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 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. In this fifth brief in the series, key strategies to foster leadership and build capacity among educators for effective multitiered frameworks for 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. This brief provides recommendations for the following: Fostering leadership as a foundation for successful implementation of MTSS for ELs Building capacity for successful implementation of the MTSS framework through professional learning and collective participation Developing and providing job-embedded professional learning and fostering collaboration among staff who implement MTSS.
English Learners with Special Needs