Website Landing Page: Supporting                   Bilingual/ELL Students with MTSS

 

Intoduction

Introduction to MTSS for Bilingual/ELL Students

  • Overview: Multi-Tiered System of Support (MTSS) is a framework designed to provide early and targeted intervention to students facing academic or behavioral challenges. It ensures that all students receive appropriate levels of support to promote success.

  • Tiered Approach: MTSS consists of three tiers:

    • Tier 1: Universal supports for all students, including evidence-based, standards-aligned, culturally and linguistically appropriate English language development instruction.

    • Tier 2: Targeted interventions for students at risk, such as small group instruction and progress monitoring.

    • Tier 3: Intensive, individualized interventions with frequent progress monitoring for students who require more support.

Information

Supports for Bilingual/ELL Students with or without Exceptionalities

  • Examples:

    • Tier 1: Differentiated instruction strategies for language acquisition.

    • Tier 2: Small group instruction focusing on specific language skills.

    • Tier 3: Individualized language development plans aligned with academic goals.

Role of Bilingual/ELL Teachers and Specialists

  • Implementation: Collaborate with general education teachers to adapt instruction and interventions to meet language and academic needs.

  • Support: Provide expertise in culturally responsive practices and language development strategies.

Assessment Practices

  • Approaches: Use culturally, linguistically, and developmentally appropriate assessments to inform intervention decisions.

  • Examples: Observation, informal assessments, language proficiency assessments.

Progress Monitoring and Data Collection

  • Strategies:

    • Regular formative assessments aligned with language and content objectives.

    • Data collection through student portfolios or digital platforms.

    • Use of benchmarks and standardized assessments adapted for ELLs.

  • Response to Data: Implement differentiated instruction based on data trends; adjust interventions to address specific language needs.

Frequently Asked Questions (FAQs)

What is MTSS, and how does it differ from special education?
Answer:
MTSS is a framework for providing all students with varying levels of academic and behavioral support. It is not a pathway to special education, but rather a preventative, data-driven process that identifies students' needs early and provides appropriate interventions. Special education is only considered after MTSS interventions are exhausted and evaluated.

2. How does MTSS support bilingual/ELL students specifically?
Answer:
MTSS supports bilingual/ELL students by integrating culturally and linguistically appropriate instruction into each tier. It ensures that students' language development and cultural background are considered in planning interventions and assessments.

3. What types of supports are provided in each MTSS tier for bilingual/ELL students?
Answer:

  • Tier 1: High-quality instruction using language scaffolds, visuals, sentence frames, and culturally relevant materials.

  • Tier 2: Targeted small-group support focusing on vocabulary, reading comprehension, and oral language practice.

  • Tier 3: Individualized language and academic interventions, possibly involving specialists and intensive progress monitoring.

4. What is the role of the general education teacher in MTSS for ELLs?
Answer:
General education teachers are responsible for delivering Tier 1 instruction, collaborating with ELL specialists, collecting and analyzing data, and implementing interventions with fidelity. They play a key role in identifying when additional support is needed and ensuring instruction is inclusive.

5. How can I tell if an ELL student needs Tier 2 or Tier 3 support and not just more time to acquire English?
Answer:
Use multiple sources of data (e.g., language proficiency scores, class performance, formative assessments) to determine if challenges stem from limited English proficiency or indicate a need for intervention. Collaborate with ELL specialists and use assessments that are culturally and linguistically appropriate.

6. How often should I monitor progress for ELL students receiving interventions?
Answer:

  • Tier 2: Every 2–3 weeks.

  • Tier 3: Weekly or more frequently.
    Use consistent tools and check for both academic and language growth.

7. What should I do if a bilingual/ELL student is not making progress even with interventions?
Answer:
Meet with the MTSS or student support team, review data, adjust interventions, increase intensity or frequency, and ensure that instruction is culturally and linguistically responsive. In some cases, a referral for a special education evaluation may be appropriate after all other supports have been tried.