Multi-Tiered System of Supports for EL Students

MTSS and EL

Approaches involving early intervention, ongoing progress monitoring and effective classroom instruction, as in the Multi-Tiered System of Supports (MTSS), are associated with improved outcomes for the majority of students in early reading. However, there is less information about the effectiveness of these approaches with EL students.

It is important to use caution when working through the MTSS with EL students so students with low English language proficiency are not identified for special education, but also that students who need these services are not under-identified. In implementing MTSS approaches with EL students, a significant challenge is determining students’ knowledge and skills in their first language, then understanding their performance in their second language (English).

EL students can and should be screened on the same early reading indicators as native English language speakers, including phonological awareness, letter knowledge and word and text reading. Provide instructional support to EL students with low performance in reading areas, even when oral language skills in English are low. Interventions offered should simultaneously address development of language and literacy skills in English.

Tiered Interventions

Tier 1 Intervention:

The progress of EL students should be monitored three to six times per year for students at risk for reading problems. Be sure to consider students’ accents and pronunciations when scoring. Do not penalize students for dialect features. You should consider that students are acquiring word meaning and word calling, which may influence the expected rate of growth.

Tier 2 Intervention:

Intensive reading interventions should be provided to EL students demonstrating low reading skills immediately, when needed. Ensure that the interventions are intense in small groups, for a minimum of 30 minutes per day. Do not wait for English oral language to improve before providing reading interventions. Use appropriate practices for building oral skills, reading skills and vocabulary development.

Tier 3 Intervention: 

EL students who are significantly behind in reading require highly intensive and extensive reading interventions that start immediately. The intervention should be provided by a well-trained specialist with a strong background in early literacy. This instruction may need to last for a significant period of time. A team approach to problem solving may be very useful for interpreting factors that may influence progress such as attention, language and vocabulary development and behavior problems.