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

    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</p> Signup and view all the answers

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

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

    Supplemental interventions for ELs should not consider cultural responsiveness.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

    Universal screening is an unnecessary process in multitiered instructional models.

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

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

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

    Effective instruction for English learners should be systematic and differentiated.

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

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

    <p>False</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.</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</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.</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</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</p> Signup and view all the answers

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

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

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

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

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

    <p>False</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

    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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    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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