Multitiered Instructional Framework for ELs
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Questions and Answers

What is the primary focus of the multitiered instructional framework described?

  • Traditional teaching methods
  • Technology integration in classrooms
  • Addressing the needs of all students
  • Language and learning needs of English Learners (ELs) (correct)

The series of practice briefs is meant solely for policymakers.

False (B)

What model is introduced in the series for English Learners?

Multitiered System of Supports (MTSS)

The series assists educators in designing and delivering core and _______________ instruction for ELs.

<p>supplemental</p> Signup and view all the answers

Match the audience with their corresponding needs:

<p>Practitioners = Preparation and delivery of instruction for ELs Instructional coaches = Developing knowledge for serving ELs School leaders = Building site capacity and coordinating resources Policymakers = Guiding resource allocation for ELs</p> Signup and view all the answers

Which of the following best describes the intended effect of the instructional series on practitioners?

<p>Encourage effective data analysis and decision-making (D)</p> Signup and view all the answers

Site leaders will find no relevant content in the series related to resource allocation.

<p>False (B)</p> Signup and view all the answers

The instructional series targets students in grades ______ through ______.

<p>3, 5</p> Signup and view all the answers

What is a key focus for improving core instruction for English Learners (ELs)?

<p>Identifying needed adjustments for those not meeting expectations (A)</p> Signup and view all the answers

Supplemental interventions for ELs should not consider cultural responsiveness.

<p>False (B)</p> Signup and view all the answers

What does MTSS stand for in the context of supporting ELs?

<p>Multitiered Systems of Support</p> Signup and view all the answers

The CLR-RTI Fidelity Rubric evaluates the implementation of __________ for English Learners.

<p>Response to Intervention</p> Signup and view all the answers

Match the components with their respective descriptions:

<p>Core Instruction = Tier I instruction aimed at all students Supplemental Intervention = Targeted support for students needing extra help Culturally Responsive Practices = Strategies that acknowledge and incorporate students' cultural backgrounds Assessment for ELs = Tools that are consistent with the language of instruction</p> Signup and view all the answers

Which assessment approach is appropriate for English Learners?

<p>Assessments consistent with linguistic instruction (B)</p> Signup and view all the answers

All ELs, regardless of disabilities, require the same types of interventions.

<p>False (B)</p> Signup and view all the answers

What does Tier I in a multitiered instructional model refer to?

<p>Core instruction received by all students (D)</p> Signup and view all the answers

Name one consideration for assessing schools’ implementation of MTSS for ELs.

<p>Culturally responsive practices</p> Signup and view all the answers

Multitiered systems of support (MTSS) are primarily developed for native English-speaking students.

<p>False (B)</p> Signup and view all the answers

What is the purpose of universal screening in multitiered instructional models?

<p>To identify students' educational difficulties early.</p> Signup and view all the answers

MTSS stands for __________.

<p>Multitiered System of Supports</p> Signup and view all the answers

Match the following Tiers with their descriptions:

<p>Tier I = Core instruction for all students Tier II = Supplemental support for some students Tier III = Intensive instruction for struggling students</p> Signup and view all the answers

What is the key benefit of implementing a culturally and linguistically responsive MTSS?

<p>Ensures students are accurately identified and supported (A)</p> Signup and view all the answers

Less empirical evidence is available for implementing MTSS specifically for students developing biliteracy.

<p>True (A)</p> Signup and view all the answers

What questions must school leaders consider when planning MTSS for English learners?

<p>The structure of MTSS within different instructional models for ELs.</p> Signup and view all the answers

What is a crucial factor educators should consider when planning supplemental interventions for English Learners (ELs)?

<p>Proficiency level in both the native language and English (B)</p> Signup and view all the answers

The 'one-size-fits-all' approach is effective for all English Learners when it comes to supplemental intervention.

<p>False (B)</p> Signup and view all the answers

What does research emphasize about the relationship between language proficiency and academic achievement for upper-elementary grades?

