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.

Consideration of cultural and linguistic features is mandated by law and one of the most important contributors to the appropriate placement of diverse learners for special education services. This article describes the results of a pilot project designed to assist rural educators to deliver an equitable and unbiased assessment process for English learners (ELs) in Grades K–5. Project setting was a remote rural county district in a mountain Western state with a significant percentage of ELs in special education. Project findings illuminate the importance of incorporating cultural and linguistic features into the special education assessment process for ELs. Results also include a process for examining an assessment body of evidence from competing perspectives to increase objectivity. Recommendations for rural educator preparation and district assessment processes are provided.

Tips for Teachers is a regular department that presents practical teaching suggestions in the areas of reading, mathematics, written language, content areas, organizational skills, and social skills. As you read these tips, consider how you motivate and instruct your students. I encourage you to submit your teaching ideas for possible publication in this column to Dr. Mary Cronin. The University of New Orleans, Department of Special Education, New Orleans, LA 70148.