Multitiered Systems of Support for English Learners
High-quality culturally and linguistically responsive core instruction
High-quality culturally and linguistically responsive supplemental (Tiers II–III) instruction
Linguistically aligned assessment practices
Systematic use of assessment data in the design and delivery of instruction
Educator capacity building for sustained quality and services for English learners
 
1. High-quality culturally and linguistically responsive core instruction
  • High-quality, differentiated language and literacy teaching that is appropriately scaffolded for students’ linguistic and academic needs
  • Culturally relevant principles applied to instruction and assessment
  • Meaningful opportunities for students to practice in the four language domains (listening, speaking, reading, and writing)
  • Development of students’ cross-linguistic awareness
  • Use of first language supports during instruction
  • Educator knowledge of native-language development and second language acquisition
2. High-quality culturally and linguistically responsive supplemental (Tiers II–III) instruction
  • Supplement, do not replace, core instruction.
  • Align interventions with language(s) of core literacy instruction.
  • Include a specific focus on language development.
  • Scaffold to accommodate students’ level of English language proficiency.
3. Linguistically aligned assessment practices
  • Choose linguistically appropriate assessment measures.
  • Evaluate the effectiveness of curricula and instructional delivery through regular data-analysis meetings.
4. Systematic use of assessment data in the design and delivery of instruction
  • Use multiple sources of data when making instructional decisions about English learners and identifying possible reading difficulties. These data include language proficiency, learning patterns, quality of core and supplemental instruction, home and community factors, and past educational placement.
  • Ensure the accurate and appropriate identification of learning disabilities among English learners.
5. Educator capacity building for sustained quality of services for English learners
  • Integrate job-embedded professional development to support implementation of mode components.
  • Use a variety of professional development formats, such as formal face-to-face training, modeling, observation, feedback, and reflection.
  • Foster teacher leadership and create demonstration classrooms available for peer observation.
 
 
 
 

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