<p>There is a significant relationship between language proficiency and academic achievement.</p> Signup and view all the answers

Educators must avoid adopting a __________ approach to intervention for English Learners.

<p>one-size-fits-all</p> Signup and view all the answers

What is a key focus of small-group supplemental instruction for English learners (ELs)?

<p>Vocabulary and syntax development (B)</p> Signup and view all the answers

Cross-linguistic connections do not transfer from the first language to the second.

<p>False (B)</p> Signup and view all the answers

What level of intervention is suggested for students with significant learning problems who do not respond to Tier II instruction?

<p>Tier III intervention</p> Signup and view all the answers

Effective instruction includes differentiated, high-quality language and literacy instruction with varying levels of __________.

<p>intensity</p> Signup and view all the answers

Match the following instructional focuses with their descriptions:

<p>Explicit teaching = Direct instruction on specific skills Continuous progress monitoring = Regular assessment to tailor instruction Oral language development = Enhancing verbal communication abilities Orthographic patterns = Understanding writing system regularities</p> Signup and view all the answers

What is a necessary educator knowledge for effective supplemental instruction for ELs?

<p>Knowledge of the second-language acquisition process (B)</p> Signup and view all the answers

Small-group supplemental instruction can take place in a student's first language only.

<p>False (B)</p> Signup and view all the answers

What type of patterns are explicitly taught to ELs that do not transfer from their first language?

<p>Orthographic patterns</p> Signup and view all the answers

What is a main focus of the research conducted by Artiles and Klingner?

<p>Knowledge base on English language learners with special needs (A)</p> Signup and view all the answers

The National Literacy Panel focuses exclusively on native English-speaking students.

<p>False (B)</p> Signup and view all the answers

What model is utilized to make content comprehensible for English learners?

<p>SIOP model</p> Signup and view all the answers

The work by Baker et al. highlights the role of initial status and growth in reading fluency in both __________ and __________.

<p>Spanish, English</p> Signup and view all the answers

Match the following authors with their corresponding contributions:

<p>Artiles &amp; Klingner = Knowledge base on English language learners Echevarria et al. = Content comprehensibility for English learners Crosson &amp; Lesaux = Text-reading fluency in English for Spanish speakers Delpit = Cultural conflict in the classroom</p> Signup and view all the answers

What does the cultural validity in assessment aim to address?

<p>Linguistic and cultural diversity in assessments (A)</p> Signup and view all the answers

The instructional series designed for educators includes information relevant to practitioners.

<p>True (A)</p> Signup and view all the answers

What does Tier II refer to in most multitiered instructional models?

<p>Supplemental supports for some students (A)</p> Signup and view all the answers

Multitiered systems of support (MTSS) were initially designed specifically for English Learners.

<p>False (B)</p> Signup and view all the answers

What framework is used to identify and meet the instructional needs of students within MTSS?

<p>Response to Intervention (RTI)</p> Signup and view all the answers

MTSS aims to address gaps in achievement for students developing __________.

<p>biliteracy</p> Signup and view all the answers

Match the tiers of MTSS with their descriptions:

<p>Tier I = Core instruction for all students Tier II = Supplemental instruction for some students Tier III = Intensive support for highly struggling students Universal Screening = Assessment method to identify student needs</p> Signup and view all the answers

Which of the following is a focus for small-group supplemental instruction for English Learners?

<p>High-quality language and literacy instruction (C)</p> Signup and view all the answers

Culturally and linguistically responsive MTSS ensures that ELs are equally referred for special education services as native English speakers.

<p>False (B)</p> Signup and view all the answers

What is a key consideration for educators when planning interventions for English Learners?

<p>Cultural responsiveness</p> Signup and view all the answers

What does the acronym MTSS stand for in relation to educational support?

<p>Multitiered System of Support (D)</p> Signup and view all the answers

Universal screening is an unnecessary process in multitiered instructional models.

<p>False (B)</p> Signup and view all the answers

The instructional series emphasizes the need for culturally and __________ responsive instructional practices.

