The Early Warning Intervention and Monitoring System: Reducing Chronic Absenteeism and Improving Student Achievement

With the Early Warning Intervention and Monitoring System (EWIMS) process, developed by American Institutes for Research (AIR), a school can use the data it already has to help students achieve key educational milestones. This brief outlines how the 7 steps of the EWIMS process can help educators reduce chronic absenteeism.

Promoting Success for Teachers of English Learners Through Structured Observations

This document reports on a three-year collaboration among the American Institutes for Research (AIR), Education Northwest, and the Council of Chief State School Officers
(CCSSO) English Language Learner State Collaborative on Assessment and Student Standards (ELL SCASS). It provides considerations for evaluating teachers of English learners.

Teaching the Whole Child: Instructional Practices That Support Social-Emotional Learning in Three Teacher Evaluation Frameworks

This Research-to-Practice Brief is the first of its kind to 1) identify the instructional practices that promote student social-emotional learning, which in turn are critical for student academic learning. 2) showcase how three popular teacher evaluation frameworks embed practices that influence not only student academic learning but also student social and emotional competencies.

Creating Healthy Schools: Ten Key Ideas for the SEL and School Climate Community

This brief evolved from a larger Robert Wood Johnson Foundation–funded project to examine the intersection of and alignment between social and emotional learning (SEL) and school climate. It includes the ten key ideas that emerged from a two-day discussion of SEL and school climate with practice leaders in April 2016.

Is MTSS/RTI really that complicated? Let’s get back to basics!

At this very moment states and districts use dozens of acronyms, most commonly MTSS (multi-tiered systems of support) and RTI (response to intervention or instruction), to refer to a tiered system of support. You may have also noticed that sometimes in education we take a simple concept and turn into an overly complex system of forms and processes. I have found that when schools start to lose their way or begin to feel overwhelmed with MTSS/RTI, it is important to get back to basics.

Going beyond the basics: Using feedback to support MTSS implementation

If you’ve been reading this blog series, by now you know that MTSS is here to stay. But, you also know that a lot can go awry when MTSS is implemented in schools. Tier 1 instruction may not be provided for all students. Tier 2 and 3 progress monitoring using valid and reliable assessment measures may not occur. Screening may only occur once a year.