Podcasts about multi tiered system

On this episode we are featuring content from our 2025 MTSS Summit!  Dr. Tinisha Parker, Executive Director of Student Services for Gwinnett County Public Schools, shares her expertise on integrating mental health within a Multi-Tiered System of Supports. With over two decades of experience as an educator, school counselor, and district leader, Dr. Parker discusses practical strategies for ensuring students receive the mental health supports they need to thrive. This conversation highlights how a well-structured MTSS framework can enhance student well-being, academic success, and long-term outcomes. Learn More About CharacterStrong:  Access FREE Tier 2 Curriculum Samples Request a Quote Today! Visit the CharacterStrong Website

This edWeb podcast is sponsored by Branching Minds. You can access the webinar recording here.Attendance habits start early. In fact, intentional support for consistent attendance in the early years of school helps ensure long-term academic and personal success. Join us for an inspiring session where we spotlight Lakota Local School District's innovative approach to improving attendance and engagement by focusing on their youngest learners, kindergarten through second grade.Listeners will:Explore how Lakota Local School District utilized its Multi-Tiered System of Supports (MTSS) to address absenteeism in kindergarten through second grade.Learn practical, proven strategies for supporting early learners' attendance habitsAnalyze data showcasing the effectiveness of MTSS-driven attendance interventionsListen to this edWeb podcast to discover how strong attendance habits pave the way for lifelong student success! This edWeb podcast is of interest to K-2 teachers, school leaders, and district leaders.Branching MindsLeveraging the learning sciences and technology to help districts effectively personalize 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.

What if there was a way to make sensory integration more accessible, effective, and inclusive for every student you support?In this episode with Dr. Colleen Cameron Whiting, OTD, OTR/L, she shares her research on integrating sensory integration within the school setting. From implementing a flexible 15-week intervention model to adapting strategies within a Multi-Tiered System of Support. Join us as this episode is packed with practical insights to empower us to make a meaningful change.Listen now to learn the following objectives:Learners will identify how sensory integration can be effectively implemented within a school setting using a multi-tiered support system (MTSS).Learners will understand the importance of collaboration between occupational therapists, teachers, and parents to enhance student engagement and classroom performanceLearners will understand how to integrate SI strategies into everyday academic activities and tailor them to fit individual student needs.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!

In this episode of Shifting Schools, Jeff Utecht interviews Jose, founder and CEO of Neulight, about the transformative potential of AI in education. They discuss IntelliTier, which enhances the Multi-Tiered System of Supports (MTSS) framework by simplifying data collection and providing personalized intervention strategies for students. Jose shares insights on the importance of user experience for teachers, the feedback received from early adopters, and the future of data-driven decision-making in education. The conversation emphasizes the need for technology to support educators in their roles, allowing them to focus more on student interaction rather than administrative tasks. Jose's journey is nothing short of inspiring. As the son of Salvadoran immigrants who fled civil war, he's risen to become a tech innovator at giants like Microsoft and Netflix. Now, he's on a mission to revolutionize education through technology. During his nearly decade-long tenure at Netflix, Jose led groundbreaking projects, including initiatives that brought in millions of new subscribers. But his most exciting venture is yet to come. Learn more: Neulight Connect with Jeff and Tricia and look out for more ways to learn with them: https://www.shiftingschools.com/  

In this episode of School Safety Today by Raptor Technologies, host Dr. Amy Grosso speaks with Melissa Kree about fostering resilience in students. Kree shares insights from her role in student mental health and school safety. The discussion emphasizes the role of trusted adults in supporting students, exploring how resilience involves ongoing support from families, educators, and communities.KEY POINTS:Resilience Requires Intentional Support — Students benefit from consistent support.The Importance of Trusted Adult Relationships — Trusted adults play an essential role in helping students navigate difficult experiences and build resilience.Holistic Approach to School Safety — Fostering a supportive school culture and positive student well-being are essential for school safety.Our guest, Melissa Kree is a seasoned school psychologist with over a decade of experience at Oxford Community Schools in Michigan. Since joining the district in October 2012, Kree has worked across all educational levels, from pre-kindergarten through high school. She coordinates building-level Multi-Tiered System of Supports (MTSS) teams and oversees special education evaluations. Additionally, she serves as a district-level Individualized Education Program (IEP) coach. Kree is an active member of the district's crisis team and participates in building-level threat and suicide risk assessment teams, utilizing both Behavioral Threat Assessment and Management (BTAM) and PREPaRE models. She has been an ongoing part of Oxford's response to the tragedy on November 30th, 2021, and works closely with the Executive Director of School Safety, Operational Technology, and Student Services to regularly review and implement policies and procedures, as well as lead building level teams in the implementation as situations arise. She serves on the district mental health/SEL committee and participates in county-level PREPaRE community of practice groups. Beyond her district responsibilities, she serves on the mental health and SEL committee of the Michigan Association of School Psychologists, advocating for the integration of mental health considerations in all aspects of school safety. Residing in Oxford with her husband and two children, Kree is deeply committed to the well-being and safety of her community.

