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Instructional yS stemfs or ELs  \n© 2018 U. S. Office of Special Education Programs  \n|  |  |  |\n| --- | --- | --- |\n| |  |  |\n|  |  |  |\n| Support ~~ ~~    |  |  |\n| |  |  |\n| The series Meeting the Needs of English Learners With and Without   |  |  |\n|  | | |\n| U. S. Office of Special Education   |  |  |\n| Programs grants H326M160005, H326M160003, and H326M160008      |  |  |\n| \u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>. |  |  |\n| |  |  |\n|  |  |  |\n| Preferred Citation |  |  |\n|  |  |  |\n| Project ELITE , Project ELLIPSES, & Project LEE. (2018) . Meeting the needs of English learners with and |  |  |\n| without disabilities: Brief 1, Multitiered instructional systems for ELs US Office of Special Education |  |  |\n| . . . |  |  |\n| Programs. |  |  |\n|  |  |  |\n|  |  |  |\n| |  |  |\n\nDisabilities was developed and funded by  \n²  \nContributors to This Brief  \nProject ELITE²  \nShannon Giroir Leticia Romero Grimaldo Greg Roberts Sharon Vaughn  \nProject ELLIPSES  \nLinda O. Cavazos Alba Ortiz Elsa Cardenas-Hagan  \nProject LEE  \nAmanda K. Sanford Julie Esparza-Brown  \nMultitiered Instructional Frameworks  \nWhen implemented effectively, multitiered instructional frameworks support educators in providing high-quality culturally and linguistically responsive instruction for English learners, including those in need of supplemental support in language and literacy. Further, when a multitiered system of supports include assessment procedures that are linguistically aligned and informed by educators’knowledge of the language-acquisition process, students with disabilities are accurately identified.  \nIn this introductory brief, three model demonstration projects describe their work implementing multitiered instructional models for English learners with and without disabilities in grades 3 to 5 and introduce key issues to consider.  \nMeeting the Learning Needs of English Learners  \nThis 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. This introductory brief describes a multitiered instructional framework focused on the language and learning needs of ELs and highlights key questions and considerations that educators often encounter when implementing tiered instruction for bi/multilingual learners. Also in this brief, three model demonstration projects introduce their work and give an overview of the essential components of a multitiered system of supports (MTSS) for ELs with and without disabilities. Throughout the series, the briefs explore MTSS components in greater depth and describe exemplars from participating schools to demonstrate research-to-practice avenues.  \nAudience for the Series  \nThis series of practice briefs supports practitioners, educational coaches, educational leaders, and policymakers in the following:  \n• Design and delivery of core and supplemental instruction for ELs with and without disabilities  \n• Data analysis and instructional decision-making  \n• Setting of criteria for supplemental instruction  \n• Appropriate identification of ELs at risk for or with disabilities  \n• Design and delivery of intensive interventions  \nPractitioners: Educators, including instructional interventionists, will find this series helpful for the preparation, design, and delivery of instruction for ELs, including ELs with disabilities. In addition, this series will provide guidance on selecting measures and interpreting assessment data for educators who teach in bilingual, duallanguage, or English as a second language (ESL) settings in grades 3 through 5.  \nInstructional coaches and school leaders: By applying the guiding principles outlined in the series, instructional coaches and school leaders can help classroom teachers develop the knowledge and skills to serve ELs. Site leaders can al","cbCaikwMtnVq9X0c","https://ap.wps.com/l/cbCaikwMtnVq9X0c","pdf",2504080,16,"English","# Multitiered Instructional Frameworks\n## Purpose and effective implementation of MTSS\n# Meeting the Learning Needs of English Learners\n## Series overview and audience\n# Overview of Multitiered Instructional Models\n## Tiered practices and links to RTI","[{\"question\":\"What is the main goal of the brief for English learners with and without disabilities?\",\"answer\":\"It presents how educators can use multitiered instructional frameworks to meet ELs’ language and learning needs and to ensure appropriate, high-quality supports when achievement gaps appear.\"},{\"question\":\"How does MTSS help with accurate identification of students who may need additional support?\",\"answer\":\"The brief emphasizes assessment procedures that are linguistically aligned and informed by educators’ understanding of the language-acquisition process, helping identify students with disabilities accurately.\"},{\"question\":\"Who is the intended audience for the series described in the brief?\",\"answer\":\"The series targets practitioners, instructional coaches and school leaders, and policymakers, focusing on core and supplemental instruction, data analysis for instructional decisions, identification of ELs at risk, and designing intensive interventions.\"}]","MEETING THE NEEDS OF ENGLISH LEARNERS WITH AND WITHOUT DISABILITIES - BRIEF 1 - Multitiered Instructional Systems for ELs | PDF",1790861398]