Podcasts about mtss

In this episode, I explore how Universal Design for Learning (UDL) can help us strengthen Tier 1 instruction and redesign whole-group lessons to work for more learners. Using a simple Hook → Chunk → Pause → Process framework, I connect UDL, MTSS, and cognitive science to share practical strategies for reducing barriers and increasing student engagement. Related Resources: [Resource] Think-Pair-Share-Quad: A Teacher's Guide [Resource] Numbered Heads Together (NHT): A Teacher's Guide

Across her previous visits to The Good Life EDU Podcast, Dr. Katie Novak has helped listeners understand the foundations of Universal Design for Learning, its role within MTSS, and the possibilities created when educators bring UDL and artificial intelligence together. In this return conversation, Katie and Andrew take the next step by examining what educators must understand themselves before they can use AI to design learning responsibly and effectively. Drawing from her latest book, The UDL Shift, Katie explains why strong instructional design begins with firm goals and flexible means. Through a live example, she demonstrates how an AI-generated “UDL lesson” can unintentionally remove the very skill students are expected to learn and why standards alignment, pedagogical knowledge, and human review must remain central to the design process. The goal is not simply to generate something quickly, but to use AI within a thoughtful cycle of planning, analysis, revision, and human transformation. The conversation also extends beyond lesson planning. Katie explores how educators can prepare students for standardized assessments without abandoning flexible and inclusive instruction, why interleaving is more effective than last-minute test preparation, and how students can build the metacognitive awareness needed to transfer their learning into less-flexible settings. Katie and Andrew also address growing concerns about screen time, accessibility, and device use, making the case for purposeful technology integration rather than an all-or-nothing approach. This episode is a reminder that AI does not reduce the need for educator expertise; it makes that expertise even more important. Resources Referenced in This Episode The UDL Shift: Designing Inclusive Learning That Works by Katie Novak Elevating Educational Design with AI: Making Learning Accessible, Inclusive, and Equitable by Catlin Tucker and Katie Novak Nebraska Learning Network, where Nebraska educators can access Katie's free three-course UDL learning series. AI-Enhanced Processes by Alex McMillan Katie Novak's UDL Flowchart

Struggling to figure out how occupational therapy fits within your school's MTSS framework?In this episode, Dr. Courtney Boitano shares findings from two groundbreaking studies on sensory processing interventions for kindergarten and fifth-grade students. As a faculty member at San Jose State University and a school-based OT with over 15 years of experience, Courtney provides practical insights into implementing tiered sensory supports that actually work. You'll learn how to use free screening tools like the Strengths and Difficulties Questionnaire (SDQ) to identify students who need additional support, why teacher consultation may be more impactful than you think, and how to implement Zones of Regulation strategies across different tiers.Whether you're new to MTSS or looking to refine your approach, this episode offers evidence-based strategies you can start using tomorrow to support students and empower teachers with sensory processing challenges in your schools.Listen now to learn the following objectives:Learners will identify the research findings from tier 1 and tier 2 sensory interventions with kindergarten and fifth-grade studentsLearners will implement evidence based teacher consult strategies as a high- impact MTSS intervention.Learners will Identify the Strength and Difficulties Questionnaire as a screening tool to identify students who may benefit from sensory processing interventions and determine appropriate tier- level supports.Click here to register & get the best deal on the 2026 Back to School Conference!  Thanks for tuning in! Thanks for tuning into the OT Schoolhouse Podcast brought to you by the OT Schoolhouse Collaborative Community for school-based OTPs. In OTS Collab, we use community-powered professional development to learn together and implement strategies together. Don't forget to subscribe to the show and check out the show notes for every episode at OTSchoolhouse.comSee you in the next episode! 

Learn more about the Collaborative Behaviors Conference Visit Continua Consulting's website About the Guests: Courtney and Chris Daikos Chris and Courtney Daikos are the co-founders of Continua Consulting Group, where they provide MTSS implementation support to schools and districts including collaborative behaviors and strategies for leadership. Chris, a veteran of the US Army Rangers, is an experienced educational & psychological consultant, school administrator, special education teacher and school psychologist. Courtney is an experienced educational leader and classroom teacher. She has led urban schools and school districts as a principal and director at both the elementary and secondary levels, serving communities with significant linguistic and cultural diversity.  Episode Sponsor This episode of Principal Center Radio is sponsored by IXL, the most widely used online learning and teaching platform for K-12. Discover the power of data-driven instruction in your school with IXL—it gives you everything you need to maximize learning, from a comprehensive curriculum to meaningful school-wide data. Visit IXL.com/center to lead your school towards data-driven excellence today.   

This edWeb podcast is sponsored by Conscious Discipline.The edLeader Panel recording can be accessed here.Many districts have strong MTSS and PBIS frameworks in place—yet still struggle with inconsistent implementation, staff burnout, and limited behavior change. This edWeb podcast explores why strategy alone isn't the issue—and what's truly missing. Through the lens of the Conscious Discipline model, listeners examine how an adult-first, brain-based practice transforms tiered systems from something we plan into something we live every day.Rather than adding another initiative, this session focuses on how regulation, connection, and intentional daily practices create the conditions for Tier 1 to actually work—reducing the need for higher-level interventions. Listeners leave with a clear understanding of how to bridge the gap between systems and practice, strengthen staff capacity, and build sustainable, aligned support for students and adults alike.This edWeb podcast is of interest to PreK-8 school leaders and district leaders.Conscious DisciplineA research-grounded, adult-first approach to supporting behavior and learningDisclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

In this special follow-up to the popular episode with Dr. Kent Johnson and Andrew Kieta on the Morningside Model that Guarantees Two Years of Growth in One, host Brendan Lee draws out the practical learning science expertise of university lecturer Dr Russ Fox and MTSS leader Karina Stocker. This conversation bridges the macro principles of the Morningside model directly with the reality of the classroom through the lens of the Instructional Hierarchy. Listeners will hear Karina and Russ break down how to spot the hidden "tool skills" that frequently block student progress in reading and mathematics. They challenge common misconceptions about explicit instruction, detailing why the "We Do" phase must be a dynamic, data-driven interaction to build accurate acquisition. Plus, they share how to transition students into fluency building by measuring the rate of correct responses rather than simple percentages. If you're keen to delve deeper into the key mechanisms behind the Morningside Model of Generative Instruction and more, then this conversation is essential listening. Resources mentioned: MorningsideAcademy.org Ryan O'Donnell's documentary about Morningside Academy: The Morningside Model of Generative Instruction Thomas Gilbert's Mathetics S01E01 – Dr. Russ Fox on building relationships, routines and using reinforcers  Trina Spencer: Learning How Learning Works Helps Teachers Teach  Mastery Schools Australia Brendan Lee: "Engineering the Aha! When Discovery Learning Actually Works" Stocker, K. L., Fox, R. A., Swain, N. R., & Leif, E. S. (2024). Between the lines: Integrating the science of reading and the science of behavior to improve reading outcomes for Australian children. Behavior and Social Issues, 33(1), 504-531. You can connect with Karina: Linkedin You can connect with Russ: Linkedin   You can connect with Brendan: Twitter/X: @learnwithmrlee Facebook: @learningwithmrlee Linkedin: @brendan-lee-kft Website: learnwithlee.net Support the Knowledge for Teachers Podcast:  https://www.patreon.com/KnowledgeforTeachersPodcast  

This edWeb podcast is sponsored by Renaissance.The edLeader Panel recording can be accessed here.Most districts implement a Multi-Tiered System of Support (MTSS) to promote better learning outcomes across K–12. But as students' needs rapidly evolve—and as educators are asked to do more with fewer resources—many are experiencing barriers to a successful MTSS implementation.In this edWeb podcast, two experts share proven solutions to five common MTSS challenges. You understand how to:Allocate resources to serve students in all tiersMake whole child data accessible to educators when they need itUse insights from the Science of Reading to provide strong foundational skills instructionMonitor the efficacy of Tier 2 and 3 interventionsSuccessfully implement MTSS in middle and high schoolThis edWeb podcast is of interest to K–12 school leaders, district leaders, education technology leaders, assessment directors, curriculum directors, and MTSS directors.RenaissanceAccelerate learning for children and adults of all ability levels and ethnic and social backgrounds.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

We're coming to you LIVE from the NWPBIS Conference in Tacoma, WA to explore another PBIS myth. Joining us today are Becky Gawenit and Charisse Elliott.Becky is from Battle Ground Public School District in Battle Ground, WA. She's been a part of that district for the last 18 years as either a school psychologist or as a district MTSS coach. Charisse is a behavior program associate with Salem-Keizer Public Schools in Salem, OR. In her role, she works as an advocate for what teachers, students, and families need by focusing on systems to create supportive, inclusive learning environments. In this installment of our Mythbusters series, we discuss whether districts use the data you submit as a gotcha. We talk about how data work best when they inform the decisions you make, but when you submit those same data to the district, they seem work as a punishment. Charisse and Becky help us understand that finding the middle ground involves trusting relationships, honest coaching, and a culture prioritizing improvement over accountability.

