The term English Language Learners (ELLs) refers to students whose first language is not English, and encompasses both students who are just beginning to learn English (often referred to in federal legislation as "limited English proficient" or "LEP") and those who have already developed considerable proficiency.
The term underscores the fact that, in addition to meeting all the academic challenges that face their monolingual peers, these students are mastering another language. Branching Minds takes students' ELL level into account when collecting the Branching Minds Insight Survey, as well as recommending interventions and accommodations matched to their needs.
Considerations When Supporting ELLs Through an RTI/MTSS Model
It's helpful to take into account the following considerations when supporting ELLs through an RTI/MTSS model:
Teaching should be culturally responsive: The student's prior experiences should be considered, including home language background and socio-cultural background.
Interplay of English Language Learning & Reading Instruction: Teachers should consider the relationship between a student's language proficiency and his/her literacy skills. Reading fluency and comprehension may be strongly determined by vocabulary and linguistic proficiency of both the first and second language.
Interplay of English Language Learning & Math Instruction: Linguistic proficiency and vocabulary comprehension are important when understanding math concepts. Several concepts of math are not necessarily universal.
Additional Variables: Within RTI/MTSS, problem-solving, literacy and oracy (in both home and new languages), culture, and educational history are variables to be considered when assessing and planning instruction for ELLs. In all three tiers, these variables stay consistent.
English Language Learning: Core instruction for all LEP/ELL students must always include English language learning as well.
Assessment: In order to better understand the needs of LEP/ELLs students
Home Language Questionnaire: To identify if a language other than English is spoken at home
Interview: To assess the relationship between their 2+ languages and the extent of formal education the student received in any other language
Initial ELL Placement State Assessment: Based on the interview results students are identified on their level of proficiency. It will identify the initial placement within ELL
Monitor: Proficient students who have exited the ELL program based on ELL State Assessment scores
Matching Instruction to Student Need: Differentiated instruction should be used for ALL students; however, differentiated instruction for ELLs should consider the student's level of English proficiency and prior educational experiences in addressing cultural and linguistic differences. When determining appropriate instruction/intervention, the following list applies to all levels of ELL students:
Consider the amount and type of ELL instruction the student received in the past and in the present
If applicable, consider the amount and type of home language instruction in the past and in the present
Ensure that the language(s) used for intervention matches the language(s) used for core instruction
Consider the impact of language and culture on instruction and learning
Branching Minds is a highly respected K-12 services and technology company that leverages the learning sciences and technology to help districts effectively personalize learning through enhancements to their MTSS/RTI practice. Having worked with hundreds of districts across the country, we bring deep expertise in learning sciences, data management and analysis, software design, coaching, and collaboration. Combined with our extensive toolkit of resources, PD, and technology, we provide a system-level solution. We are more than a service or a software provider, we are partners who will deliver sustainable results for educators, and a path to success for every learner.