<p>linguistically</p> Signup and view all the answers

Match the following Tiers of instruction with their descriptions:

<p>Tier I = Core instruction for all students Tier II = Targeted interventions for students at risk Tier III = Intensive interventions for students with significant needs</p> Signup and view all the answers

What is emphasized for serving ELs with disabilities within MTSS?

<p>Early intervention and differentiated support (B)</p> Signup and view all the answers

All educational interventions for English Learners should be identical, regardless of their individual needs.

<p>False (B)</p> Signup and view all the answers

What is a primary goal of the National Literacy Panel's research?

<p>To improve literacy practices for diverse student populations.</p> Signup and view all the answers

Which practice helps to support English learners (ELs) when cognitive demands are high?

<p>Providing nonlinguistic tools (B)</p> Signup and view all the answers

Effective instruction for English learners should be systematic and differentiated.

<p>True (A)</p> Signup and view all the answers

What is a key focus for teachers in classrooms with English learners?

<p>Explicit teaching of linguistic complexity.</p> Signup and view all the answers

Effective educators provide __________ opportunities for English learners to develop language skills.

<p>multiple practice</p> Signup and view all the answers

Match the instructional strategies with their purposes.

<p>Scaffolding = Support during high cognitive demands Nonlinguistic tools = Aid in understanding content Differentiated instruction = Adjust for varying language proficiency Cultural responsiveness = Leverage students' cultural assets</p> Signup and view all the answers

What is a crucial factor for successful academic learning in upper-elementary grades for English learners?

<p>Learning new content in English (B)</p> Signup and view all the answers

Teachers should view linguistic and cultural differences as barriers to learning.

<p>False (B)</p> Signup and view all the answers

Name one effective instructional practice for English learners.

<p>Scaffolding instruction.</p> Signup and view all the answers

Which of the following statements accurately describes the risk faced by English learners (ELs) regarding special education classifications?

<p>Some ELs are over-identified while others are overlooked for true learning disabilities. (D)</p> Signup and view all the answers

Team members involved in the identification process for ELs must have knowledge of second-language acquisition.

<p>True (A)</p> Signup and view all the answers

What framework can educators use to evaluate and improve the support systems for English learners?

<p>CLR-RTI Rubric</p> Signup and view all the answers

ELs often face academic difficulties due to a lack of high-quality instruction and inadequate opportunities to develop __________.

<p>language skills</p> Signup and view all the answers

Match the following factors with their relevance to academic learning for English learners:

<p>Lack of previous instruction = Contributes to academic difficulties Inadequate opportunities for language development = Affects language acquisition Low expectations = Impacts student motivation High-quality instruction = Supports academic success</p> Signup and view all the answers

What role do school problem-solving teams play in the identification process for ELs?

<p>They provide a multi-disciplinary approach to identifying needs. (B)</p> Signup and view all the answers

Educators should adopt a 'one-size-fits-all' approach when planning supplemental interventions for English learners.

<p>False (B)</p> Signup and view all the answers

Name one significant consideration for educators when distinguishing between true learning disabilities and external factors affecting an EL's academic performance.

<p>Understanding language development</p> Signup and view all the answers

What is a key component of effective core instruction for English Learners (ELs)?

<p>High-quality, differentiated language and literacy teaching (D)</p> Signup and view all the answers

Culturally responsive pedagogy is not important in the design of MTSS for English learners.

<p>False (B)</p> Signup and view all the answers

What does MTSS stand for in the context of supporting English learners?

<p>Multitiered Systems of Support</p> Signup and view all the answers

Educators' knowledge of language acquisition helps in accurately identifying students with __________.

<p>disabilities</p> Signup and view all the answers

Match the following components of MTSS with their respective descriptions:

<p>Tier I = Universal instruction for all students Tier II = Targeted interventions for some students Tier III = Intensive interventions for individual students Universal screening = Process to identify students in need of support</p> Signup and view all the answers

What aspect should be considered when planning supplemental interventions for English Learners?

<p>Individual students' cultural backgrounds (D)</p> Signup and view all the answers

Culturally relevant principles should not be applied to instruction for English Learners.