This edWeb podcast is sponsored by Branching Minds.The edLeader Panel recording can be accessed here.Join us for an insightful conversation with experienced superintendents about change management, with a focus on how a Multi-Tiered System of Supports (MTSS) can provide an organizing framework for accomplishing strategic goals. We explore the essential clarity, alignment, and understanding that superintendents and district leaders must develop to lead their districts effectively through change—with MTSS implementation or any other initiative!Whether you are a seasoned K-12 superintendent or an up-and-coming administrator, this edWeb podcast provides practical strategies and FREE resources to help you accomplish district goals and lead with confidence.Branching MindsLeveraging the learning sciences and technology to help districts effectively personalize 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 episode of Play On Words from big city readers, we're diving deep into the world of school reading support with a reading specialist and a parent who's been through the process. If you've ever wondered what a universal screener is or how Response to Intervention (RTI) and Multi-Tiered System of Supports (MTSS) work, this episode is for you. We'll also explore: What happens if your child needs extra help at school. The truth behind "words per minute" — does it really matter? How to make sense of your child's report card and what their reading challenges may mean. Preparing for parent-teacher conferences and how to effectively communicate with your child's support team.Tune in for practical tips, expert advice, and reassurance that you're not alone in navigating this journey.More info: bigcityreaders.com

In this episode of The Good Life EDU Podcast, we dive deep into Nebraska's statewide efforts to improve literacy through the Multi-Tiered System of Supports (MTSS) framework. Join us as Mary Jo McElhose (NeMTSS Systems Consultant with NDE) and NeMTSS regional support leads, Heidi Farmer and Kala Peyton, share their insights on the challenges and opportunities in advancing literacy education across the state. This conversation explores the alarming data on student reading proficiency, the science behind how the brain learns to read, and the critical role of high-quality instructional materials and practices. Learn about the collaborative initiatives, support systems, and practical strategies aimed at empowering teachers and improving literacy outcomes from early childhood through secondary education. To learn more and connect with these great education leaders, visit https://nemtss.unl.edu/

The large body of empirical research known as the science of reading can be leveraged to create effective intervention systems within the Multi-Tiered System of Supports(MTSS.) Join us for this informative, inspiring conversation with Dr. Stephanie Stollar, as she offers guidance about evaluating, selecting, and implementing intervention programs. As the new school year kicks off, you'll find this conversation to be incredibly timely and helpful!Our discussion will include how to select reading interventions aligned with research and with students' needs. Key aspects of intervention implementation will be shared, including schedule, educator knowledge, and coaching. Finally, Dr. Stollar will share ways to use adult implementation data and student outcome data to evaluate the effectiveness of interventions.Listeners will learn:How to select reading interventions aligned to research and matched to student needsHow to implement reading interventions for maximum resultsHow to evaluate the effectiveness of reading interventionsWhat to look for in an effective intervention programWhen intervention is needed and for how longFeatured DownloadGuidance for Selecting, Implementing, and Evaluating Reading Interventions