Today our guest is Dr. Suzanne Thompson, Vice President of Business Development at SESI (Specialized Education Services, Inc.). Dr. Thompson shares five practical strategies for superintendents and building leaders who want to build stronger, more responsive tiered support systems, with a focus on reaching the most vulnerable students and celebrating progress along the way. She also explains how MTSS works best when it's treated as a district-wide priority, not a department, and why celebrating incremental progress is just as important as reaching mastery, especially for the most vulnerable students. In this conversation, Dr. Suzanne Thompson offers important reminders for educators and leaders: MTSS should be owned across an entire school system, not siloed in special education or guidance, the right adult response needs to show up everywhere students are. Protecting time for teachers to actually use student data is one of the highest-leverage decisions a leader can make. Investing in educator skill and confidence is the most direct path to better student outcomes. Many teachers aren't unwilling, they're undertrained. Progress deserves celebration at every point on the scale, not just at the finish line. Movement matters, especially for your most vulnerable students. Learn More About CharacterStrong:  Access FREE MTSS Curriculum Samples Request a Quote Today! Learn more about CharacterStrong Implementation Support Visit the CharacterStrong Website   About Dr. Thompson:  Dr. Susanne H. Thompson serves as Vice President of Business Development at SESI, where she leads growth strategy, programs, services, and market expansion. She is deeply focused on strengthening partnerships and building new relationships that extend SESI's reach—helping more students in need truly shine. Susanne began her career as a classroom teacher in Pennsylvania and went on to serve as a building administrator, director of curriculum and instruction, and superintendent of schools. She has held senior leadership and executive roles at organizations including Discovery Inc., Discovery Education, Northwestern Lehigh School District, Carbon Lehigh Intermediate Unit, and Colibri Group with Moreland University. Her expertise spans business development, sales and marketing, operational effectiveness, curriculum and instructional design, technology integration, and education-industry partnerships. Career highlights include presenting at ERDI, AASA, and state superintendent councils; writing for Teach Secondary in the UK; serving as a keynote speaker during National Digital Week in Ireland; supporting the launch of the Egyptian Knowledge Bank in Cairo; and teaching in Australia.

Today our guest is Devon Wible, Vice President of Teaching and Learning at Catapult Learning. Devon works directly with schools and districts to design high-impact tutoring programs that fit inside existing MTSS systems — helping the students most likely to fall through the cracks actually get the support they need. She also explains how relationship-building sits at the center of this work, not as an add-on, but as the core driver of academic and behavioral outcomes. When students feel seen and supported in small-group settings, attendance goes up, behavior challenges go down, and learning accelerates. In this conversation, Devon offers important reminders for educators and leaders: Praising the process over the product builds resilience and strengthens relationships with both students and staff. High-impact tutoring done well produces four to six additional months of learning in just 10 to 12 weeks, and those gains tend to stick. Relationship is not something you add to the work when there's time, relationship is the work. Learn More About CharacterStrong:  Access FREE MTSS Curriculum Samples Request a Quote Today! Learn more about CharacterStrong Implementation Support Visit the CharacterStrong Website   About Devon Wible:  Devon Wible serves as the Vice President of Teaching and Learning at Catapult Learning, where she leads the design, development, and implementation of high-impact academic programs and instructional initiatives. She oversees curriculum development, instructional quality, special education, and academic services—driving efforts that empower educators and improve student outcomes. Devon is passionate about ensuring equitable access to rigorous instruction and has championed initiatives in literacy and math intervention, high-dosage tutoring, professional development, and data-informed teaching practices.  Under her leadership, Catapult has expanded its use of evidence-based programs, adaptive technology, and educator training models that support measurable academic growth. Most recently, her teams contributed to a 5% year-over-year increase in students meeting national growth benchmarks in reading and math. Devon partners across teams to align strategy, execution, and innovation in service of Catapult's mission to close learning gaps and create brighter futures for all students. Devon began her career as a high school teacher and Teach For America corps member in Camden, NJ. She holds a bachelor's degree in history from Princeton University and a master's degree in Curriculum and Instruction from the University of Kansas.