<p>False (B)</p> Signup and view all the answers

Name one of the four language domains that students need meaningful opportunities to practice.

<p>Listening</p> Signup and view all the answers

What is a primary strategy for fostering leadership in multitiered frameworks for English Learners (ELs)?

<p>Gradual-release approach to model implementation (C)</p> Signup and view all the answers

The sixth brief emphasizes enhancing collaboration among educators and leaders to support English Learners' academic progress.

<p>True (A)</p> Signup and view all the answers

Name one key focus of the multitiered systems of support (MTSS) for English Learners.

<p>Building capacity and sustainability.</p> Signup and view all the answers

Building shared responsibility among staff members is a strategy for supporting ELs' __________ development.

<p>language</p> Signup and view all the answers

Match the following components of multitiered support with their descriptions:

<p>Tier I = Universal instruction for all students Tier II = Targeted interventions for students needing additional support Tier III = Intensive interventions for students with significant difficulties Special Education = Support tailored for students with disabilities</p> Signup and view all the answers

Which of the following is NOT a focus of the collaboration brief?

<p>Independent teaching methods (A)</p> Signup and view all the answers

Effective multitiered frameworks are only beneficial for English Learners with disabilities.

<p>False (B)</p> Signup and view all the answers

What role do assessment data play in the instructional strategies for English Learners?

<p>They inform data-based decision-making.</p> Signup and view all the answers

Flashcards

Multitiered Instructional Framework

A system that provides different levels of support for English Learners (ELs) based on their language and learning needs.

ELs with and without disabilities

English Learners (ELs) may or may not have additional learning challenges requiring specific services.

Core and Supplemental Instruction

Standard instruction plus additional support and practice for ELs.

Instructional decision-making

Using data to guide the selection and delivery of effective instruction.

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Supplemental instruction criteria

Guidelines for deciding what additional support an EL needs.

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Identifying ELs at risk

Recognizing ELs who need extra help, but may not have a disability.

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Intensive Interventions

Specialized, highly focused support for ELs with significant learning needs.

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MTSS for ELs

Multi-tiered system of support tailored to help English language learners (ELs).

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Multitiered System of Supports (MTSS)

An instructional approach with tiered levels of support. Tier I is core instruction; Tier II is supplemental support; Tier III is intensive instruction for students needing more support.

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Tier I in MTSS

The core instruction provided to all students.

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Tier II in MTSS

Supplemental support provided to some students.

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Tier III in MTSS

Intensive instruction for students needing more support.

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English Language Learners (ELLs)

Students learning English as a second or third language.

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Biliteracy

The ability to read and write in two languages.

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Culturally and Linguistically Responsive MTSS

An MTSS framework that considers the diverse needs of ELs to avoid disproportionate referrals for special services.

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ELs not meeting grade-level expectations

English Learners (ELs) who aren't achieving the expected learning outcomes for their grade level.

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Supplemental intervention for ELs

Extra support provided to ELs who are struggling to meet grade-level expectations.

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Culturally Responsive Interventions

Interventions that consider and respect the diverse cultural backgrounds of ELs.

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Appropriate assessments for ELs

Assessments designed to accurately measure EL knowledge, in language that is understandable for them .

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CLR-RTI Fidelity Rubric

A framework to evaluate if Response to Intervention (RTI) is implemented effectively for culturally and linguistically diverse students.

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Disproportionate number of ELs needing intervention

A higher percentage of ELs require additional support compared to their non-EL peers.

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Core Instruction (Tier I)

The standard educational instruction provided to all students in a typical classroom setting.

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Tailored Interventions for Diverse ELs

Educators need to consider a variety of factors when planning supplemental support for ELs, as they differ in their native-language and English proficiency, learning experiences, and academic achievements. A "one-size-fits-all" approach may not be effective.

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Impact of Language Proficiency

The relationship between language proficiency and academic achievement is significant, especially in upper-elementary grades. Understanding students' language development levels is crucial for targeting intervention plans.

