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The brief explains how leadership and collaboration enable culturally and linguistically responsive instruction, using aligned assessment and educators’ understanding of language acquisition to identify students accurately. It highlights strategies for building leadership capacity at district, school, and classroom levels, and describes professional learning and collective participation practices supporting successful MTSS implementation.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/meeting-the-needs-of-english-learners-with-and-without-disabilities-brief-5-promoting-leadership-and-collaboration-for-an-effective-multitiered-system-of-supports-for-english-learners/535723/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/meeting-the-needs-of-english-learners-with-and-without-disabilities-brief-5-promoting-leadership-and-collaboration-for-an-effective-multitiered-system-of-supports-for-english-learners/535723.png","ImageObject",300,407,{"name":92,"@type":93},"Melati","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is MTSS and why is it important for English learners with and without disabilities?","Question",{"text":113,"@type":114},"MTSS is a multilevel prevention system that integrates data-based decision-making with instruction. When implemented well, it supports accurately identifying and addressing English learners’ unique learning needs and providing high-quality instruction and supports.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How should leaders promote collaboration in MTSS for English learners?",{"text":118,"@type":114},"Leaders should ensure educators, staff, and families understand their role in MTSS success and that collaboration is essential. They should also support ongoing collaboration across bilingual education, English as a second language, general education, intervention, coaching, special education, and speech and language staff, with families of English learners.",{"name":120,"@type":111,"acceptedAnswer":121},"What practices help ensure English learners are not inappropriately referred to supplemental or special education services?",{"text":122,"@type":114},"A culturally and linguistically responsive MTSS framework should address specific language and literacy needs and include assessment procedures aligned with the language(s) of instruction. This helps ensure students are identified appropriately and referred only when warranted.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},535723,1791688967,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":31,"preview_page_count":4},962085570644,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","MEETING THE NEEDS OF ENGLISH LEARNERS WITH AND WITHOUT DISABILITIES  \nBRIEF 5  \nPromoting Leadership andCollaboratiofnor an Effective Multitiered Systemof Supporfts or English Learners  \n© 2021 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 LEE, & Project ELLIPSES. (2021) . Meeting the needs of English learners with and |  |  |\n| without disabilities: Brief 5, Promoting leadership and collaboration for an effective multitiered system of |  |  |\n|  |  |  |\n| supports for English learners. U. S. Office of Special Education Programs. |  |  |\n|  |  |  |\n|  |  |  |\n| |  |  |\n\nDisabilities was developed and funded by  \n²  \nContributors to This Brief  \nProject ELITE²  \nLeticia Romero Grimaldo Shannon Giroir Tim T. Andress  \nProject LEE  \nAmanda K. Sanford Julie Esparza Brown  \nProject ELLIPSES  \nLinda O. Cavazos Alba Ortiz Elsa Cardenas-Hagan  \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 (MTSS) includes assessment procedures aligned with the language(s) of instruction and informed by educators’ knowledge of the language-acquisition process, students with disabilities are accurately identified.  \nIn this fifth 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 describe key leadership and capacity-building practices that support successful implementation of MTSS.  \nOverview  \nThis is the fifth brief in the series Meeting the Needs of English Learners With and Without Disabilities. In this brief, key strategies to foster leadership and build capacity among educators for effective multitiered frameworks for English learners (ELs) with and without disabilities are highlighted. Additionally, guidance focuses on strategies for building culturally and linguistically responsive leaders at the district, school, and classroom levels to promote a successful MTSS for ELs.  \nWho Should Read This Brief?  \nThis brief is for school and district leaders—administrators, instructional coaches, and educators—who support the implementation of high-quality instruction and academic supports within MTSS for ELs. Although the term “leader” can refer to a person with a specific title or role, we conceptualize leadership as a practice in which all educators can engage. This brief provides recommendations for the following:  \n• Fostering leadership as a foundation for successful implementation of MTSS for ELs  \n• Building capacity for successful implementation of the MTSS framework through professional learning and collective participation  \n• Developing and providing job-embedded professional learning and fostering collaboration among staff who implement MTSS  \nStructure of This Brief  \nBrief 5 provides guidance for educational leaders in implementing and supporting the evidence-based practices emphasized throughout the series. We begin by describing the role of leadership within MTSS for ELs and core practices that promote cultural and linguistic responsiveness throughout MTSS. Guidance is provided for building educators’ capacity to appropriately serve and continuously improve services for ELs, specifically through the design and delivery of meaningful professional learning opportunities. For optimal succes","cbCaiju2ajTK0DEL","https://ap.wps.com/l/cbCaiju2ajTK0DEL","pdf",2531396,"English","# Overview\n# Who Should Read This Brief?\n# Structure of This Brief\n# The Role of Leadership Within MTSS Frameworks for ELs\n## Multitiered Instructional Frameworks\n## School and District Collaboration","[{\"question\":\"What is MTSS and why is it important for English learners with and without disabilities?\",\"answer\":\"MTSS is a multilevel prevention system that integrates data-based decision-making with instruction. When implemented well, it supports accurately identifying and addressing English learners’ unique learning needs and providing high-quality instruction and supports.\"},{\"question\":\"How should leaders promote collaboration in MTSS for English learners?\",\"answer\":\"Leaders should ensure educators, staff, and families understand their role in MTSS success and that collaboration is essential. They should also support ongoing collaboration across bilingual education, English as a second language, general education, intervention, coaching, special education, and speech and language staff, with families of English learners.\"},{\"question\":\"What practices help ensure English learners are not inappropriately referred to supplemental or special education services?\",\"answer\":\"A culturally and linguistically responsive MTSS framework should address specific language and literacy needs and include assessment procedures aligned with the language(s) of instruction. This helps ensure students are identified appropriately and referred only when warranted.\"}]","Meeting the Needs of English Learners With and Without Disabilities - Brief 5 - Promoting Leadership and Collaboration for an Effective Multitiered System of Supports for English Learners | PDF",1791600988]