Capstone Project Title
Multilingual learners (MLLs also known as English Language Learners or ELLs) are a growing population in United States schools. The literature reviewed in this capstone explored the question: How does the research recommend designing a Multi-Tiered System of Support (MTSS) for Multilingual Learners (MLLs) to inform reading instruction? This capstone used the literature reviewed to create a series of three professional development sessions for adult staff in this midwest school to navigate the implementation of a system of support beginning with how data is used. The professional development sessions provided an overview of MTSS, explored culturally responsive teaching methods, investigated assessment data types and purposes, contrasted language difference versus learning disability, and included activities for staff to make informed decisions with data. This project provided foundational pieces for building a framework of support for schools that are navigating this process with high numbers of multilingual students. Key influences for the creation of this professional series were Kenneth C. William and Tom Hierck’s book on Professional Learning Communities; Austin Buffum, Mike Mattos, and Janet Malone’s book on Response to Intervention; and Eric M. Haas and Julie Esparza Brown’s book on supporting English Learners. The primary goal of this project is to help staff members learn to use universal screening data and English language proficiency data to set instructional goals and intervention decisions based on the trends within the data. These data structures inform decisions made for literacy support with MLLs.
ESL/ ELLs, Literacy, Multi-Tiered Support (MTSS); Response to Intervention (RTI)
Riley, Elisabeth, "Multi-Tiered Support Systems for Multilingual Learners: Structures that Inform Reading Instruction and Intervention" (2021). School of Education Student Capstone Projects. 711.
School of Education Student Capstone Projects