Meeting the Needs of English Learners with and without Disabilities: Brief 4, Fostering Collaborative Partnerships with Families of English Learners Within a Multitiered System of Supports

Related Content
Project ELITE, Project ELLIPSES, & Project LEE
Institutional Author
U.S. Office of Special Education Programs
Originating Organization
Resource Type
Opinion Position
Acquisition Number
Published Date
10-20-2021 3:53 PM
Published Year
Number of Pages
Subscription Only

The Office of Special Education Programs (U.S. Department of Education) funded three model demonstration projects to improve outcomes for English Learners (ELs) with or at risk of disabilities in grades three through five using a framework for multitiered instruction. The projects describe their work in a series of five briefs that are designed for school leaders, educators, and other stakeholders who implement or support effective instructional practices for ELs with and without disabilities. Throughout the series, the briefs discuss multitiered system of supports (MTSS) components in depth and describe exemplars from participating schools to demonstrate research-to-practice avenues. When implemented effectively, multitiered instructional frameworks support educators in providing high-quality culturally and linguistically responsive instruction for ELs, including those in need of supplemental support in language and literacy. Further, when a multitiered system of supports includes assessment procedures that are aligned with the language(s) of instruction and informed by educators' knowledge of the language-acquisition process, students with disabilities are accurately identified. This fourth brief in the series features the work of three model demonstration projects whose aim is to support ELs with and at risk for reading-related disabilities in grades 3 to 5. This brief focuses on fostering collaborative and equitable home-school partnerships with parents and families as partners within a multitiered system of supports for ELs (MTSS for ELs). Specifically, this brief focuses on the following: Building proactive multidirectional relationships with families of ELs Engaging families in educational decision-making and planning for their children Supporting meaningful family participation in general and special education processes and programs.

Family and Community Involvement
English Learners with Special Needs