In this episode of the Just Schools Podcast, Jon Eckert interviews Allison Posey. The discussion covers the importance of Universal Design for Learning (UDL) and the role of neuroscience in education. Allison emphasizes the need for a shift from a deficit mindset to one that recognizes the variability and potential in all learners. Additionally, the conversation explores the challenges educators face, such as time constraints and the need for professional development that supports flexible and inclusive teaching practices. The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Each week, we'll talk to catalytic educators who are doing amazing work. Be encouraged. Books Mentioned: Unlearning by Allison Posey & Katie Novak Connect with us: Baylor MA in School Leadership Jon Eckert LinkedIn Twitter: @eckertjon Center for School Leadership at Baylor University: @baylorcsl   Transcription: Jon Eckert: We're excited to have Allison Posey in today. She is an amazing educator that, I just have to say this, I met in Paris just a week or so ago, and it was a great privilege to meet her at a UNESCO conference on inclusive education, how do we educate more kids around the world, which was a fascinating conference to be at. And so really excited to meet her and for you to meet her as well. So Allison, great to have you on today. Allison Posey: Thanks for having me. It's great to be here. Jon Eckert: Can you just give us a little bit of your journey that brought you to CAST and Universal Design for Learning, which we'll get into what that is in a little bit, but what got you to the position that you're in now? Allison Posey: Well, I started to jump back one step and then I went two steps back. So I was teaching at a really cool program called, actually I don't like the title of it, the Center for Talented Youth because what youth is not talented, but there is a certain measure that was used to assess students on a kind of talent, one kind of talent. And they would come to Johns Hopkins for the summer and study one thing really intensely. So I got to teach neuroscience for six weeks in the summer to really interested students. And when I say interested, we had to take the books away from them after seven hours of being in the classroom, so they would have to go socialize and do kind of the camp thing. So a lot of neuroscience, a lot of learning, gifted and talented. Right. Allison Posey: And I had a student one year who we were having these incredible conversations about learning in the brain. He basically had read the college level textbook in a week, and this was a high school student. And yeah, at first I was like, I don't know about that. But the more we started talking, I thought, wow, he really is making sense of all. It took me six years to get through this textbook. He's really making sense of it all. And when I went to score his first assessment, it was completely blank and he didn't complete any of his assignments. Allison Posey: And I found out from his parent at the meetings at the end with the families that he was failing four out of his five high school courses and was severely depressed and at risk of dropping out. And I was so upset by this one, because I didn't know it as his teacher. I'd been working with him for these six weeks and I didn't realize it was at that level. And two, I realized I didn't know how to teach. So ironically, here I am teaching about the brain and I didn't feel like I knew how to reach the humans who had the brains with all the stuff that I was teaching. So I went to graduate school. I will get to the answer to your question. Jon Eckert: No, I love this path. I did not know where you were going with this. But again, you first, you start off with every teacher's dream, kids you have to take the books away from after seven hours. And then that realization that I don't really know what I'm doing when it's not actually working or the way that curriculum's being implemented, at least in those four of those five classes, it's not working. What do I do? So love that start. Allison Posey: Yeah. Jon Eckert: Keep going. Allison Posey: And I was 10 years into my teaching about. So I'd been doing this for a while, just this feeling of I actually don't know what I'm doing. So Harvard had this amazing program called Mind, Brain & Education, and I thought, well, I know about the brain and I've been an educator. Let me check it out. And I was so fortunate to have as an advisor, David Rose, who is the founder of CAST and Universal Design for Learning. He was my advisor. It was just such a gift. So I learned about this framework. Well, actually let me take a little tiptoe back. The first article we read in this program was that the connection between neuroscience research and classroom practice is a bridge too far, that what we're learning in neuroscience labs that are isolated, maybe one individual at a time doing one task in very controlled environments are completely different from what we would do in a classroom with dozens of students and fire alarms and all this stuff. Allison Posey: And I don't know how you felt when you heard me say that, but I was angry. I absolutely was like these two fields need to be talking to each other. And I have really literally made it my profession to try to bridge the gap. And there are a lot of times when I'm having conversations with educators that I've noticed, I'm like, well, the gap may be a little too far between neuroscience and the bridge between neuroscience and education, but we need to keep having the conversations. So Universal Design for Learning is a framework that really is trying to make connections between the neuroscience of learning and the best high leverage practices that there are in order to reach each and every individual. So I think I finally got to the answer to your question. Jon Eckert: But what a great journey to it. You got there because of a need you observed as a teacher. And to me, that's the whole benefit of why we go back to grad school. So I always tell people that are looking at a Master's or an EDD or a PhD, wait until you've taught a few years because you'll have plenty of questions that you're trying to figure out. I thought this, but when I worked with kids, I realized this or I worked with other adults, I realized this. And so what a brilliant reason to go to UDL and CAST. So I guess let's do this. Allison Posey: Yeah. Jon Eckert: Tell us a little bit about Universal Design for Learning in case people don't know what that is. I will say at the UNESCO conference, everybody there from around the world seemed to know what UDL was. So