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Targeting Intervention Plans

When educators analyze students' language proficiency in both their native language and English, they can develop intervention plans that focus on enhancing relevant academic language and vocabulary skills.

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Native-Language vs. English

It is essential for teachers to understand the language proficiency levels of English Language Learners in both their native tongue and English. This helps tailor interventions effectively.

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Proficiency Levels Matter

Knowing a student's proficiency in their native language and English allows for targeted interventions to address specific language development needs.

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Targeted Reading Skills

Specific reading skills that are taught directly to help English Learners (ELs) improve their reading comprehension and fluency.

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Enhanced Opportunities

Providing extra practice and support for ELs to apply their new language skills in different contexts and through various activities.

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Differentiated Instruction

Tailoring instruction to meet the specific needs of each student, including varying levels of support and complexity.

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Oral Language Development

Focusing on improving ELs' ability to understand and speak English effectively, including vocabulary and grammar.

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Academic Language Development

Teaching ELs the specific language used in academic settings, including vocabulary, grammar, and discourse patterns.

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Transferable Skills

Literacy skills that can be applied to both the first and second language, such as reading comprehension strategies.

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Continuous Progress Monitoring

Regularly tracking ELs' progress and adjusting interventions based on their individual needs and data.

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Response to Intervention (RTI)

A multi-tiered system of support that provides increasing levels of intervention to students who are struggling academically. It starts with high-quality instruction for all students (Tier 1) and adds more intensive support for students who need it (Tiers 2 and 3).

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Culturally and Linguistically Responsive Teaching (CLR-T)

An approach to teaching that recognizes and values the cultural and linguistic backgrounds of all students. It aims to create a classroom environment where all students feel respected and supported.

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Why is it important to consider proficiency in both native language and English?

Understanding an EL's proficiency in their native language can reveal their linguistic strengths and provide valuable insights into their learning potential. This helps tailor instruction effectively.

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How does RTI benefit diverse learners?

RTI can help ensure that all students, including ELs, receive the support they need to succeed. It provides a framework for identifying struggling students early and intervening appropriately.

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Culturally Responsive MTSS

A multi-tiered system of support that acknowledges and values students' cultural and linguistic backgrounds, using them to improve teaching.

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High-Quality Language Instruction

Effective language and literacy teaching for English Learners (ELs) tailored to their needs, providing appropriate scaffolding.

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Language Domains in MTSS

Opportunities for ELs to practice speaking, listening, reading, and writing in meaningful ways to develop all areas.

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Culturally Responsive Pedagogy in MTSS

Teaching that recognizes and validates students' languages, cultures, and experiences to enhance learning.

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Language Proficiency in MTSS

Understanding the role of language in all aspects of learning to effectively support ELs.

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Accurate Identification of Disabilities for ELs

Using knowledge of language acquisition to accurately identify ELs with disabilities.

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What are the main components of MTSS?

MTSS includes core instruction for all (Tier I), additional supports for some (Tier II), and intensive interventions for those requiring more assistance (Tier III).

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Why is MTSS important for ELs?

MTSS provides educators with tools to accurately identify and address the specific needs of ELs, preventing them from being disproportionately referred for special education.

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What does MTSS look like for different EL programs?

MTSS must adapt to various EL programs, such as dual-language immersion, early-exit bilingual, or ESL, providing customized support based on the program's needs.

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What are the challenges of implementing MTSS for ELs?

While research supports MTSS for native English speakers, less evidence exists for ELs, making it crucial to carefully consider how to adapt MTSS to fit their unique needs.

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What does research say about the effectiveness of MTSS for ELs?

While MTSS is generally effective, research on its effectiveness for diverse EL populations is still developing, requiring further investigation and analysis.

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How can educators create a culturally responsive MTSS system?

Educators must consider cultural diversity and individual needs when implementing MTSS, ensuring that all ELs feel respected and valued.

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Over-identification of ELs

When English Learners (ELs) are mistakenly placed into special education classes even though they don't have a disability, but are struggling with language.

