When students struggle academically, schools often employ a multitiered system of support (MTSS), sometimes called RTI (Response to Intervention), to provide assistance to students who are underperforming. The vast majority of academic difficulties involve literacy, and many reading difficulties can be improved when they are identified early and when appropriate support is provided to the student. Difficulties in math can also be addressed through MTSS.
The MTSS process includes effective instruction in general education (typically called Tier 1), followed by targeted interventions as needed (Tier 2), and, when appropriate, more intensive support through special education services (Tier 3). It’s important to mention that there isn’t a prescribed number of tiers or levels of support. For example, Tier 3 may involve more intensive interventions with special education being Tier 4. The point is to provide the level and intensity of supports students need to be successful. A benefit of MTSS is that it provides educators with a system for helping struggling learners in general education instead of considering referral to special education as the first or only option.
For multilingual learners, an effective MTSS process takes into account cultural and linguistic considerations as educators search for solutions to the problems these students experience. To illustrate, a hypothetical multilingual learner will move through his school’s MTSS process.
1. Effective instruction in general education. Enrique is a third grader whose teacher is knowledgeable about and experienced in effective teaching for multilingual learners. Mrs. Nash consistently provides scaffolds for her students such as features of SIOP teaching. She collaborates with the ESL teacher who spends 30 minutes each day working with Enrique in a small group on listening and speaking skills to improve their English proficiency. Typically, they discuss the story being read in class, highlighting key vocabulary terms necessary for understanding the story, explicitly teaching sentence structure by analyzing sentences in the story, making connections between the story and the students’ own experiences, and eliciting language from the students. Lots of opportunities to practice using English are provided for the students. However, over time Enrique remains significantly behind grade level and Mrs. Nash turns to colleagues for assistance.
2. Getting support from a grade-level team or professional learning community (PLC). This step in the process is used with multilingual learners since any number of variables may contribute to multilingual learners’ underperformance such ineffective teaching, absenteeism or transiency, inadequate English language development (ELD) or ESL teaching, or the simple fact that these students are learning new information and skills in a new language. This step typically is informal, involving discussion and collaboration amongst colleagues. However, it is important since multilingual learners in many schools are routinely thought to be in need of Tier 2 reading interventions when, in fact, they may need more explicit English language instruction with opportunities to practice using the language.
The team, which includes at least one member with expertise in second language acquisition, examines classroom instructional practices to make sure Enrique is receiving the language support he needs. The team suggests that Mrs. Nash do a preview/review with each story being read. For example, she might use a graphic organizer to outline the way the story unfolds so Enrique has a general understand of what the story is about, translating terms as needed and pointing out cognates. After reading the story in class, Mrs. Nash works with Enrique to summarize the story, asking him to retell the story using clues from the graphic organizer and listed vocabulary words. A plan for monitoring the effect of this plan is also developed by the team.
3. Evaluate the team plan. The grade-level or PLC team looked at the progress monitoring data gathered by Mrs. Nash to assess next steps. Their plan had taken into consideration Enrique’s language and cultural background by suggesting that Mrs. Nash add practices such as translating words as needed, making connections between Spanish and English by pointing out cognates, and linking elements of stories to Enrique’s own experiences to make stories more meaningful and relevant to him. Enrique didn’t respond positively to his teacher’s additional efforts, so the team decided to seek assistance from the Tier 2 Intervention team.
4. Tier 2 Interventions. The intervention team examined data provided by Mrs. Nash about how Enrique performed in class and found that Enrique can haltingly decode words but doesn’t comprehend their meaning. The intervention team recommended a focus on intensive word recognition and comprehension strategies. Enrique’s progress was monitored every 4 weeks to gauge learning.
5. Assess progress. The team found that Enrique made slight progress but did not sufficiently respond to the interventions after eight weeks. The team moved to the next step, changing the interventions.
6. Modify interventions. The team decided to modify the interventions, continue for 8 more weeks, and monitor progress every two weeks.
7. Assess progress. At the end of the second cycle of interventions, Enrique had not made the amount of progress that would have been expected. A referral for evaluation for special education services was initiated. Parent notification was sent to his family in Spanish, and they agreed to an evaluation for special education services.
8. Evaluate for special education services. Enrique took part in a battery of assessments. The Speech/Language Pathologist conducted an evaluation in Spanish and English to establish his level of proficiency in each language. Enrique demonstrated auditory processing difficulties in both languages. The results of the assessments determined that Enrique has a disability that qualified him to receive special education services.
9. Develop an Individualized Education Plan (IEP). The IEP team met, including Enrique’s parents and an interpreter, and an instructional program was agreed upon. The various IEP goals included one for accelerating oral language proficiency in English. In addition, it was noted that he would continue daily English language development with the ESL teacher. Further, Enrique qualified for speech/language services.
10. Receive services in Tier 3: Special education. Enrique received high-quality instruction as he worked on his specific IEP goals. SIOP lesson planning ensured that instruction was comprehensible and meaningful for him and provided opportunities to practice and apply new knowledge, skills, and vocabulary. He also benefitted from speech therapy and daily ELD class.
Note that this scenario is only one of many ways to characterize MTSS but there are some aspects that are essential for multilingual learners. Literacy and language are inextricably connected, however multilingual learners need oral language development before they can be expected to make the same progress as their English-speaking peers in reading. Tier 2 interventions are designed for remediating specific foundational reading skills, e.g., phonics, phonemic awareness, fluency, comprehension and vocabulary, not necessarily developing English oral language. Many multilingual learners may get on track with support from the teacher and grade-level team without needing Tier 2 interventions. Few students would likely go through the entire process as Enrique did since most reading difficulties can be remedied during interventions.
Post based on our forthcoming book, Making Content Comprehensible for Multilingual Learners: The SIOP Model, Sixth Edition.