Written in collaboration with leaders of the International MTSS Summit, this article shares the research support for MTSS and describes its benefits and application to international schools. The article appeared in the EARCOS Triannual Journal. View the article in the full journal below on pages 36-38.

As schools plan for fall 2021, this is our chance to re-examine school through a trauma-sensitive lens with a focus on creating a safe, supportive, equitable, and engaging learning environment. A trauma-sensitive school is one in which all students feel safe, welcomed, and supported (Cole, Eisner, Gregory, & Ristuccia, 2013). In a trauma-sensitive school, all aspects of the educational environment center on universal support and care for all students. So how can educators incorporate trauma sensitivity into their practice—whether remote or in person? In this article, Dr.

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.

The brief by Regional Education Laboratory (REL) Midwest shares the results of a randomized controlled trial – the most rigorous study design – to examine the impact of EWIMS on students and schools.

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.

This brief describes how school climate and SEL can and should be integrated in future research and practice for healthy schools, allowing the two previously separate concepts to work hand-in-hand.

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.

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.