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Under-identification of ELs

When English Learners (ELs) with actual learning disabilities are overlooked and not identified for appropriate support.

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CLR-RTI Rubric

A tool to evaluate how well a school is using Response to Intervention (RTI) to support culturally and linguistically diverse students.

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School Problem-Solving Teams

Groups of educators from different areas (ESL, general education, special education) who work together to identify and help students with learning challenges.

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Factors Affecting EL Achievement

Beyond language, things like lack of quality instruction, limited native-language development, or low expectations can also lead to academic difficulties for ELs.

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Assess Language Development

Teachers need to understand how well ELs speak and understand both their native language and English to provide the right support.

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Individualized Education Programs (IEPs)

Tailored plans that outline specific support and services for students with disabilities, essential for meeting the needs of ELs with disabilities.

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Scaffolding for ELs

Providing temporary support to help English Learners (ELs) access challenging academic content and language demands. This might involve breaking down complex tasks, using visuals, or providing clear explanations.

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Nonlinguistic Tools for ELs

Using visual aids, graphic organizers, or other non-verbal tools to support understanding for English Learners. These tools make abstract concepts more concrete and accessible.

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Adjusting Instruction for ELs

Tailoring teaching methods and content to match the unique linguistic needs of each English Learner. This might involve using simpler language, providing more practice opportunities, or differentiating tasks.

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Transferable Skills for ELs

Language skills that can be applied to both a student's native language and their new language, such as reading comprehension strategies or writing skills.

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Explicit Language Instruction for ELs

Directly teaching English Learners about the complexities of the English language, including vocabulary, grammar, syntax, and language functions.

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High Expectations for ELs

Teachers believing in the potential of all English Learners and setting challenging but achievable academic goals for them.

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Culturally Responsive Instruction for ELs

Teachers acknowledging and valuing the diverse cultural backgrounds of English Learners, incorporating their experiences and perspectives into teaching, and celebrating their linguistic and cultural assets.

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Home-School Partnerships for ELs

Creating strong connections between schools and families to support English Learners. This might involve communication, parent workshops, or joint activities to promote language development and academic success.

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ELs with Disabilities

English learners (ELs) who also have a diagnosed disability, requiring specialized instruction and support.

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Early Intervention for ELs

Providing early and targeted support to ELs struggling with language and literacy, before a potential disability diagnosis.

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Distinguishing Differences, Difficulties, and Disabilities

Carefully evaluating whether an EL's language challenges are just a difference in language development, temporary difficulties, or an actual disability requiring specialized services.

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MTSS and ELs with Disabilities

Using the Multi-Tiered System of Supports framework to provide appropriate instruction and interventions for ELs with disabilities, tailoring support to their individual needs.

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ESL and Bilingual Education Models

Instructional frameworks designed to support ELs in acquiring English language proficiency while also considering their native language and cultural background.

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Multitiered Instruction Within ESL Models

Integrating the MTSS model within ESL programs, ensuring that all ELs receive appropriate support at each tier, based on their language proficiency and needs.

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Assessing ELs' Language and Literacy Needs

Using assessments that are culturally and linguistically appropriate to accurately measure ELs' language skills, avoid biases, and guide intervention plans.

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Multitiered Frameworks for ELs

A system designed to give extra help to English learners (ELs) with different levels of learning needs.

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Fostering Leadership

Helping people in schools and districts be leaders in supporting ELs' learning.

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Gradual-Release Approach

A way to teach where teachers start with lots of support and gradually let students take on more responsibility.

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Data-Based Decision Making

Using information from tests and observations to make choices about how to help ELs learn.

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Collaboration

Working together to ensure ELs' language development and academic progress.

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Shared Responsibility

All staff members working together to help ELs, not just those who are directly assigned to them.

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Frequent Communication

Regularly talking and sharing information about ELs' learning needs and progress.

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Regular Review of Data

Checking and analyzing information about ELs' progress to adjust teaching strategies.

