[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-491724-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-491724-en":131},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","meeting-the-needs-of-english-learners-with-and-without-disabilities-brief-2-evidence-based-tier-2-intervention-practices-for-english-learners","Meeting the Needs of English Learners With and Without Disabilities - Brief 2 - Evidence-Based Tier 2 Intervention Practices for English Learners","","Brief 2 addresses evidence-based Tier 2 intervention practices for English learners with and without disabilities within multitiered instructional frameworks. It explains why multitiered systems of supports rely on linguistically aligned assessment, culturally and linguistically responsive instruction, and educators’ understanding of language acquisition. The brief describes who it is for, the structure of the series, and provides an overview of Tier 2 intervention characteristics, including screening, small-group delivery, explicit skill integration, and guided practice with corrective feedback.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/meeting-the-needs-of-english-learners-with-and-without-disabilities-brief-2-evidence-based-tier-2-intervention-practices-for-english-learners/491724/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/meeting-the-needs-of-english-learners-with-and-without-disabilities-brief-2-evidence-based-tier-2-intervention-practices-for-english-learners/491724.png","ImageObject",300,407,{"name":42,"@type":43},"Bulrr","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-08","2026-10-01",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",11,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Who is this brief intended for?","Question",{"text":63,"@type":64},"It is for school leaders, educators, and policymakers responsible for implementing and supporting multitiered instructional frameworks that respond to the needs of English learners.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What determines whether an EL needs Tier 2 intervention?",{"text":68,"@type":64},"Teams consider whether core instruction is differentiated for EL language and literacy needs, whether data show disproportionate needs, whether oral language proficiency is monitored, and whether Tier 2 interventions and assessment language are aligned and valid for ELs.",{"name":70,"@type":61,"acceptedAnswer":71},"What characterizes effective Tier 2 intervention for ELs?",{"text":72,"@type":64},"Effective Tier 2 intervention is differentiated and high-quality, supports social and academic language development, and uses educators’ knowledge of second-language acquisition to guide instruction and practice.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},491724,1791371963,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":108,"slug":109},7,40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":97,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":107,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":118,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":104,"preview_page_count":4},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","MEETING THE NEEDS OF ENGLISH LEARNERS WITH AND WITHOUT DISABILITIES  \nBRIEF 2  \nEvidence-Based Tier 2 Intervention Practices for English Learners  \n© 2020 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 ELLIPSES, Project LEE, & Project ELITE . (2020) . Meeting the needs of English learners with and |  |  |\n| without disabilities: Brief 2, Evidence-based Tier 2 intervention practices for English learners US Office of |  |  |\n| . . . |  |  |\n| Special Education Programs. |  |  |\n|  |  |  |\n|  |  |  |\n| |  |  |\n\nDisabilities was developed and funded by  \n²  \nContributors to This Brief  \nProject ELLIPSES  \nLinda O. Cavazos Alba Ortiz Elsa Cardenas-Hagan  \nProject LEE  \nJulie Esparza-Brown Christopher Pinkney Theresa Deussen Amanda K. Sanford  \nProject ELITE²  \nShannon Giroir Leticia Romero Grimaldo  \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 instruction in language and literacy. Further, when a multitiered system of supports includes assessment procedures that are linguistically aligned and informed by educators’knowledge of the language-acquisition process, students with disabilities are accurately identified.  \nIn this second brief in the series, 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.  \nOverview  \nWho Should Read This Brief?  \nThis series of briefs is for school leaders, educators, and policymakers charged with implementing and supporting multitiered instructional frameworks that respond to the needs of ELs. It provides support in the following:  \n• Design and delivery of Tier 2 intervention for ELs with and without disabilities  \n• Data analysis and instructional decision-making  \n• Criteria for identifying students who need Tier 2 intervention  \nStructure  \nWe begin this brief with an introduction to multitiered instruction for ELs within a multitiered system of supports (MTSS) framework. We pose some initial questions that educators, leaders, and policymakers should consider as they plan for implementation. We discuss the importance of culturally and linguistically responsive instructional practice and note oral language considerations, including the need for oral language assessment. And, finally, we outline evidence-based intervention practices.  \nRather than describing or promoting any particular intervention program, we aim throughout this brief to discuss evidence-based practices that can be applied across Tier 2 interventions. To demonstrate how practitioners can implement the evidence-based strategies described, three model demonstration projects also provide \"In Action\" examples of the work at their respective model demonstration sites. These examples illustrate how a specific set of Tier 2 strategies can be implemented systematically within the unique contexts in which educators work.  \nEvidence-Based Tier 2 Intervention Practices for English Learners 3  \n© 2020 U. S. Office of Special Education Programs  \nIntroduction  \nIn the fall of 2016, there were nearly 5 million ELs in U. S. public schools.1 This represents 10% of U. S. public school enrollees, up from 8% in 2000. In the fall of 2017, 14. 3% of all ELs were also identified as having a disability.2 About half of ELs with disabilities are identified with a specific learning disab","cbCaion6GGrI5m8Z","https://ap.wps.com/l/cbCaion6GGrI5m8Z","pdf",3019870,"English","# Overview\n## Who Should Read This Brief?\n## Structure\n# Introduction\n## Evidence-Based Tier 2 Intervention Practices\n## Overview of Tier 2 Intervention for ELs","[{\"question\":\"Who is this brief intended for?\",\"answer\":\"It is for school leaders, educators, and policymakers responsible for implementing and supporting multitiered instructional frameworks that respond to the needs of English learners.\"},{\"question\":\"What determines whether an EL needs Tier 2 intervention?\",\"answer\":\"Teams consider whether core instruction is differentiated for EL language and literacy needs, whether data show disproportionate needs, whether oral language proficiency is monitored, and whether Tier 2 interventions and assessment language are aligned and valid for ELs.\"},{\"question\":\"What characterizes effective Tier 2 intervention for ELs?\",\"answer\":\"Effective Tier 2 intervention is differentiated and high-quality, supports social and academic language development, and uses educators’ knowledge of second-language acquisition to guide instruction and practice.\"}]","Meeting the Needs of English Learners With and Without Disabilities - Brief 2 - Evidence-Based Tier 2 Intervention Practices for English Learners | PDF",1790853027]