MULTITIERED SYSTEM OF SUPPORTS FOR ENGLISH LEARNERS - LITERACY IMPLEMENTATION RUBRIC - Overview

Oct 10, 2026

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Multitiered System of Supports (MTSS) for English learners: Literacy Implementation Rubric provides guidance for monitoring school-level fidelity of MTSS implementation across literacy and English language development. It defines English learners, explains how teams use a 1–5 scoring rubric with anchor descriptors, and describes supporting tools including a scoring worksheet and action planning document. It details assessment expectations, including screening and progress monitoring, and offers rubric criteria for universal and linguistically matched screening.

LanguageEnglish

CategoryExam

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Overview

Definition of “English learners (ELs)”

Using the Tools

Assessments

Screening

Universal Screening

Linguistically Matched Screening Tools

Linguistically Aligned Universal Screening Process

Adapted from Center on Multi-Tiered System of Supports. (2021) . Multi-tiered system of supports (MTSS) fidelity of implementation rubric. American Institutes for Research. Preferred Citation Project LEE, Project ELLIPSES, & Project ELITE². (2021) . Multitiered system of supports for English learners: Literacy implementation rubric. U. S. Office of Special Education Programs. MULTITIERED SYSTEM OF SUPPORTS FOR ENGLISH LEARNERS: LITERACY IMPLEMENTATION RUBRIC Overview This rubric is intended to be used by individuals or teams who are responsible for monitoring school-level fidelity of a multitiered system of supports (MTSS) for English learners, including MTSS, bilingual, literacy, and English language development specialists or coaches; school principals; and teacher leaders. The rubric is aligned with the essential components of MTSS for literacy and the infrastructure that is necessary for successful implementation. It is accompanied by a worksheet and action planning document with guiding questions. The worksheet can be used to record ratings and notes for each section, and the action planning document can be used to summarize strengths, areas of need, and goals, and to track progress. Use of each tool is described below. Definition of “English learners (ELs)”: Prekindergarten to grade 12 students who come from an environment where a language other than English has had a significant impact on their English proficiency and whose difficulties in speaking, reading, writing, or understanding English may prevent them from successfully achieving in classrooms where the language of instruction is English (ESEA Section 8101(20)) Using the Tools Rubric: Teams rate the level of current implementation for each MTSS component on a scale from 1 to 5. Descriptors are provided for the 1, 3, and 5 anchor points. Practitioners read each statement and the anchor point criteria and highlight the features in place, partially in place, or not in place. Teams assign a rating from 1 to 5 for each component and note which features need to be addressed on the scoring worksheet and action planning document. Scoring worksheet: Based on review of the rubric, teams choose the whole number rating, 1–5, that best represents their school’s level of implementation, record that rating, and provide documentation of evidence for choosing the rating. Action plan: Teams use their highlighting and ratings on the rubric and worksheet to identify and note strengths, areas of need, and goals. Teams complete all sections and ensure that actions are observable and measurable with timelines assigned. Practitioners use the action plan for regular check-ins (at least quarterly) to assess progress, ensure follow through on action items, and make adjustments as needed based on student data. Assessments Screening, progress monitoring, and other supporting assessments are used to inform data-based decision making. Screening—The MTSS framework accurately identifies students who need additional support to meet important learning outcomes. | 1 | 3 | 5 | | --- | --- | --- | | Screening Tools | | | | There is insufficient evidence that the screening tools are reliable, correlations between the instruments and valued outcomes are strong, and predictions of the need for additional support are accurate. | Evidence indicates that the screening tools are reliable, correlations between the instruments and valued outcomes are strong, and predictions of the need for additional support are accurate, but the staff is unable to articulate the supporting evidence. | Evidence indicates that the screening tools are reliable, correlations between the instruments and valued outcomes are strong, and predictions of the need for additional support are accurate, and the staff is able to articulate the supporting evidence. | | Linguistically Matched Screening Tools | | | | Screening tools assess language and literacy only in English and not students’ native languag

FAQs

Who is this rubric intended for?

It is intended for individuals or teams monitoring school-level MTSS fidelity for English learners, including specialists, coaches, principals, and teacher leaders.

How do teams use the rubric to rate implementation?

Teams rate each MTSS component on a 1–5 scale using anchor descriptors, highlight features as fully/partially/not in place, record ratings on the scoring worksheet, and identify next steps in the action planning document.

What do the assessment requirements focus on?

The rubric emphasizes data-based decision making using screening, progress monitoring, and other supporting assessments, including reliable screening tools and universal, linguistically aligned screening processes.

Oct 10, 2026

Uploaded by Melati