They are spreading kindness and enhancing a positive culture at Daybreak Elementary School. The school even celebrates student kindness with a big parade through the happy halls of Daybreak once a month. On this episode of the Supercast, find out how Isaac Broadbent, school counselor at Daybreak and a former Daybreak student himself, has stepped in, revamping school wide expectations, and together with the support of teachers, is making kindness rule number one. The work has earned Daybreak a national Kind School designation. Audio Transcription Isaac Broadbent: Through this program, Teach Kind, we were able to go through each grade and teach a variety of lessons centered on kindness and how that looks like, how that sounds like, and how that feels, and the impact it can have. Student: I think kindness is important because it makes people feel noticed and wanted, and it just makes people feel like they're proud. [Music] Anthony Godfrey: Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They are spreading kindness and enhancing a positive culture at Daybreak Elementary School. The school even celebrates student kindness with a big parade through the happy halls of Daybreak once a month. On this episode of the Supercast, find out how Isaac Broadbent, school counselor at Daybreak and a former Daybreak student himself, has stepped in revamping schoolwide expectations and, together with the support of teachers, is making kindness rule number one. The work has earned Daybreak a national Kind School designation. [Music] Anthony Godfrey: We are at Daybreak talking with the school counselor, Isaac Broadbent, about a kindness initiative that's been happening here at the school. But first, talk to us a little bit about yourself. Isaac Broadbent: My name is Isaac. I am a school counselor here and I've been a school counselor for about three or four years. I started here, and then I stayed because it's so amazing. And, fun fact, I actually used to attend the school when it was first built. Anthony Godfrey: And what grade did you... How old were you when you came? Isaac Broadbent: Fifth and sixth grade. So, when it first opened up, they pulled us from Rose Creek to help populate it a little bit because Daybreak wasn't as built out as it was back then. Anthony Godfrey: Right. Yeah. Isaac Broadbent: And so, I was a student here and there were some familiar faces that were around as well. Anthony Godfrey: Some of the teachers are still here that were there when you were in fifth grade. Isaac Broadbent: Correct. Yep, correct. There's actually, I think, four. Yeah. Four of them. So, it was kind of cool to have a full circle where I was a student. And then, lo and behold, I'm working here with some familiar faces from back then. Anthony Godfrey: And how has the school changed? First of all, it seems a lot smaller now, right? Isaac Broadbent: It's a lot smaller. I remember this was a gigantic place when I was a student. Anthony Godfrey: That's right. That's right. Isaac Broadbent: But no, it's really great because obviously I'm biased. I really like this school because I used to go here. And it's great to be able to help it become a better place because the whole reason why we kind of want to focus on kindness is that in our MTSS meetings and leadership meetings, we were realizing that there's just a lot of meanness going on. Every school has their bullying instances, but there's just a lot of overall just meanness, just one-off jabs and things like that. Anthony Godfrey: Yeah. Isaac Broadbent: And so, through a process, we revamped our entire school system with our big three rules and number one is being kind. And we really tried to push that as much as we could. And so, with this year particularly, we doubled down on kindness and through this program, Teach Kind, we were able to go through each grade and teach a multiple, I guess I should say, a variety of lessons centered on kindness and how that looks like, how that sounds like, and how that feels, and the impact it can have. And then we were able to wrap it all up with a huge school-wide initiative that included snowflakes, actually. Anthony Godfrey: Tell me about the snowflakes. Isaac Broadbent: Yeah. So, as part of this program and this designation, we had to, after we focused everything on kindness throughout the school year, we had to wrap it up with a school-wide project. And that project was, each student was able to get cutouts of a snowflake, and they would write down what they did as an act of kindness for someone else. And then I would periodically go by week after week and collect those and then hang them in a main hallway that we have. Anthony Godfrey: So, these how large are the snowflakes? About the size of the palm of your hand? Isaac Broadbent: Yeah, exactly. Anthony Godfrey: Okay. Isaac Broadbent:And we had hundreds of them. Anthony Godfrey: Larger than actual size. Isaac Broadbent: Large, exactly. Yep. And we wanted to kind of have that visual effect so everyone in the school could see how kindness was falling over. Anthony Godfrey: Some things were snowballing. Isaac Broadbent: Exactly. And that's a good way to put it. Anthony Godfrey: Nice. Isaac Broadbent: And so, we had hundreds of those, right, get submitted throughout that time window, and they were all out there on display for a while. And then we were able to submit for the Kindness designation and luckily, we were able to get that award. Anthony Godfrey: What organization gave the award? Isaac Broadbent: Oh, yes. It's the Teach Kind program. And so, it's a national program and we were able to get nominated as a Teach Kind school, one out of 32 in the nation. Anthony Godfrey: Wow. Isaac Broadbent: And so, it was really cool. Anthony Godfrey: That's fantastic to have that designation. That's wonderful. So, what are some of the other things that you did with students to help motivate them and not just motivate, but to highlight the great things that they were doing to focus on kindness? Isaac Broadbent: Yeah, absolutely. So, what I would do is I would go in and push into every class, every grade level, and have different presentations and lessons based on kindness. Anthony Godfrey: So, it's not just, "Hey, everybody, be kind," but it's, "This is what kindness looks like. These are some specific things you can do to be kind and some things you can avoid in order to be kind." Isaac Broadbent: Yes, exactly. We did a deep dive. I even, with one of those lessons, shared the science behind kindness and the psychology that goes into that because it's the only thing in this world that doubles when you share it. And there's nothing else that does that in the economy, in the world, nothing like that. Anthony Godfrey: Wow. Isaac Broadbent: We just really focused in on that. And since it was such a high priority, we had a lot of momentum going. And so, we had a lot of those students being kind and then filling out those snowflakes. And since we had so much momentum, we decided to keep it going even though the submission deadline had passed and we were waiting to see if we got the award or not. We moved forward with this kindness initiative with the challenge of looking for kindness or writing it down and sending that to those individuals who are being exceptional. Anthony Godfrey: Now, I've heard about a kindness parade. Is that right? Isaac Broadbent: Yes. Yeah, so we have, yeah. Anthony Godfrey: Explain that to the folks. Isaac Broadbent: Absolutely. Yes. So, that's actually one of the things that we revamped at our school with our leadership team is we have something called an MVP parade. And so, a teacher gets to nominate an MVP for the month who has shown exceptional kindness and looking out for others. Since then, we've actually modified it to match up with different elements of A Portrait of a Graduate to be aligned with the District. Anthony Godfrey: Yeah, I love to hear that. Isaac Broadbent: And so, yeah, we've kind of modified it since then but initially, we were just focusing on kindness. And so, for a couple of the parades, it was just only kindness, who has been a leader and outstanding in kindness. And then, on the first Friday of the month, we would call all the families together of the MVP kids and they would re-line the halls of the school as well as the rest of the school and the students. And then, we would get them all together, we'd line them up in the office and then we would make a lap around the entire school while everyone's just cheering them on. Anthony Godfrey: Wow. Isaac Broadbent: For a good like 10, 15 solid minutes just like a huge spotlight on them. Anthony Godfrey: Great. So, the MVPs walk through all the halls, one from each class, with the entire school cheering them on. Isaac Broadbent: Yes. Lots of clapping, lots of cheering. Everyone's chanting, "MVP, MVP." So, it's really wonderful to have that spotlight on the students. Anthony Godfrey: Yeah. I don't remember being cheered by 600 people in elementary school. That's got to be quite a good feeling and I love that this reaches students from five years old to 12 years old. This is a wide range, so you really have to adapt your kindness lesson to the classroom you're visiting. Isaac Broadbent: Yep. Exactly. Yeah. And modify that so that way each student can grasp it. And then, more importantly, implement it. Anthony Godfrey: And what changes have you seen at the school as a result of these efforts? Isaac Broadbent: Well, we've actually got like hardcore data showing that our overall sense of belongingness is increasing with the Panorama data that we administer. We've also had an up...well, actually, I should say that we've had an uptick in all five areas of social-emotional learning. And it's been cool to see that actual data being transferred over from the interventions that we're doing. Anthony Godfrey: Oh, wonderful. Well, before this interview, I knew how important the counselor role has become in our elementaries. I walk in and people say, "Don't take our counselor ever." We love having that role. We love having that position. And it just...this is further evidence of the huge, positive, school-wide impact that our counselors have and that you in particular are having here at Daybreak. So thank you for all those efforts. Isaac Broadbent: Well, thank you because, you know, like I said, I am biased, but I really love this school. And we have some amazing students and phenomenal staff. Anthony Godfrey: Now, I understand that you are a Jordie Award winner. Tell the listeners about what that means. Isaac Broadbent: Absolutely, yeah. The Jordie is a super awesome award. I was actually very surprised to have received it. Really, really cool because what happens is the Counseling department and all the counselors will get together and they'll nominate certain counselors throughout the District that they feel deserve to have the Counselor of the Year Award. And then it's the counselors that will vote on who they want to designate it to. And so that's why I say it was kind of a big surprise and really humbling because the Counseling department, as you know, we have phenomenal counselors. Anthony Godfrey: We do. Isaac Broadbent: And it's like I've learned so much from them and it's, I don't know, it was just a really cool experience. Anthony Godfrey: Well, congratulations. This is momentum that's going to continue for a long time. So thank you for everything that you're doing. And this is really exciting. Stay with us. When we come back, we'll talk with students who are members of the Student Council who have been working to make kindness the main goal at Daybreak Elementary School. [music] Male Voice: Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org. [music] Sandy Riesgraf: Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org or follow us on Facebook, Twitter, and Instagram @Jordan District. We can't wait to connect. Anthony Godfrey: We're at Daybreak Elementary School now talking with two students who are part of the Kindness Initiative. Please introduce yourselves, tell us what grade you're in, and then let's talk about your involvement. Cooper: I'm Cooper, I'm in sixth grade. Mara: And I'm Mara, and I'm also in sixth grade. Anthony Godfrey: Tell us about the Kindness Initiative and some of the things that you did as students to help move that along. Student: Well, first of all, we had to help promote it, basically. Otherwise, people wouldn't know about it or anything. Anthony Godfrey: And are you on Student Council or student government? Is that part of why you were involved? Student: Yeah, we were involved through Student Council. We were both in it. Anthony Godfrey: And what is your role on student government? Are you attorney general or what? Student: We don't really have roles, but we manage the huddles, the fundraisers. Through the Tyler Robinson Foundation Coin Wars, we manage that. Anthony Godfrey: Nice. Who won the Coin Wars, by the way? Student: I think it's still going. Anthony Godfrey: Oh, it's still going. Oh, okay. Yet to be determined. Student: Yeah, like two left. Anthony Godfrey: And what are the huddles? Student: So the huddles, we have a monthly theme for MVPs, and we kind of go over that and then all of the new announcements around our school. And in those huddles, we also talk about our fundraisers, like the Coin Wars, and where all that money is going to. Anthony Godfrey: So tell me your involvement in making sure people knew about the kindness initiative and promoting kindness in the school. What are some of the things you did as members of the Student Council to help promote that? Student: We all helped in, like we have a slideshow for the huddles. We would have the main theme of the huddle, and then we'd put away like a slide or two to promote the kindness challenge, like the kindness cards. And another way we were involved is we have meetings every Wednesday before school, and we've been sorting the cards, figuring out like where this card came from, who it goes to, and then we deliver the kindness cards. Anthony Godfrey: Tell me more about the cards. Student: I thought it was really cool seeing all like the nice cards to each other, and it's kind of just explaining something that someone did kind to you, and then it gets delivered. And then at the end of the kindness challenge, we sorted them all out, and the reward was a prize for the class who put in the most kindness cards. Anthony Godfrey: So if you received kindness from someone or were treated kindly, then you reported that by using the card that was delivered to the person who was kind, and that sounds like it had kind of a snowball effect, and more and more people were kind because you were pointing it out, you were noticing it. Tell me, it sounds like you have a pretty busy schedule on Student Council. How did the school change as you focused on kindness? How did students' attitudes change? Student: Well, I used to be like bullied like a bunch, but I feel like ever since that's been a little less, and I don't know if that's just me being less dumb or something. But I can tell like a difference ever since we've done the cards and stuff. Anthony Godfrey: Well, I think people notice things differently sometimes when you're focusing on it. Like if you need to buy a car, all you see is car commercials, and if you're looking for kind acts, I think you reflect on what you're doing, and you notice the good things other people are doing that you might have overlooked before. Tell me more about what impact you have seen in the school after focusing on kindness. Student: In the past two assemblies, we've talked about doing 20% more kindness, and I think as a whole student council and as the teacher staff, we've seen a lot of change and just basic more kind around the school during recess and all those fun activities. Anthony Godfrey: How many kindness cards have you seen? Just give me an idea of the number given. How many students do we have here at Daybreak? Isaac Broadbent: We've got over 600. Anthony Godfrey: Over 600. So how many kindness cards have you seen coming through? Do you know that number? Student: Over 1,100. Anthony Godfrey: Wow. That's a whole lot of kindness, and I think that's really exciting. Tell me some of the specific acts of kindness that you've been aware of, either observing it or seeing it on some of the cards. Student: So sometimes they will be specific. It's like he helped me pick up my pencil case after it spilled, but sometimes they feel kind of shy knowing we're like sorting out and I think it's going to be like, oh, this is embarrassing. So there's like, blank did a nice thing for me today. Anthony Godfrey: Oh, that's nice though that you allow them. It can be a little generic if they don't want to get too personal about things. That's good. What do you remember? Student: I remember, like I said, a lot of like recess comments because we also have a Buddy Bench here at our school, and I feel like that's honestly helped a little bit. Just noticing people feeling left out and just inviting more people to play with each other at recess. Anthony Godfrey: For those who don't know what a Buddy Bench is, can you describe it? In the 70s it was called a Nobody Bench, but the Buddy Bench is much better. Student: So the Buddy Bench is basically, it's a bench outside and it's by our playground, and if you're ever feeling left out or just like lonely, you can go sit on there. And then I know a lot of the times I look over at the Buddy Bench and see if anybody's sitting over there, and you kind of just like go over there and treat yourself and like try to become friends and just invite them to more things to try to make them feel more included. Anthony Godfrey: Do you find that people use the Buddy Bench? You'll look over there and see somebody sitting there? Student: Yes, I know one of my friends that I've made from the Buddy Bench, we hang out at recess, and we play tag sometimes, and I feel like it just creates more friendships. Anthony Godfrey: That's really exciting. I love hearing that it's not just a chance to solve something in the moment, but you remain friends. You've made a friend because of the Buddy Bench. Tell me, why do you think kindness is important? Student: Kindness is really important because if someone is just feeling really bad, sometimes really bad things can happen, and even that it is just not good to feel sad and bad. So with kindness, it's basically like, I want to say weapon, but it's something that gets rid of it. Anthony Godfrey: You get to fight loneliness and sadness. Student: I think kindness is important because it makes people feel noticed and wanted, and it just makes people feel like they belong. Anthony Godfrey: Yeah, I like that, noticed. And if you feel noticed, I think you can accomplish great things. So the two of you are an important part of a school-wide effort, and it really comes from students. Adults try to help make that happen, but students are key to all of that, being successful. So thanks for serving on the Council and for talking with me today. I think that's awesome because you're doing great things. It's fantastic. Student: Yeah, thanks for having us. Student: Yep, I enjoyed this interview. [music] Anthony Godfrey: Thanks for joining us on another episode of the Supercast. Remember, “Education is the most important thing you'll do today!” We'll see you out there. [music]

