSS Framework. https://nemtss.unl.edu/wp-content/uploads/2018/08/Shared-Leadership-MTSS-Roles-2.pdf