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Study Notes

Meeting the Learning Needs of Culturally and Linguistically Diverse Students

  • This guide is the first in a series of practice briefs for school leaders, educators, and other stakeholders who implement or support effective instructional practices for English Learners (ELs) with and without disabilities.
  • It describes a multitiered instructional framework for ELs, focusing on their language and learning needs.
  • It highlights key questions and considerations for educators when implementing tiered instruction for these students.
  • Three model demonstration projects demonstrate their interventions for ELs with and without disabilities in grades 3-5.

Audience for the Series

  • Supports practitioners, educational coaches, educational leaders, and policymakers.
  • Provides guidance on designing and delivering core and supplemental instruction for ELs with and without disabilities.
  • Assists in data analysis and instructional decision-making.
  • Helps set criteria for supplemental instruction.
  • Provides support in identifying ELs at risk or with disabilities and delivering intensive interventions.

Multitiered Instructional Frameworks

  • Support educators in providing high-quality, culturally and linguistically responsive instruction.
  • Include assessment procedures that are linguistically aligned and informed by educators' knowledge of language acquisition, to accurately identify students with disabilities.
  • Three model demonstration projects describe their work in implementing multitiered systems of support for ELs with and without disabilities in grades 3-5.

Model Demonstration Projects

  • Project ELITE2: Focuses on upper elementary grades in Central Texas; the district has experienced significant increases in linguistic diversity. Collaborations focus on developing evidence-based instructional practices for ELs with disabilities. One-way dual language model, where students transition to all-English instruction in grade three with support in Spanish.
  • Project ELLIPSES: Located in a South Texas district, primarily serving Hispanic students. Uses an early-exit bilingual model and aims to refine existing MTSS practices for ELs with and without disabilities. Spanish dominant students are instructed in Spanish and English in Kindergarten through grade two, then transition fully to English in grade three.
  • Project LEE: Operates in a Pacific Northwest district with a high diversity of languages; has employed MTSS for behavior since 1996 and academics since 2001. Two of the schools are two-way dual language schools, with English and Spanish; the third school is English only with ESL support. The district employs multitiered systems of support in behavior since 1996 and in academics since 2001.

Core Components of the Projects' MTSS Models

  • High-quality evidence-based language and literacy instruction.
  • Culturally and linguistically responsive teaching practices (with language supports in students' first languages when possible).
  • Aligned assessment practices.
  • Regular review of student data.
  • Professional development and strategic coaching for teachers.

Supplemental Instruction and Intensive Interventions

  • Educators should consider a variety of factors (native language, English proficiency, previous educational experiences, and academic achievement) to determine the appropriate intervention for each student.
  • Intervention methods should be evidence-based and varied to be responsive to different EL needs.
  • Skilled practitioners should conduct small group supplemental instruction explicitly teaching targeted reading skills while assisting using and practicing new skills in the students' native language when possible.
  • Interventions include specific skills that may not easily transfer for students using their native language.
  • High-quality language and literacy training tailored per students’ language level and/or proficiency.

Linguistically Aligned Assessments and Data-Informed Planning

  • Implement a valid and comprehensive assessment system.
  • Educators need to use universal screening measures to identify students with potential reading difficulties (phonological awareness, phonics, vocabulary, comprehension, fluency).
  • Measures should be in English or the student's native language using validated methods.
  • Regularly review student data for planning instruction.
  • Collaborative evaluation of student progress.
  • Systematic use of progress-monitoring measures.

Identification of ELs with Learning Difficulties Within MTSS

  • Evidence that ELs are disproportionately represented in special education.
  • Educators are to be trained in understanding the role of language in academic learning and the difference between learning disabilities and other factors.
  • School problem-solving teams are crucial in the identification process.
    • Teams should include ESL, general education, bilingual education, and special education teachers.

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Meeting the Needs of English Learners With and Without Disabilities PDF

Description

This quiz assesses your understanding of the multitiered instructional framework aimed at supporting English Learners (ELs). It covers key concepts such as core instruction, interventions, and the intended effects on educators and students. Test your knowledge on the models and strategies outlined for effective teaching in diverse classrooms.

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