Most schools say they “collaborate.” They hold team meetings. They talk about students. They review data.But without clear infrastructure, those meetings become updates instead of decision-making engines, and multi-tiered systems of support become an extra burden for educators. In this episode, I interview Kurtis Hewson from Jigsaw Learning to break down their Collaborative Response Team meeting format and explain why effective collaboration requires structure and not just good intentions. From who is in the room to how documents are used before, during, and after the meeting, they share the operational backbone that makes collaboration actually move student outcomes.Kurtis Hewson is an award-winning former administrator and teacher, as well as post-secondary teaching faculty. He is the co-founder of Jigsaw Learning and co-author of Collaborative Response: Three Foundational Components That Transform How We Respond to the Needs of Learners (Corwin, 2022). Kurtis works with districts and schools nationally and internationally to establish Collaborative Response frameworks and interacts with thousands of educators each year.If you care about MTSS, intervention systems, or building-level leadership, this episode will shift how you think about team meetings and collaboration. In this interview, we discuss: ✅ Why the Collaborative Team Meeting framework helps educators move from between “talking about students” to making strategic, forward progress that changes school-wide practice✅ How structured documents before, during, and after meetings create clarity and accountability and psychological safety✅ How to capture action items in real time and encourage innovative thinking✅ Why the Collaborative Team Meeting requires specific roles, and how these roles  determine whether a meeting moves forward or feels like busyworkIf you're leading multi-tiered supports in K–12 education or trying to strengthen how your teams collaborate, this episode offers practical insight into building the infrastructure that makes collaboration sustainable, focused, and impactful.You can learn more about the Collaborative Response Framework free resources here: https://www.jigsawlearning.ca/freeRead about the Overview of Collaborative Response here: https://bit.ly/CR-overview Read the Introductory Chapter of the text Collaborative Response – https://bit.ly/CR-introGet the Collaborative Team Meeting Starter Kit here: https://www.jigsawlearningonline.com/ctm-starter-kit-podcastLearn about the Layers of Collaborative Teams Here: https://www.jigsawlearning.ca/publications/blog-posts/scaffolding-our-collaborative-response-purposeful-layering-tLearn the Five Considerations to Transform Your Team Meetings here:  https://www.jigsawlearningonline.com/five-planning-considerations-to-transform-your-team-meetingsIn this episode, I mentioned Language Therapy Advance Foundations, my program that gives speech pathologists a scalable framework for building language skills needed to thrive in school, social situations, and daily life. You can learn more about the program here: https://drkarenspeech.com/languagetherapyI also mentioned the School of Clinical Leadership, my program that helps related service providers design an executive functioning implementation plan for their school teams. You can learn more about the program here: https://drkarendudekbrannan.com/clinicalleadership Learn more about today's sponsors, Playworks, IXL and Renaissance:Learn more about Renaissance:As a global leader in education technology operating in more than 110 countries, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. We believe that technology can unlock a more effective learning experience, ensure that students get the personalized teaching they need to thrive, and help educators and administrators to truly, fully, See Every Student. Learn more at renaissance.com.We're proud to be sponsored by Playworks, a 501(c)3 nonprofit organization with evidence-based practices that help schools improve the health and well-being of children by increasing opportunities for physical activity and safe, meaningful play.If you're a school or district leader struggling with the challenge of chronic absenteeism, as so many are across the U.S., you may not realize that structured recess is a research-backed approach to keep kids in school. In fact, a UC Berkeley study of Title I schools found that those partnering with Playworks had significantly lower chronic absenteeism rates. Further, Mathematica research demonstrated that Playworks schools spent 27% less time transitioning from recess back to learning, saving teachers valuable instructional time. These results are possible for your students, too. Learn how Playworks can help you improve student-educator relationships, belonging, and attendance by signing up for a quick no-obligation conversation. We're also thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

On today's episode, host Lori Boll speaks with Reabetswe Maarohanye, Lower School Student Support Leader at Hangzhou International School, about what it truly means to build inclusive systems that serve students first.“We don't ask if a student is good enough for HIS, we ask if HIS is good enough for the student.”The conversation explores how this belief shows up in daily practice through a collaborative student support model that blends EAL and learning support, a schoolwide wellness and SEL program, and intentional MTSS problem-solving. Reabetswe also shares how aligning UDL and WIDA standards helps ensure multilingual learners can fully access the curriculum.

Episode Summary What if much of what schools label as “misbehavior” is actually a misunderstanding of culture? In this episode of Our Classroom, Roberto Germán sits down with Dr. Daniel Russell to unpack how student behavior is often interpreted through a dominant-culture lens—and why that leads to disproportionate discipline for underserved students. Together, they explore how behaviors rooted in culture are frequently misread as defiance, disrespect, or disruption, and why frameworks like PBIS and MTSS remain incomplete when cultural responsiveness is missing. This conversation challenges educators to rethink what they call “behavior” and reconsider whether schools are disciplining students—or disciplining culture. In This Episode Why “misbehavior” is often misunderstood Common cultural behaviors teachers misinterpret The limits of PBIS without cultural responsiveness How behavior becomes racialized in schools What validating and bridging behavior support can look like The mindset shift educators need to make tomorrow About the Guest Dr. Daniel Russell is co-director of Advocates for CLR for Underserved Students and co-author of Supporting Underserved Students: How to Make PBIS Culturally and Linguistically Responsive. His work helps schools rethink student behavior through a culturally responsive lens. Reflection Question What if the issue isn't student behavior— but the lens through which we interpret it? Join the Community Teach in Truth. Lead with Courage. Belong to a Community That Gets It. Join My Classroom Gold:

Show NotesEarly reading screening is one of the most powerful tools educators have—but only if it's used well. In this episode of Literacy Talks, we unpack what screening actually measures, why timing matters, and how to use data to support students before small gaps become major challenges.We explore the difference between screening and diagnosis, why “wait and see” can be harmful, and how early data should drive immediate, targeted instruction. You'll also hear how screening results can reveal more than individual student needs—they can highlight strengths and gaps in your core instruction and overall system.This conversation is especially timely as schools and states continue to emphasize dyslexia screening and early literacy outcomes. The key takeaway: screening is just the starting point—what you do next makes the difference.Key Topics DiscussedWhat reading screening measures across grade levelsWhy screening is not the same as diagnosisHow screening connects to MTSS and Tier 1 instructionThe role of persistence in identifying dyslexia riskWhy early intervention matters more than waitingHow to interpret and act on screening dataResources MentionedThe Reading League Journal (Subscribe)Learn more about Dr. Patrick Kennedy

What if your MTSS system actually worked—and didn't leave teachers or students overwhelmed?In this episode, Dr. Joan Schumann shares the exact strategies she used to build a Multi-Tiered System of Support that's practical, sustainable, and truly effective. Whether you're a classroom teacher, coach, or school leader, this conversation will help you rethink how you use data, strengthen Tier 1, and support interventionists—without burning everyone out.In this episode, we'll talk about:The #1 mistake schools make with MTSS (and how to avoid it).How to know if it's a student issue… or a Tier 1 issue.A simple 75/75 rule that streamlines your intervention process.What to do when your Tier 2 students aren't progressing.How to train and support interventionists (even if they're brand new).Show LinksJoan's website / LinkedInMTSS AssociationJoin Malia on Instagram.Become a Science of Reading Formula member!Rate, Review, and FollowIf you loved this episode, please take a minute to rate and review my show! That helps the podcast world know that this show is worth sharing with other educators just like you.Scroll to the bottom, tap to rate with five stars, and select "Write a Review". Then let me know what you loved most about the episode!While you're there, be sure to follow the podcast. I'm adding a bunch of bonus episodes to the feed and I don't want you to miss out! 

This edWeb podcast is sponsored by HMH.The edLeader Panel recording can be accessed here.When the distinction between just‑in‑time support and intervention is unclear, even well‑designed systems can lose coherence—and students can miss critical opportunities for support. This edWeb podcast clarifies the practical differences between the two, why both are essential within a strong RTI/MTSS framework, and how leaders can ensure each is used intentionally and effectively.Listeners explore how time horizon and depth of need should guide instructional decision making, what happens when these distinctions become blurred, and the systems schools need to support both approaches without overwhelming educators or weakening intervention efforts.Dr. Bonnie Cochran, National Director of Innovation and Analytics at HMH, serves as presenter and moderator, joined by district leaders who are leading this work at scale:Serita Dodson, School Improvement Strategist, Frisco ISD (TX)Sarah Jay, Executive Director of Equitable Multi‑Tiered System of Support, Boston Public Schools (MA)Marie Garrido Zoeller, Curriculum Supervisor for English Language Arts, Broward County Public Schools (FL)Together, they share real‑world perspectives on establishing clear decision rules, aligning teams across departments, and building sustainable structures that ensure students receive the right level of support at the right time. This edWeb podcast is of interest to K-12 district leaders.Houghton Mifflin HarcourtWe're helping to create the fullest expression of what learning can be.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

