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

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. Impact Statement Although several concept papers have identified promising practices in implementing MTSS with ELs, few studies have described how assessment and data-based decision-making practices are operationalized in schools or how school psychologists can support the implementation of culturally and linguistically responsive MTSS for ELs.