Sustaining a Multitiered System of Supports for English Learners in Rural Community Elementary Schools

Abstract

A 5-year model demonstration project designed to improve literacy instruction and special education referrals for English learners (ELs) in grades K–3 in three rural community elementary schools was completed with specific attention to sustainability 1 year after implementation. The model, which was developed and implemented through a university–school district collaborative partnership, incorporated sustainability as a critical component. Findings show that the sustainability component (a) embedded into project development, (b) periodically revisited during project implementation, and (c) personalized by participating schools developing their own sustainability plans proved to be a successful approach to maintaining select literacy best practices and improved referrals of ELs. A minimum of 80% of classroom teacher participants reported 1 year after project implementation that key aspects of the project continued to be beneficial or very beneficial for delivering their classroom instruction to ELs. Each of the five multitiered system of supports (MTSS) for EL model components was somewhat addressed, with several being mostly addressed 1 year after implementation in all three elementary schools. Also, the culturally and linguistically responsive referral was maintained. Project sustainability findings are shared and discussed along with recommendations for educators to apply in their MTSS models in rural elementary schools with high populations of ELs with and without disabilities.