An Examination of MTSS Assessment and Decision Making Practices for English Learners

Abstract

Within a culturally and linguistically responsive (CLR) multitiered system of supports (MTSS) framework, effective policies, practices, and personnel ensure that resources and tools promote equity for all students. Observation data were analyzed to describe the implementation of two components of MTSS/RTI, assessment and data-based decision-making, in five schools that served large numbers of English Learners (ELs) in bilingual education programs. Data were analyzed to identify CLR policies and practices implemented by the schools and those that needed to be refined or improved. Recommendations for how school psychologists can collaborate with educators in developing and implementing effective CLR assessment and data-based decision-making practices in MTSS/RTI for ELs are presented.

Impact Statement

Although several concept papers have identified promising practices in implementing MTSS with ELs, few studies have described how assessment and data-based decision-making practices are operationalized in schools or how school psychologists can support the implementation of culturally and linguistically responsive MTSS for ELs.

Keywords:

• MTSS
• English learners
• assessment
• data-based decision-making

Associate Editor:

• Jorge E. Gonzalez

DISCLOSURE

The authors have no conflicts of interest to report.

Additional information

Funding

This work was funded by Office of Special Education Programs, Office of Special Education and Rehabilitative Services.

Notes on contributors

Sylvia Linan-Thompson

Sylvia Linan-Thompson, PhD, is an associate professor at the University of Oregon in the Department of Special Education and Clinical Sciences and is affiliated with the Center on Teaching and Learning. Her primary research interests are examining appropriate instructional and assessment practices for English learners. She been PI or Co-PI of longitudinal intervention research projects that developed and examined reading interventions for struggling readers who are monolingual English speakers, English language learners and bilingual students acquiring Spanish literacy, and has examined the English writing development of ELs with and with our learning disabilities. She has also examined the implementation of RtI with English language learners in dual language schools. She has authored articles, chapters and books on these topics.

Alba Ortiz

Alba A. Ortiz, PhD, is a Professor Emerita in the Department of Special Education, College of Education, at The University of Texas at Austin.

Linda Cavazos

Dr. Linda Cavazos, PhD, is a researcher and technical assistance provider with 25 years’ experience in supporting literacy, English learners, and special education. Her research focuses on how these topics intersect and on improving the academic outcomes of English learners. Dr. Cavazos holds a PhD in Multicultural Special Education from The University of Texas at Austin.