MTSS Landing Page for ELD by Amanda Samano

Understanding MTSS for Bilingual/ELL Students

samanoam — 2025-02-13 01:11:31 UTC

The Multi-Tiered System of Supports (MTSS) is a comprehensive framework that helps educators identify and address the unique needs of all students, including bilingual/English Language Learners (ELLs). This model provides a structured approach to support students with varying levels of need, from core instruction to intensive interventions (Multitiered System of Supports for English Learners, 2018).

For bilingual/ELL students, MTSS offers:

Culturally and linguistically responsive teaching practices.
Evidence-based language and literacy instruction across all tiers.
Appropriate identification of ELLs with disabilities or giftedness.
Regular review of student data to inform instruction.

Tiered Support for Bilingual/ELL Students

samanoam — 2025-02-13 01:12:16 UTC

Tier 1: Core Instruction

High-quality, culturally responsive core instruction for all students.
Integrated English language development support.
Use of visual aids and graphic organizers.
Collaborative learning opportunities.

Tier 2: Targeted Support

Small group instruction focusing on specific language or content areas.
Additional time for vocabulary development.
Use of native language support when possible.
Targeted interventions for gifted ELLs, such as advanced content in their native language.

Tier 3: Intensive Intervention

Individualized, intensive support in both language and content.
One-on-one or very small group instruction.
Specialized support for ELLs with disabilities, such as speech-language therapy in both languages.
Intensive enrichment for highly gifted ELLs.

Role of Bilingual/ELL Specialist in MTSS

samanoam — 2025-02-13 01:12:57 UTC

Bilingual/ELL specialists play a crucial role in the MTSS process by:

Collaborating with general education teachers to design appropriate interventions.
Providing professional development on effective ELL instruction.
Assisting in data analysis and interpretation for ELL students.
Supporting the implementation of culturally and linguistically responsive practices.

Appropriate Assessment Practices

samanoam — 2025-02-13 01:14:19 UTC

To ensure fair and accurate assessment of bilingual/ELL students:

Use multiple measures, including both formal and informal assessments.
Conduct assessments in both English and the student's native language when possible.
Consider the student's language proficiency level when interpreting results.
Utilize dynamic assessment techniques to measure learning potential (Rivera & McKeithan, 2022).

Progress Monitoring and Data Collection

samanoam — 2025-02-13 01:15:29 UTC

Regularly assess language proficiency in all four domains: reading, writing, listening, and speaking (Progress monitoring for EL students, n.d.).
Use curriculum-based measurements aligned with ELD standards.
Collect qualitative data through teacher observations and student work samples.
Monitor academic progress in content areas alongside language development.
Utilize technology tools to track and analyze data efficiently.

When students are not showing adequate progress:

Review and adjust the intensity and frequency of interventions.
Consult with the ELL specialist to refine language support strategies.
Consider conducting a comprehensive evaluation for potential learning. disabilities, ensuring that language differences are not mistaken for disabilities.

References:

samanoam — 2025-02-13 01:18:14 UTC

Multitiered System of Supports for English Learners. (2018). Meeting the needs of English learners with and without disabilities: Brief 1, Multitiered instructional systems for ELs. Washington, DC: U.S. Office of

Special Education Programs.

Progress monitoring for EL students: Strategies for current and exited learners. Ellevation. (n.d.). https://ellevationeducation.com/blog/how-effectively-progress-monitor-el-students-and-exited-students

Rivera, M. O., & McKeithan, G. K. (2022, July 28). Progress monitoring of language acquisition and academic content for English learners - rivera - 2022 - learning disabilities research & practice - wiley online library. Wiley. https://onlinelibrary.wiley.com/doi/10.1111/ldrp.12290