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.

Is MTSS/RTI here to stay? All signs point to yes!

Educators are notorious for getting excited about new buzzwords or programs. And if you are like me, you were really excited the first time you were introduced to response to intervention (RTI) or multi-tiered system of support (MTSS). Like me, you probably thought to yourself, ‘is this going to just be another fad?’ or ‘can we really do this?' Until the last couple of years, I am not sure we really knew answers to those questions. However, after a recent review of the national and state landscape, I think we can safely say MTSS/RTI is here to stay.