We talk about Tier 1 instruction all the time in math education.But here's the question:Do we actually have a shared understanding of what strong Tier 1 math instruction looks like… or are we all picturing something slightly different?Because when terms like rigorous, engaging, and grade-level instruction aren't clearly defined, things start to drift.In one classroom, students might be working through step-by-step procedures, focused on accuracy and speed. In another, they're exploring multiple strategies, discussing their thinking, and making connections.And both are labeled “strong Tier 1.”That's where the tension lives—not in effort, but in alignment. If we're not clear on what we mean, it becomes really difficult to support teachers, measure progress, or build consistency across a school or system.In This Episode, You'll LearnWhat Tier 1 instruction actually means within MTSS—and why it's designed to support most learnersWhy staying at grade-level math matters, even when students are strugglingWhat rigor really looks like in a math classroom (and what it's often mistaken for)The difference between students completing math and students thinking mathematicallyHow to recognize when students are reasoning, representing, and explaining—not just following stepsWhy access and entry points are essential for engagementHow teams can reduce “interpretation drift” and build a shared understanding across classroomsAs you reflect on your own classroom—or the classrooms you support—consider this:If someone walked in during a math lesson, what would they actually see and hear?Would students be making sense of the math, explaining their thinking, and engaging with the task… or mostly following a set of steps?That small shift in awareness is where stronger Tier 1 instruction begins.Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/ Math coordinators and leaders – Ready to design your math improvement plan with guidance, support and using structure? Learn how to follow our 4 stage process. Love the show? Text us your big takeaway! Get a Customized Math Improvement Plan For Your District.Are you district leader for mathematics? Take the 12 minute assessment and you'll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program.Take the assessmentAre you wondering how to create K-12 math lesson plans that leave students so engaged they don't want to stop exploring your math curriculum when the bell rings? In their podcast, Kyle Pearce and Jon Orr—founders of MakeMathMoments.com—share over 19 years of experience inspiring K-12 math students, teachers, and district leaders with effective math activities, engaging resources, and innovative math leadership strategies. Through a 6-step framework, they guide K-12 classroom teachers and district math coordinators on building a strong, balanced math program that grows student and teacher impact. Each week, gain fresh ideas, feedback, and practical strategies to feel more confident and motivate students to see the beauty in math. Start making math moments today by listening to Episode #139: "Making Math Moments From Day 1 to 180.

Episode 248There's a saying we hear often in literacy work: you don't want to try to intervene your way out of a Tier 1 problem. Real change happens when classroom instruction and small-group support are aligned.In this episode, we're joined by Kerry Cusick and Erin Sharon, two reading interventionists, who share how aligning Tier 1 instruction with the small-group work they lead every day transformed both their approach and student outcomes. While their work lives in intervention, the routines and decision-making they describe are just as relevant for classroom teachers running small groups.In this conversation, we explore:What small-group intervention looked like before alignment and what had to changeHow clearer, more consistent Tier 1 instruction reshaped small-group teachingWhat responsive small-group lessons look like when they're built around student needHow phonemic awareness, phonics, fluency, and meaning work together in small groupsWhy fluency matters and how routines move students from sounds to connected textKerry and Erin share practical examples from their MTSS work, including how they use data to form groups, align with classroom scope and sequence, and design small-group instruction that builds accuracy, automaticity, and meaning.RESOURCESSmall-Group Instruction Listening GuideBuilding Fluency with POSSUM with Melissa Orkin and Maryanne Wolf (podcast episode)Reading Universe Read Works Read Live Roll & ReadsUFLI KindergartenUFLI Grade 1 Neuhaus Education Center Rapid Recognition Chart Generator Crafting Minds We answer your questions about teaching reading in The Literacy 50-A Q&A Handbook for Teachers: Real-World Answers to Questions About Reading That Keep You Up at Night.Grab free resources and episode alerts! Sign up for our email list at literacypodcast.com.Join our community on Facebook, and follow us on Instagram, Facebook, & Twitter.

On today's episode, Lori is joined by Reneé Foster, Director of Student Support Services at ICS Addis in Ethiopia. With more than twenty-five years of experience in education, Reneé has worked across international and U.S. school settings as a secondary inclusion coordinator, learning support teacher, and bilingual specialist. She brings a deep commitment to inclusion, student voice, and building systems that ensure all learners belong and thrive.In this conversation, Reneé shares how responsible inclusion comes to life at ICS Addis, from culturally rooted community practices to intentional collaboration across student support teams. The episode explores MTSS, post-secondary transitions, empowering educational assistants, and the importance of shifting from deficit-based thinking to strength-based, asset-focused practices. Reneé also reflects on leadership, growth, and why inclusive systems must be viewed as an ongoing journey rather than a finished destination.Connect:Website LinkedinVirtually ConnectEdLinden Global Learning Support

Get the book, In Support of Student Data: A Data Workbook for MTSS Teams Visit the Commonwealth Consulting Agency website, www.cca-pr.com Follow Kristan on X @dr_rodriguez21 Connect with Kristan on LinkedIn About The Author Kristan Rodriguez, Ph.D., is an award-winning educational leader and former superintendent and principal. She is the creator of the MTSS² Framework™ that replaces fragmented referral practices with proactive, data-informed structures. Dr. Rodriguez is the founder and CEO of Commonwealth Consulting Agency (CCA), a trusted partner to state agencies, districts, and schools nationwide. Dr. Rodriguez is the best-selling author of In Support of Student Data: A Data Workbook for MTSS Teams (Wiley, 2025) and In Support of Students: A Leader's Guide to Equitable MTSS (2023).  

In this episode, Barb talks with Kurtis Hewson about what makes collaborative teams truly effective and how principals can build a culture where teachers solve problems together. Kurtis shares simple meeting structures that increase psychological safety and shared ownership, like clear norms, roles, and a predictable agenda. He breaks down the “Collaborative Team Meeting” format that helps teams focus on key issues, swap strategies, and leave with one clear action to try. You'll also learn how this approach connects PLCs and MTSS and reduces reactive meetings over time.Connect with Kurtis at Jigsaw LearningDownload the Free Toolkit for Collaborative TeamsCheck out Barb's resource for Navigating Challenging Team Dynamics Learn more about today's sponsors, Playworks and IXL:We're proud to be sponsored by Playworks, a 501(c)3 nonprofit organization with evidence-based practices that help schools improve the health and well-being of children by increasing opportunities for physical activity and safe, meaningful play.If you're a school or district leader struggling with the challenge of chronic absenteeism, as so many are across the U.S., you may not realize that structured recess is a research-backed approach to keep kids in school. In fact, a UC Berkeley study of Title I schools found that those partnering with Playworks had significantly lower chronic absenteeism rates. Further, Mathematica research demonstrated that Playworks schools spent 27% less time transitioning from recess back to learning, saving teachers valuable instructional time. These results are possible for your students, too. Learn how Playworks can help you improve student-educator relationships, belonging, and attendance by signing up for a quick no-obligation conversation. We're also thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

Behavior concerns often land squarely on the school counselor's shoulders, leaving counselors feeling overwhelmed, reactive, and stretched thin.In this episode of Counselor Chat, I'm breaking down MTSS for Behavior (MTSSB) in a clear, practical way that centers teamwork, intentional decision-making, and counselor sustainability.This conversation moves away from compliance and paperwork and toward systems that actually work for students and the adults who support them.In This Episode, You'll Learn:What MTSSB really means and why it mattersThe difference between reacting to behavior and responding intentionallyWhy behavior decisions should always be team-basedHow to think about Tier 1, Tier 2, and Tier 3 supports without overwhelmWhat data-informed decisions look like in real school settingsHow a clear intervention menu reduces emotional decision-making and burnoutKey Quote“MTSSB isn't about reacting faster. It's about responding smarter.”Reflection Questions from the Episode:Who is currently making Tier 2 behavior decisions in your building?What data are you actually using, and is it useful?Do you have a clear intervention menu, or are you reinventing the wheel each time?Resources Mentioned:MTSS Behavior ToolkitBehavior Choice Survey BundleGrab the Show Notes: Counselingessentials.org/podcastJoin Perks Counseling Club Membership and get the lessons, small group and individual counseling materials you need. Join now and get your first month free when you sign up for 3 months!Connect with Carol:TpT StoreCounseling Essentials WebsiteInstagramFacebookElementary School Counselor Exchange Facebook GroupCaught In The Middle School Counselors Facebook GroupHigh School Counselor Connection Facebook Group

Show notes information: Watch the video Meaningful Classroom Management Book What Are You Bringing to the Potluck? Follow me on IG: @sheldoneakins Interested in sponsoring? Contact sheldon@purposeful247.com today

In today's episode, we're talking about how sensory regulation through a trauma-informed multi-tiered system of supports is the missing link in moving the needle for student success at your school.My original research exposed that as a school counselor, I had spent over 500 hours on crisis intervention (putting out fires) in one academic calendar year. Statistically, knowing the prevalence of trauma in early childhood, I knew those hours weren't spent on willful disobedience, but on guiding students through survival strategies and fight-or-flight responses.Schools that don't implement trauma-informed best practices and sensory support are likely not buffering students from the 60 percent of dysregulation triggers in the school environment.That's why I created the Schools with GRIT®  Trauma-Informed Schools Maturity Audit, a free download to help you assess the need at your school and leverage Title funding to move the needle for school climate and achievement in your district.Free Download Trauma-Informed Schools Maturity Audit:https://na2.documents.adobe.com/public/esignWidget?wid=CBFCIBAA3AAABLblqZhDJA_ezzYln7EXqbR55ZVlY3SpMNpzzGjNsJ8qHjhOjuMYtgdiphjOOE7M68k8vg3A*Schools with GRIT® Guide:https://www.overcomingadversityllc.com/copy-of-online-trainings

