Multilingual Students and Students with Learning Differences by ivan tejeda

Multi-Tiered System of Supports (MTSS)

ivantejeda2 — 2025-10-01 20:23:48 UTC

The organization Branching Minds defines MTSS as “...a framework that helps educators identify students’ academic, behavioral, and social-emotional strengths and challenges and provide differentiated support for students based on their needs. MTSS in education grew out of the integration of two other intervention-based frameworks: Response to Intervention (RTI) and Positive Behavior Interventions and Supports (PBIS).” MTSS supports the holistic growth and development of all students.

Reference:

What is MTSS? Multi-Tiered System of Supports. (n.d.). https://www.branchingminds.com/mtss-guide

Teacher Referral (Elementary) from the school I work currently.

ivantejeda2 — 2025-10-01 21:29:21 UTC

These are the steps to follow to refer a possible student in need to the learning support program at the school I work for:

Teacher(s) identify a need that a student has that may require additional support.
Teacher communicates the area of need with the family and learns more information.
Teacher collaborates with grade level teachers, learning support, counseling, and previous teachers as needed to plan for intervention
Teacher or instructional assistant facilitates Tier 2 intervention and does not see student progress.
Teacher fills out the Student of Conversation form.
Teacher meets with the student success team to determine next steps which could include Tier 2 or Tier 3 intervention.

Refence: ASA Student Support Handbook 25-26

My first steps to identify struggling students.

ivantejeda2 — 2025-10-02 09:29:41 UTC

Look at their standardized test results, classroom participation, and homework.
Use results and the observations to gauge current skill levels.
Monitor for any concerning signs in performance.
Collect and analyze data over a 4-6 week cycle.

Following steps to identify struggling students.

ivantejeda2 — 2025-10-02 09:30:00 UTC

Communicate with parents about concerns.
Fill out "Student of Conversation form"
Meet with the principal, director of student services, and counselor at a Student Success Team Meeting (SST) to identify next steps.
The team determines if they will add in additional support time 3x a week with the learning support teacher and track progress over the next six weeks.

Standardized Testing

ivantejeda2 — 2025-10-02 09:52:07 UTC

According to EBSCO Research Starters on standardized testing, “Standardized Test: A type of test given and graded in a uniform manner in an effort to create a universal standard against which the performance of individual students may be measured.” The article also notes that, “Standardized tests have been used in American schools since the 1930s to help identify students with special needs.” Furthermore, proponents highlighted in the article argue that, “standardized testing is the most efficient method of assessing the performance of students and institutions and of maintaining the quality of education.”

Reference:

Standardized Testing: Overview | Research Starters | EBSCO Research. (n.d.). EBSCO. https://www.ebsco.com/research-starters/education/standardized-testing-overview

Differentiation for students

ivantejeda2 — 2025-10-02 15:51:18 UTC

Tier 1: This is the foundational level. It’s all about offering quality universal school-wide instruction and support. The goal is to create a solid learning base and positive behavior for everyone. 
Tier 2: For students who need more than just foundational support, Tier 2 helps. Here, targeted group sessions address specific challenges, ensuring students get the extra care they require. 
Tier 3: Tier 3 is the most specialized. If a student needs personalized, intense support, this tier ensures they get it. It’s about making sure no one is left behind.  
Extension Enrichment: For advance students who need additional enrichment support.

Reference:

Glackin, K., & PowerSchool. (2025, July 9). A Comprehensive Guide to MTSS Interventions in K-12 education. PowerSchool. https://www.powerschool.com/blog/mtss/#:~:text=The%20diamond%20model%20encourages%20a,to%20ensure%20students%20stay%20challenged.

The team decides which MTSS Tier best suits the student's needs or difficulties.

ivantejeda2 — 2025-10-02 16:26:50 UTC

Accommodation Plans Overview

ivantejeda2 — 2025-10-02 17:00:47 UTC

Designed for students with a diagnosed disability or limitation that significantly restricts major life activities.
Provides formalized classroom accommodations so students can access and demonstrate learning.
Classroom teachers are responsible for implementing the accommodations.

Examples of Eligible Needs

Learning or Concentration: Dyslexia, ADHD, slower processing.
Mobility challenges.
Hearing or Vision impairments.
Chronic health conditions: Epilepsy, asthma, diabetes, pain, fatigue.
Emotional or Behavioral regulation difficulties.
Speech & Communication challenges.

Examples of Accommodations

Extended time on assessments.
Small group assessments.
Use of graphic organizers.
Other supports tailored to the student’s needs.
Accommodations are selected by a team based on the student’s current learning access needs.

Pathways to Begin an Accommodation Plan

Student Support Team Meeting.
Counselor + Divisional Administration: for urgent social, emotional, or health needs.
Case Manager + Teachers + Administration: if a student moves from an Individual Learning Plan (ILP) to an Accommodation Plan when consistent services are no longer required.

Refence: ASA Student Support Handbook 25-26

Individual Learning Plan (ILP)

ivantejeda2 — 2025-10-02 17:09:16 UTC

Purpose

Formalizes long-term, intensive support for students needing consistent intervention to make progress.
Promotes success through:
- A structured support plan.
- Research-based instructional and behavioral practices.
- Ongoing assessment, monitoring, and collaboration with school and external supports.

How an ILP is Created

Collaboration: Learning Support Teacher works with school staff to identify services, goals, and needed accommodations.
Services may include:
- Small group teaching of new skills.
- Explicit instruction on targeted skills.
- Repeated practice to ensure mastery.
- In-class support to generalize skills.
- Support with accommodations.
Pull-out instruction (if needed): Uses research-based interventions delivered with fidelity.
Drafting: Learning Support Teacher drafts ILP with teacher input.
Family Involvement: Families review draft, give feedback, ask questions, and sign to consent.
Progress Monitoring:
- Progress analyzed bimonthly.
- Results shared with parents and teachers each quarter.
Review: ILPs updated annually.
External supports documented to ensure coordinated teamwork.

Eligibility for ILP (Tier 3 Services)

Student is not making adequate progress with Tier 2 interventions.
Tier 2 lasted 6–8 weeks with fidelity, with progress monitoring data collected.
Data shows student is below grade level and requires continued intensive support.
Struggles are not due to lack of exposure (e.g., frequent absences, English Language Learner).
Outside diagnosis may be considered but does not guarantee Tier 3 services.

Exiting an ILP

Student meets all ILP goals with no further goals needed.
Grades and test scores show significant improvement (at or near grade level).
Next steps may include:
- Transition to an Accommodation Plan (if diagnosed limitations require it).
- Full exit without additional plans if no support is needed.
- SST meeting review if challenges arise after exit.

Refence: ASA Student Support Handbook 25-26