MTSS | Multilingual Learners Support

Legal obligations, characteristics, identification, best practices, and cultural considerations.

Increase cultural competency, become culturally conscious, be more inclusive and sensitive to the needs and experiences of multilingual learners and immigrant students. Take an asset-based approach.

Strategies to engage families and equip them to support their children's academic growth.

Setup, review and evaluation. Assistance with required components such as staffing, documents, procedures, and funding sources.

The use of MTSS to ensure that Multilingual Learners are receiving high-quality instruction, considerations for school psychologists on assessing ELs, and serving dually-identified students.

The backgrounds, social-emotional needs, and educational needs of students who comprise three subgroups of learners - refugees and immigrants with limited education, those who are newly arrived, and those who have been in an EL program for more than five years.  

Scaffolds that general education teachers can utilize to support English Learners as they learn both English language and the content area.

Considerations when teaching reading to ELs, understanding the role of vocabulary, grammar, and culture. Use the Science of Reading to meet the needs of Multilingual Learners.

Using the ELP standards to create lessons. Understand the layout of the standards, correspondences, and alignments with Ohio’s Learning Standards. Look at the extended ELP standards for ELs with disabilities.  

Learn legal EL obligations and programming. Better understand how to provide staff and resources, ensure compliance, the role general education teachers play, what to look for during observations, identification of ELs in Special Education, and build cultural competence and a welcoming environment.