Physiotherapist and PhD researcher Laura Anderson just published a paper arguing that "medial tibial stress syndrome" is a 'garbage' name that's been freaking runners out and leading to terrible treatment for decades. Her proposed replacement? Load-Induced Medial Leg Pain (LIMP). Yes, LIMP, pun not intended. The Problem: "Tibial stress" makes everyone think bone stress injury → stress fracture → panic → rest for months Clinicians still aggressively massage shins until they're bruised People rest for months and it comes right back when they start running again It's one of the most common running injuries and we have almost zero quality research on it What It Is: Not a bone stress injury on a fracture continuum Doesn't get worse if you keep running (unlike actual bone stress injuries) We honestly don't know exactly what tissues are involved (probably multiple) Imaging usually shows nothing useful The fix? Tune in. Register for The Complete Shoulder online course Key papers: MTSS needs a new name - Laura's LIMP paper Connect with Jared and guests: Jared on Instagram: @‌shoulder_physio Jared on X: @‌jaredpowell12 Laura's clinic: The Injury Clinic See our Disclaimer here: The Shoulder Physio - Disclaimer

In this episode of The Good Life EDU Podcast, we welcome back Nebraska native Trevor Goertzen, Regional Vice President at SchoolAI and former teacher and principal, for an honest and practical conversation about artificial intelligence in schools. Two years after our first discussion, Andrew and Trevor reconnect to explore how the national conversation around screen time, technology rollback, and AI integration has evolved and what that means for educators today. Rather than chasing headlines or hype, this conversation focuses on: What intentional technology use actually looks like in classrooms Why AI should be viewed as a tool to get to the thing, not the thing itself How AI can support differentiation, MTSS, and Tier 2 interventions The importance of teacher-designed, teacher-controlled AI learning environments Why good pedagogy still matters more than any platform How leaders can thoughtfully introduce AI into their districts The power of AI as a thought partner for administrators and educators Trevor shares practical classroom examples — from structured learning “agenda steps” to multilingual support and small-group differentiation — demonstrating how AI can expand what's possible without replacing the human relationships at the heart of teaching.

During this insightful episode of EDVIEW360, literacy expert Dr. Antonio Fierro joins us to unpack the critical role of Multi-Tiered System of Supports (MTSS) frameworks in ensuring explicit, Structured Literacy instruction reaches every learner. Dr. Fierro provides a clear, operational definition of language and explains the importance of embedding oracy across all language systems and across all tiers of instruction. His perspective highlights why collaboration between language and literacy is not optional—it is foundational to building equitable systems that serve all students.Listeners will gain a deeper understanding of how Structured Literacy can be implemented with fidelity across Tier 1, Tier 2, and Tier 3 instruction, and why oracy, when intentionally embedded, is foundational to reading proficiency. With a special emphasis on English learners, Dr. Fierro challenges educators to rethink how language and literacy intersect, and how intentional, evidence-based practices can transform outcomes for diverse classrooms.What You'll LearnHow a clear, operational definition of language strengthens MTSS by promoting coherence and consistency across Tier 1, Tier 2, and Tier 3 instructionWhy oracy must be intentionally embedded across language systems and instructional tiers, rather than treated as a standalone or developmental componentHow Structured Literacy instruction, when aligned with oracy, better supports reading proficiency—particularly for English learnersPractical ways educators can foster meaningful collaboration between language and literacy to improve outcomes for all students

When targeted interventions don't improve the behavior you hope to see, what's the next step? Today's guest might tell you to check the function of that behavior. Today, we're talking with Dr. Chris Borgmeier and exploring the myth: Functional behavioral assessment (FBA) is a process only meant for special education.Chris is a Professor and the Doctoral Program Director in the College of Education at Portland State University. He is co-author of the Basic FBA to BIP training series and developed the Basic FBA to BIP e-learning series. His research focuses on using multi-tiered systems of support (MTSS) to support students with challenging behavior. He has been a trainer and consultant for MTSS for Behavior implementation across the North America and internationally.During our conversation, we talk about where this myth comes from and how schools can use the elements of FBA to make function-based thinking a schoolwide practice.For more information about the resources shared in this episode, check out the following links:ABC TrackerPractice Brief: When to Use Functional Behavioral Assessment? Best Practice vs. Legal Guidance

This edWeb podcast is sponsored by Renaissance.The edLeader Panel recording can be accessed here.Progress monitoring is one of the most challenging aspects of MTSS. Educators often have questions about which measure(s) to use, how often to administer them, how to set goals, and how to use the results.Answering these questions begins with a critical—and often overlooked—first step: clearly establishing your purpose.In this edWeb podcast, two assessment experts cut through common misconceptions around progress monitoring. They also show you how to help your teams fully understand their purpose and make data-based decisions around instruction. Topics include:When to use multiple measures for progress monitoring—and the questions each measure answersHow often to assess students, and how much data a team truly needsHow to set the right growth goal for each learnerHow to determine adequate progress, and when to intensify your effortsThis edWeb podcast is of interest to K-12 school and district leaders, assessment directors, curriculum directors, MTSS directors, instructional coaches, and interventionists.RenaissanceAccelerate learning for children and adults of all ability levels and ethnic and social backgrounds.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

Are your Tier 3 supports disconnected from Tier 1 math instruction?You're not alone. Many schools implement math intervention with the best intentions—yet students continue to miss critical Tier 1 instruction, feel left behind, and fail to make meaningful gains.The root issue? Most systems treat Tier 3 like a separate math program instead of a coordinated extension of Tier 1. When intervention is disconnected from core instruction, students don't just struggle—they get further behind.This episode digs into the real reasons why tiered support often fails in math classrooms—and what leaders, coaches, and teachers can do to change that. It's not just about pulling the right small group. It's about building a system where all students get access to high-quality instruction, every day.Listeners Will Learn:Why Tier 3 often functions in isolation—and why that fails studentsWhat makes math intervention effective (and what doesn't)Why a shared vision for math is non-negotiable across all tiersHow to ensure coherence in models, language, and instructionThe importance of building teacher math content knowledge at all levelsWhat math leaders can do to align PLCs, pacing, and professional learningWhy strong MTSS math systems need more than logistics—they need leadershipIf your school or district is struggling to serve students who are far behind in math, this episode is packed with real talk, research-backed recommendations, and hard-won lessons from the field.Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/ Math coordinators and leaders – Ready to design your math improvement plan with guidance, support and using structure? Learn how to follow our 4 stage process. https://growyourmathprogram.com Looking to supplement your curriculum with problem-based lessons and units? Make Math Moments Problem Based Lessons & Units Show Notes PageLove the show? Text us your big takeaway!Are you wondering how to create K-12 math lesson plans that leave students so engaged they don't want to stop exploring your math curriculum when the bell rings? In their podcast, Kyle Pearce and Jon Orr—founders of MakeMathMoments.com—share over 19 years of experience inspiring K-12 math students, teachers, and district leaders with effective math activities, engaging resources, and innovative math leadership strategies. Through a 6-step framework, they guide K-12 classroom teachers and district math coordinators on building a strong, balanced math program that grows student and teacher impact. Each week, gain fresh ideas, feedback, and practical strategies to feel more confident and motivate students to see the beauty in math. Start making math moments today by listening to Episode #139: "Making Math Moments From Day 1 to 180.

In this episode of A Meaningful Mess, I discuss the complexities of gifted education, the importance of advocacy, and the need for a more inclusive framework for all learners with my special guest, Angie Fugate. Throughout our time together, we explore the SEAD framework, which emphasizes social emotional learning, executive functioning, advanced learning, and developing learning, as a way to better support students with jagged profiles. The conversation highlights the need for educators to embrace imperfection, honor their observations, and collaborate to create meaningful learning experiences.

What if staff meetings ended with real decisions and classes felt like energizing workshops? We sit down with communication expert and author Chris Fenning to rebuild school time around clarity and outcomes using one simple framework: Topic, Purpose, Output. From IEPs and MTSS to department huddles and professional learning workshops, we show how to set relevance, choose the right activities, and leave each session with a tangible result you can print, share, or ship.We unpack the difference between meetings and workshops and why that distinction matters for educators. You'll learn how to write agendas as questions so anyone can lead with confidence, use the inverse time rule to handle niche items without holding everyone hostage, and stop “admiring the problem” by validating voices and shifting to solutions. Chris shares fast, inclusive techniques such as silent writing, quick polls, sticky-note clustering, and time-boxed sprints that surface ideas from the quiet, curb overtalkers, and keep momentum strong.This conversation connects directly to SEL. Clear purposes lower stress. Named outputs build agency. Validation increases belonging. When we frame lessons as purposeful meetings - opening with a question, selecting activities that align with the goal, and closing with a visible product - students practice collaboration, focus, and reflective decision-making. EPISODE RESOURCES:Connect with Chris via his website and LinkedIn.Check out Chris' books:The First MinutesEffective EmailsEffective Meetings 39 Ways to Make Training Stick 

237: In this quick solo episode, we take a look at the three types of assessment teachers use within MTSS for data-based decision making. You'll learn the key questions each one answers, how they work together, and why they're essential for making informed instructional decisions. I'm also sharing my phonemic awareness and phonics diagnostic assessments from Reach All Readers Plus as a free download.Get the show notes here: https://reachallreaders.com/episode237Get my free diagnostic assessments:https://reachallreaders.com/tmm_optin/free-sample-phonemic-awareness-phonics-diagnostic-assessments/Sign up for my free masterclass, 5 Essential Steps to Reach All Readers. Get my book, Reach All Readers! Looking for printable resources that align with the science of reading? Click here to learn more about our popular and affordable membership for PreK through 3rd grade educators.Connect with me here! Blog Instagram Facebook Twitter (X)

