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.

中文翻译：

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在农村社区小学维持对英语学习者的多层次支持系统

一个为期 5 年的示范项目旨在改善三所农村社区小学 K-3 年级英语学习者 (EL) 的识字教学和特殊教育转介，并在实施一年后特别关注可持续性。该模式是通过大学-学区合作伙伴关系开发和实施的，将可持续性作为一个关键组成部分。调查结果表明，可持续性组件 (a) 嵌入到项目开发中，(b) 在项目实施期间定期重新审视，以及 (c) 通过参与学校制定自己的可持续性计划进行个性化，被证明是保持特定扫盲最佳实践和改进的成功方法EL 的推荐。至少 80% 的课堂教师参与者报告说，在项目实施一年后，项目的关键方面继续有益于或非常有益于向 EL 提供课堂教学。EL 模型组件的五个多层次支持系统 (MTSS) 中的每一个都得到了一定程度的解决，其中一些主要在所有三所小学实施后一年得到解决。此外，保持了文化和语言响应转介。共享和讨论了项目可持续性的结果，并建议教育工作者将其 MTSS 模型应用于具有大量残疾和非残疾 EL 人口的农村小学。