Mtss Els Mls Mtss English Learners Multilingual Learners
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MTSS & ELs/MLs - MTSS & English Learners/Multilingual Learners
Author: Seth Aldrich
language: en
Publisher: National Professional Resources Inc
Release Date: 2024-06-03
Today, approximately 10 percent of students in grades K-12 are English learners (also called multilingual learners/MLs). The majority of these students face a variety of challenges and and their need for systemic instructional and sometimes social, emotional, and/or behavioral support is often significant. Furthermore, the COVID- 19 pandemic increased the learning gap between English learners and native English speakers, with English learners now requiring even more support to catch up to their peers. Multi-Tiered System of Supports (MTSS) (formerly known as Response To Intervention, or RTI) provides an effective framework for assessing and understanding the needs of English learners. MTSS involves data-based decision-making through the universal screening and progress-monitoring of students, as well as the differentiation of instruction. It also includes the identification and delivery of student services and resources through a multi-tiered model that is generally depicted with three (3) tiers. Although the nature of the challenges faced by most English learners differs from those of struggling native English-speaking students, many English learners also need significant general education supports. This requires schools to plan specifically for English learners when creating their MTSS plan. This guide provides teachers with academic and behavioral supports and interventions to use with ELs that will help them thrive in the classroom.
Collaboration for Multilingual Learners With Exceptionalities
Discover models, strategies, and real-life stories to strengthen your collaborative practices. Cooperation, coordination of services, and impactful collaboration are critical to the success of multilingual learners with exceptional needs. Written by experts in the fields of language and literacy development, equity, and special education, this practical guide emphasizes the power of partnership and inclusive pedagogy to transform educational practices for culturally and linguistically diverse students. Through six comprehensive chapters, the book offers strategies for effective co-planning, co-assessment, and co-teaching, while emphasizing the importance of cultural responsiveness and equitable classroom-based approaches for multilingual learners with exceptionalities. Each chapter includes opening sketch notes offering a visual representation of key ideas, anchor and reflection questions, and additional resources for extended professional learning. Other unique features include: Integration of Universal Design for Learning throughout the book with unique adaptations for multilingual learners Real-life scenarios of successful collaborative practices and innovations developed by educators of dually identified multilingual learners Leadership-specific recommendations to support the success of initiatives for multilingual learners with exceptionalities Essential tools and protocols to implement equitable classroom-based approaches for creating inclusive, collaborative learning environments Both a practical guide and an urgent call-to-action, this book supports educators, districts, and communities to embrace collaboration, combine their professional expertise, and use shared voices to advocate for multilingual learners with exceptionalities.
Transforming Schools for Multilingual Learners
Essential principles, practices, and structures for multilingual learners Much has changed in the ten years since this book was first published. A celebrated triumph, it provided state, district, school, and teacher leaders with a comprehensive guide to support multilingual learners to reach their full potential. From selecting the appropriate program model to partnering with families and infusing federal and state laws governing the education of multilingual learners and the rights of their families into all we do, the key messages that made the first edition of this book a renowned success have been re-examined in the second edition with a robust lens to meet these demanding times. This second edition supports educators to design and enact policies, practices, and structures for multilingual learners (MLs) to feel a sense of safety, belonging, value, and competence. Topics explored in the book include: a discussion of the changes to federal and state policies and their impact on MLs and their families strategies to move from a deficit- to an asset-based approach that values multilingualism nine principles to design and deliver high-quality lessons in multiple languages and across disciplines practices to identify and support MLs with learning differences and disabilities steps for building long-lasting family-school partnerships Reflecting changing trends in leadership, this new edition supports superintendents, principals, curriculum supervisors, coaches, mentors, teachers, and other stakeholders in their collaborative efforts to create and sustain successful language assistance programs.