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

Autor/inn/en	Linan-Thompson, Sylvia; Ortiz, Alba; Cavazos, Linda
Titel	An Examination of MTSS Assessment and Decision Making Practices for English Learners
Quelle	In: School Psychology Review, 51 (2022) 4, S.484-497 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2021.2001690
Schlagwörter	Multi Tiered Systems of Support; Response to Intervention; English Language Learners; Decision Making; Bilingual Education; School Psychologists; Evidence Based Practice; Program Implementation; Educational Legislation; Federal Legislation; Equal Education; Students with Disabilities; Culturally Relevant Education; Evaluation Methods; Formative Evaluation + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Bilingual teaching; Bilingualer Unterricht; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Bildungsrecht; Schulgesetz; Bundesrecht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01