School leaders everywhere are wrestling with the same challenge:How do we support students who are behind — without overwhelming teachers or relying on systems that don't deliver results?In this episode of Leaning Into Leadership, Darrin Peppard sits down with Jennifer Sheffield, CEO of HeyTutor, for a grounded, practical conversation about what effective tutoring and intervention really look like in today's schools.Jennifer brings a unique leadership lens — blending her background in law, governance, and education — to help leaders rethink how tutoring fits into MTSS, Tier 2 and Tier 3 supports, and daily school operations.In this episode, you'll hear about:Why “tutoring” means very different things — and what defines high-impact tutoringThe biggest barriers schools face when implementing interventionsHow districts can address the human capital challenge without adding strain to teachersCreative push-in and pull-out models that work in middle and high schoolsWhy relationships and student champions matter as much as curriculumHow tutoring can become a pipeline for future educatorsWhat it means to lead with purpose, trust, and whole-person leadershipJennifer also shares a powerful personal story that shapes her leadership philosophy — reminding us that great leadership is ultimately about people, belief, and opportunity.Learn more:HeyTutor: https://www.heytutor.comContact Jennifer directly: jennifer@heytutor.comIf you're a school or district leader searching for intervention strategies that actually move the needle — this conversation will help you think differently.Episode Sponsors:This episode is sponsored by digiCOACH — an easy-to-use mobile platform that empowers school leaders to provide teachers with positive, actionable feedback tied to research-based instructional practices, with real-time data to support fidelity and instructional decision-making.Learn more at digicoach.com (mention the show for special partner pricing)This episode is also brought to you by HeyTutor - HeyTutor delivers customized, evidence-based, high-dosage Math and ELA tutoring to K–12 school districts nationwide. Their focus is on in-person tutoring, while also offering flexible online options — all tailored to meet diverse student needs and aligned with state standards.Head over to HeyTutor.com to learn more - tell them you heard about them on the Leaning into Leadership podcast.

This edWeb podcast is sponsored by The National Summer School Initiative (NSSI).The edLeader Panel recording can be accessed here.January is an important—and often overlooked—moment in the school year. With state testing just months away, many leaders double down on interventions, tutoring, and Tier 2 supports. But the truth is simple: no amount of intervention can compensate for weak Tier 1 instruction.This edWeb podcast brings together school and district leaders to explore how to reset, refocus, and elevate Tier 1 instruction from January to test season. We dive into the high-leverage moves leaders can make now to strengthen core instruction, tighten standards-aligned practice, maximize teacher skill, and ensure every student gets daily access to grade-level content that moves achievement.Leaders leave with practical strategies they can implement—and the confidence that they can still meaningfully shift outcomes before spring. This edWeb podcast is of interest to K-12 school and district leaders.The National Summer School InitiativeNSSI accelerates learning and deepens teacher practice through academically rigorous summer programsDisclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

Dr. Aimee Piller joins the OT Schoolhouse Podcast to explore how school-based occupational therapists can apply their sensory expertise within a Multi-Tiered System of Support (MTSS). She shares practical strategies for moving beyond traditional IEP-based services to support entire classrooms at Tier 1 and small groups at Tier 2, helping OT practitioners maximize their impact while managing their caseloads more effectively.Learning ObjectivesIdentify the three tiers of MTSS (Multi-Tiered System of Support) and how occupational therapy services can be effectively integrated at each tier to support students with sensory processing needsDescribe assessment strategies for evaluating sensory processing patterns at population, group, and individual levels within the MTSS frameworkImplement evidence-based sensory interventions at Tier 1 and Tier 2 levels, including strategies for training paraprofessionals and monitoring progress through data collectionWhether you're new to school-based practice or looking to expand your service delivery model, this episode offers actionable insights on implementing tiered sensory interventions. Listen now to discover how you can support more students while staying within your professional scope and managing your time effectively.Click here to view the full show notes for episode 192Thanks for tuning in! Thanks for tuning into the OT Schoolhouse Podcast brought to you by the OT Schoolhouse Collaborative Community for school-based OTPs. In OTS Collab, we use community-powered professional development to learn together and implement strategies together. Don't forget to subscribe to the show and check out the show notes for every episode at OTSchoolhouse.comSee you in the next episode!

236: We're continuing our assessment series with Dr. Heidi Beverine-Curry, who walks us through the history of RTI and MTSS—from the "wait to fail" model to today's data-based approaches. Learn why strong Tier 1 instruction must be the foundation, what went wrong with RTI implementation, and how to get it right in your school.Get the show notes here: https://reachallreaders.com/episode236Become a member of Reach All Readers Plus! Click here: https://themeasuredmom.lpages.co/reach-all-readers-plus/ Sign up for my free masterclass, 5 Essential Steps to Reach All Readers. Get my book, Reach All Readers! Looking for printable resources that align with the science of reading? Click here to learn more about our popular and affordable membership for PreK through 3rd grade educators.Connect with me here! Blog Instagram Facebook Twitter (X)

I'm kicking off a new assessment series with a replay of an older episode: What is MTSS? In this episode I discuss the collaborative problem solving model, the MTSS assessment system, and the three tiers of instruction. Find the show notes here.Get more professional development in our membership! Learn more here.Sign up for my free masterclass, 5 Essential Steps to Reach All Readers. Get my book, Reach All Readers! Looking for printable resources that align with the science of reading? Click here to learn more about our popular and affordable membership for PreK through 3rd grade educators.Connect with me here! Blog Instagram Facebook Twitter (X)

What if we looked at failure not as a flaw—but as fuel for innovation? In this inspiring episode of Voices for Excellence, Dr. Michael Conner sits down with Roxanna Villaseñor, former superintendent and CEO of Universal Leadership and Associates, to explore what it truly means to lead with intention and hope in an uncertain and rapidly evolving educational landscape.With a career spanning the classroom, central office, and systems-level leadership, Roxanna brings a rare blend of instructional depth and strategic foresight to the conversation. Together, she and Dr. Conner dig into the necessary cultural and mindset shifts leaders must embrace to meet the needs of Generation Alpha and Generation Beta—students coming of age in a world defined by diversity, digital access, and deep disruption.From redefining failure as innovation to aligning technology with wisdom, Roxanna challenges us to ask: Are we bold enough to design systems that truly reflect the strengths and needs of today's learners? She shares powerful insights on multilingual education, universal design for learning, mental health as a non-negotiable, and the importance of honoring voices that have historically been overlooked.What You'll Learn:Bold Leadership Mindsets: Why Gen Z and Alpha demand new models rooted in hope, empowerment, and social responsibility.Data + Humanity: How to use timely data to reflect values, not just measure outcomes—and why AI can become a surprising ally.Failure as Feedback: Why organizations must reframe failure as a path to innovation, growth, and resiliency.Global Citizenship: Why preparing students for the future requires SEL, environmental literacy, and real-world collaboration.Systems with Soul: Practical shifts in scheduling, MTSS, and leadership development that center students and families at every step.In a time when education is too often driven by politics or fear of change, this conversation reminds us of what's possible when leaders make equal opportunity their compass and excellence their standard. Dr. Conner and Roxanna invite us to rise up, think bigger, and reimagine what thriving can look like for every student—especially in a world that won't wait.Subscribe and share to continue driving the future of education for all.

Raising adopted kids isn't about fixing them, it's about growing us. Doing Our Own Work is one of those themes that comes up again and again on Thriving Adoptees. Listen in as mom of 4 girls - 2 through adoption - Laura shares her learnings on empathy, shaming, relational loss and more.Laura Adams is a visionary educator, speaker, and systems-change advocate focused on strengthening how schools and communities support children in adoptive, foster, and kinship families.As the Founder and President of iCARE4 Adoptive And Foster Families, Laura leads statewide and national efforts to bring practical, healing-centered tools and training to educators, mental health professionals, and child welfare leaders. Her work helps teams build emotionally safe, regulation-ready environments where all children can grow and thrive..Laura created the iCARE4 Schools Connection Kits™, bilingual, tiered tools now used in more than 1,200 Illinois schools to support identity development, emotional regulation, and school success for students with complex life stories..Her signature training series, Connected, We Thrive™, delivers engaging, evidence-informed professional development aligned with Illinois Professional Learning Standards, MTSS, and SEL frameworks. These sessions equip school teams, social workers, and caregivers with practical, healing-centered strategies and a shared language to support student well-being..Laura actively collaborates with leaders across education, mental health, and child welfare to advance responsive, family-centered practices. Her partners include: DCFS, ISBE, IAAC, IPA, IASB, IASSW, SWFCAC, West40, Let It Be Us, School of Hope, Second Nurture, NTI/C.A.S.E., ICOY, FREDLA, NCFA, ROEs, the Beacon Family Communications Workgroup, and the National Center for Post-Adoption Support.A former educator and adoptive parent, Laura brings lived experience, policy insight, and powerful storytelling to every stage and session. She is a sought-after keynote speaker, workshop facilitator, and thought partner—known for inspiring connection, sparking collaboration, and offering tools that professionals can use right away.Because When We CONNECT, Children THRIVE.https://icare4aaff.org/https://www.instagram.com/iCARE4AAFFhttps://www.facebook.com/iCARE4AAFF Guests and the host are not (unless mentioned) licensed pscyho-therapists and speak from their own opinion only. Seek qualified advice if you need help.

