English Learners and Effective Multi-Tiered Systems of Support (MTSS) Strategies
Learn to distinguish between typical second language development and the needs of students who may demonstrate academic difficulties or possible disabilities and develop a proactive plan for effective classroom interventions to promote student success.
The Multi-tiered System of Support (MTSS) process is designed to assist in the identification of all students who are in need of additional support in the classroom and school environment. These students may include those who are working to acquire English as a second language, students who face academic difficulties due to factors such as low socio-economic status (SES), poor quality instruction, or other intervening factors; those students who may have an undiagnosed learning issues, or those who may need help due to interrupted or limited schooling.
Successful implementation of the MTSS [also referred to as Response to Intervention (RTI)] process is key to ensuring that English learners receive appropriate intervention to maximize their academic achievement and language acquisition and are not disproportionately identified for special education services.
This workshop will focus on the MTSS process as it relates to the growing number of students from diverse linguistic and cultural backgrounds as they work to acquire a new language and succeed in the classroom.
During this two and a half day informative workshop, participants will examine the steps of the MTSS/RTI process; differentiate among the characteristics of second language acquisition, learning difficulties, cultural differences and influences and issues for students with limited or interrupted formal education (SLIFE); and identify the process for the development of an MTSS/RTI plan that will promote students’ academic as well as linguistic success. Participants will also review instructional practices that support teachers’ implementation of MTSS/RTI plans in the classroom; discuss with colleagues and team members the processes for monitoring and documenting student progress; identify instructional practices to support classroom/content areas teachers with Tier 1, 2, and 3 students; and, explore issues that challenge the practice of correctly identifying and assessing English learners with possible learning disabilities.
Participants will review case studies and consider possible areas for observation, data collection, assessment, interventions, and key points of discussion for school/district faculty, staff, related service providers, and administrators in regards to academic achievement and second language acquisition. The workshop will include a variety of activities, such as jigsaw/partner readings, small group tasks, analysis of instructional strategies that support Tier 1, 2, and 3 interventions, and the development of instructional goals and implementation plans.
This institute is designed for K-12 general education/content area teachers, English as a Second Language educators, Title I teachers, ELL coordinators, administrators, and school personnel/related service providers and interventionists who are either members of MTSS/RTI teams, or who support the MTSS/RTI process in their schools. Special education teachers, coaches, and district personnel who are active in their schools’ MTSS/RTI planning and implementation are encouraged to attend as turnkey support. MTSS/RTI team members are encouraged to attend together to allow for a collaborative approach in developing effective English learner implementation plans for their schools or districts.
Certificate of Completion
Participants will receive a CAL Certificate of Completion which may be used for continuing education credit.
Learn to distinguish between typical second language development and the needs of students who may demonstrate academic difficulties or possible disabilities and develop aRead More
October 4th, 11th, 18th, 25th Learn to distinguish between typical second language development and the needs of students who may demonstrate academic difficulties orRead More
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