ERIC Number: ED672705
Record Type: Non-Journal
Publication Date: 2024-Apr
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
Multi-Tiered System of Supports for Multilingual Learners: Using Culturally and Linguistically Aligned Practices
Julie Esparza Brown; Amanda K. Sanford; Donna Sacco
National Center on Intensive Intervention
This brief highlights how to use culturally and linguistically aligned (CLA) strategies to support multilingual learners within an multi-tiered system of supports (MTSS) framework including how to use a CLA lens to inform instructional adaptations for multilingual learners who require intensive intervention. The brief reviews the use of the CLA lens when considering the instruction and intervention provide through a multi-level prevention system, data-based decision making, screening, and progress monitoring. A case study is included showing MTSS implementation through a CLA lens for a school with a large Spanish-speaking student population.
Descriptors: Multi Tiered Systems of Support, Culturally Relevant Education, Language Usage, Multilingualism, Intervention, Progress Monitoring, Decision Making, Data Use, Spanish Speaking, English (Second Language), Second Language Learning, Second Language Instruction, English Learners, Elementary School Students, Educational Strategies
National Center on Intensive Interventions. Available from: American Institutes for Research. 1400 Crystal Drive 10th Floor, Arlington, VA 22202. Tel: 202-403-5000; Fax: 202-403-5000; e-mail: inquiry@air.org; Web site: https://intensiveintervention.org/
Publication Type: Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Authoring Institution: National Center on Intensive Intervention (NCII) at American Institutes for Research
Grant or Contract Numbers: H326Q210001
Department of Education Funded: Yes
Author Affiliations: N/A