La Mesa - Miércoles 03.12.2025 - MTSS prepara ley que obliga a empresas a comunicar con tiempo despidos y ceses de actividad by En Perspectiva

Today our guest is Krystal Colhoff - Director of MTSS at Austin ISD. Krystal shares how a large, urban district strengthened implementation not through top-down directives, but by elevating campus leaders and letting momentum build from the ground up. She explains how a "soft launch" created space for early adopters to innovate, how campus highlights sparked organic buy-in across 116 schools, and how monthly champions meetings and usage data now guide coaching and support. Krystal also highlights early wins, from thousands of Tier 1 lessons delivered to faster, clearer Tier 2 problem-solving, and why moving slow to move fast is helping Austin ISD build a system that lasts. Learn More About CharacterStrong:  Access FREE MTSS Curriculum Samples Request a Quote Today! Learn more about CharacterStrong Implementation Support Visit the CharacterStrong Website

This edWeb podcast is sponsored by HMH.The edLeader Panel recording can be accessed here.In April 2024, Part 1 of this edWeb podcast series explored how the MTSS framework has evolved to meet a broader and more diverse range of student needs than early models anticipated. Since then, districts and schools have continued to grapple with how best to support students with significant learning needs—especially as classrooms become more academically diverse and resource constraints grow.Now, in Part 2, we build on that foundation and intersect with a milestone moment: the 50th anniversary of the Individuals with Disabilities Education Act (IDEA). As we celebrate five decades of progress in special education—including expanded access to general education classrooms and innovations driven by technology and AI—we also face new challenges that impact how we serve students.This edWeb podcast explores how districts and schools are:Implementing inclusive, evidence-based instruction within the core classroomIntegrating Tier 2 and Tier 3 supports into daily practiceDesigning environments that accelerate learning for students with learning differencesNavigating shifts in funding, policy, and leadership that impact service deliveryLeveraging technology and data to personalize learning pathwaysWhether you joined us for Part 1 or are new to the conversation, this session offers timely insights into how MTSS and IDEA intersect to shape the future of inclusive education—and how educators can lead with equity, innovation, and sustainability. This edWeb podcast is of interest to K-12 teachers, school leaders, and district leaders.Listen to Part 1: Today's MTSS Classroom: Meeting the Instructional Needs of ALL StudentsHoughton Mifflin HarcourtWe're helping to create the fullest expression of what learning can be.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

Pain near the posteromedial tibia is common in running and jumping athletes. Laura Anderson, physiotherapist and PhD candidate, is challenging the diagnostic labels "shin splits" and "medial tibial stress syndrome", and suggesting a new term: "load-induced medial leg pain" (LIMP). In today's episode, Laura explores ways to improve how you diagnose and manage shin pain in athletes, including how you talk with athletes about their condition. She discusses loading, red flags and the role of running retraining. ------------------------------ RESOURCES Diagnosing medial tibial stress syndrome (including flow diagram): https://pubmed.ncbi.nlm.nih.gov/28179260/ Re-naming MTSS as Load Induced Medial Leg Pain (LIMP): https://www.jospt.org/doi/10.2519/jospt.2025.13411 Effectiveness of running gait retraining - systematic review: https://www.jospt.org/doi/10.2519/jospt.2022.10585

Dr. Emily Goodman-Scott discusses Multi-Tiered Systems of Support (MTSS) and the importance of the school counselors' role in meeting the needs of all students. She highlights the benefits of universal mental health screenings in educational settings and how buy-in and support is critical to successful implementation. This podcast is made possible by generous funding from Hanscom Spouses Club. To learn more, visit https://hanscomsc.org/index.html.   Audio mixing by Concentus Media, Inc., Temple, Texas.   Show Notes:   Resources: School Counselors for MTSS: https://www.schoolcounselors4mtss.com/   Anti-Racism Counseling in Schools and Communities by Cheryl Holcomb McCoy https://imis.counseling.org/store/detail.aspx?id=78181   Supporting All Students: Multitiered Systems of Support from an Antiracist and Critical Race Theory Lens https://www.schoolcounselors4mtss.com/_files/ugd/7ddd06_87e7df0c2f1649649b039fb7277fa320.pdf   Bio: Dr. Emily Goodman-Scott is an Associate Professor, Graduate Program Director, and School Counseling Coordinator at Old Dominion University, in VA, where she teaches the next generation of school counselors. Before that, she spent several years working as an elementary school counselor, a special education teacher, and in multiple mental health settings counseling youth.   Dr. Goodman-Scott is passionate about researching, writing, and presenting on school counseling topics, including MTSS. She's presented across the U.S., offering trainings, keynotes, pre-conferences, and district-partnerships. She is the lead editor of the book, A School Counselor's Guide to MTSS (2019, Routledge), and with colleagues authored Making MTSS Work, published by ASCA (2020).   After nearly 10 years as a board member for the Virginia School Counselor Association, Dr. Goodman-Scott served as Chair of the VSCA Board (2019-2020) and is presently the co-chair of the Research Committee. She co-coordinates a national network of school counseling faculty, was president of the Association for Child and Adolescent Counseling (2020-2021), and represented Virginia at several White House School Counseling Convenings under First Lady Michelle Obama. She recently was elected to the American Counseling Association governing council (2022-2025). She is on the editorial review board for multiple journals related to school counseling, including ASCA's Professional School Counseling journal. Finally, she is proud to be a recipient of the 2020 American Counseling Association Research Award, and the 2018 Insiders Business: “Top 40 Under 40” recognition.   She lives in Virginia with her spouse and three spunky young children. On the weekends you can find her at a nearby park, leading Girl Scouts, or making brunch with her family. You can follow her on Twitter: e_goodmanscott.    

Today our guest is Dr. Ryan Sherman, Director of Wellness at Medway Public Schools in Medway, Massachusetts. We talk to Dr. Sherman about how his healthcare background is helping schools rethink what student wellness means, and how he is helping to modernize MTSS. He shares how Medway added a fourth tier of support that brings mental health care directly into schools through care coordination, in-school outpatient services, and telehealth partnerships. Dr. Sherman also unpacks the mindset shift from “we don't do mental health” to shared ownership of student wellbeing, and how this approach is improving access, attendance, and GPA. Learn More About CharacterStrong:  Access FREE MTSS Curriculum Samples Request a Quote Today! Learn more about CharacterStrong Implementation Support Visit the CharacterStrong Website   Ryan Sherman, Ph.D., has been Medway School's Director of Wellness for ten years. Prior to coming to Medway, Ryan was a clinician in cardiology at Boston Medical Center and in internal medicine at Massachusetts General Hospital. Ryan is the author of several peer-reviewed behavioral health research studies and the co-author of The Fourth Tier: Modernizing MTSS for Student Mental Health.  Ryan is also a senior professor and researcher of social and emotional learning at Bay Path University.  Dr. Sherman is the recipient of the Massachusetts Interscholastic Athletic Association Wellness Coordinator of the Year Award and the Massachusetts General Hospital Innovation Award.  Ryan resides in Massachusetts with his wife, two children, and boxer.

Season 8 kicks off with CharacterStrong co-founders John Norlin and Houston Kraft unpacking three challenges schools face: student mental health, rising behavior, and educator burnout. They explain why culture is “the plate,” not another thing on it, and how adult behavior change drives schoolwide improvement. John and Houston also show how a cohesive MTSS ecosystem (Tier 1–3), paired with policy-aligned campaigns, attendance tools, and Future Ready content, reduces fragmentation. Finally, they preview new “assessment to action” work with Intellispark that helps leaders turn data into evidence-based next steps, so schools spend less time reacting and more time proactively supporting students and staff.   Learn More About CharacterStrong:  Access FREE MTSS Curriculum Samples Request a Quote Today! Learn more about CharacterStrong Implementation Support Visit the CharacterStrong Website

Today our guest is Dr. Lori Lynass, Sr. Director of MTSS at CharacterStrong. We talk to Lori about how connection isn't “extra” or “soft”—it's a strategic, academic practice at the heart of effective Tier 1 work. She shares how simple strategies, like quick community-building circles, can be woven into the school day in just a few minutes and still have a lasting impact on belonging and engagement. She also emphasizes that adults need connection, too, and that when schools prioritize role-modeling relational practices with staff, it directly strengthens consistency and impact with students. Learn More About CharacterStrong:  Access FREE MTSS Curriculum Samples Request a Quote Today! Learn more about CharacterStrong Implementation Support Visit the CharacterStrong Website

Episode 234 Michelle Hosp joins us to break down the different types of literacy assessments within an MTSS framework in the most approachable way.We talk:universal screenersdiagnosticsprogress monitoringformative assessmentsMost importantly, we talk about when and why to use each one. Michelle helps us shift the question from “Which test should I give?” to “What do I need to know to help my students grow?” We also dig in to the power of curriculum-based measures (CBM), what makes assessment data meaningful, and how schools can align their resources to actually make a difference.If you're feeling overwhelmed by data or unsure how to use it effectively, this episode will help you think more clearly about assessments and walk away empowered to use your data to help all your students become readers. ResourcesThe ABCs of CBM: A Practical Guide to Curriculum-Based MeasurementNational Center on Intensive InterventionData Teaming Tools We answer your questions about teaching reading in The Literacy 50-A Q&A Handbook for Teachers: Real-World Answers to Questions About Reading That Keep You Up at Night.Grab free resources and episode alerts! Sign up for our email list at literacypodcast.com.Join our community on Facebook, and follow us on Instagram, Facebook, & Twitter.