it may be very few of you don't know what it is, but talk about that as a way to connect neuroscience in the classroom because we get this all the time. If you want to sell a book, it feels like in education, throw neuroscience in there and it's like, oh, there's neuroscience in there. It must mean something. But talk about how UDL is that practical bridge to make sure each kid's needs are met and the talents that they have can flourish in a classroom. Allison Posey: It was actually very exciting to see. UDL talked about a lot at UNESCO without CAST, the originators of UDL needing to say anything about it. I mean, I wasn't the one presenting on it. So it was amazing to get to learn from folks how this framework is helping. It is a teaching and learning framework. So if your school or district doesn't have a common framework for teaching, this is a great framework because it gives a common language for learning that is grounded in the brain. So I don't have to label students as having disabilities. I don't have to take a deficit mindset. I can use UDL to proactively plan an environment that anticipates the variability of learning that we know will have in our classroom. And there are nine different dimensions that UDL explores through our UDL guidelines. And then under each of those dimensions of learning, there are a bunch of our tried and true strategies. Allison Posey: So I don't have, UDL is not, I always, I'll say to educators, I wish I had a magic wand and it was like the tool that engaged each learner in the learning. I don't have that tool, but I have a framework that can help you think about the design and how it's meeting or not meeting the needs of all the students. And it is liberating to not have to feel like I need to label each and every student with a deficit of what they can't do. Instead, I just look to make a creative, flexible learning space. And that space might include the methods that you're using, the materials that are there, the goals and the assessments. Even the assessments. As much as we love our standardized tests here in the US, really thinking deeply about how the assessments are universally designed and flexible to make sure you're able to get at the constructs that you're wanting to measure in the assessments as well. So we look at UDL across those four dimensions of curricula. Jon Eckert: Well, what I love about that as a 12-year teaching veteran of what I call real teaching, I've been in higher ed now 15 years, and I feel like that's fake teaching. You get some of those kids that you have to take the books away from, which as a middle school science teacher, it's like, yeah, that wasn't really a problem for most of the kids I was teaching, but I had a few. What I love about it is when you think about the RTI or MTSS, Multi-Tiered System of Support, UDL is a tier one support for each kid. So you do that so that you don't have to start labeling and elevating kids and you're trying to meet each kid's needs through materials that make them really interesting to teach. Teaching's infinitely interesting, but it becomes overwhelming when we don't have the tools in place to help us do it. Jon Eckert: The same thing I wanted to say about UDL. I first became aware of it when I was writing test items. I wrote test items for seven different states for Houghton Mifflin's testing company Riverside. And one of the things we always had to do is we had to use UDL principles in all the items that we wrote or they wouldn't be accepted. So you got paid per item that made it through the screeners, so you paid really close attention to those pieces. And if it didn't hit the UDL standards. Now I don't know that I always achieved exactly what CAST would say would be a UDL standard because you're still doing multiple choice tests with an open response. It's challenging sometimes to do this. They also wanted us writing the top levels of Bloom's taxonomy with multiple choice items, which I still argue is impossible, but I would do my best. Jon Eckert: But I love that about UDL because it couples the instruction with the assessment and I, however, we're assessing, I get frustrated in the US and people say, Hey, we don't want to teach to the test. Then what are you teaching to? The key is, is the test a good test? We're always teaching to an assessment. If we're not teaching to an assessment, then we're just performing. And so UDL says, here's the way we're going to deliver instruction, and here's also how we're going to assess. Because any good teacher wants to teach to an assessment. It's just we don't want to teach the bad assessments. And that's where I appreciate the critique that, hey, if it's not a good assessment, then what am I doing? But if I'm not assessing what the student's doing, then how do I know I taught anything? Jon Eckert: And so it goes back to that great quote. I don't know if you got exposed to the seven step lesson plan from Madeline Hunter. It was how I got taught to teach and it was not UDL, but there were elements of UDL in it before UDL existed. But she said this, "To say you've taught when no one has learned is to say you have sold when no one bought." And so to me, UDL can be that nice through line between instruction and assessment. Am I overstating anything? Is there anything you'd push back on there or anything you'd want to add? Allison Posey: The thing I would push back on is the goal of UDL isn't to be able to achieve an assessment, but the goal is to be able to develop expertise around learning about whatever it is you want to learn about. So we call it expert learning. Now, I think I would say a lot of the language at UNESCO was around even student agency, being able to know what you need to know to do your best learning, and whether that's to take a test so that you can now learn how to drive and that's your goal, or whether it's to become a scientist, or a musician, or whatever it is that you're wanting to do, and be, and the joy you find in life that you're pursuing, that you know how to be strategic to get what you need. You know how to build your background and importantly, you know how to sustain effort and persistence so that you can engage in a way that's meaningful. Allison Posey: And in that sentence, I just used the three UDL principles. So those three principles really do align with what we know about learning and the brain and you have be engaged in order to even pay attention and build the background you need to be able to do what you need to do. So those three principles really are broadly aligned to this model and this way of thinking. So yes to the assessments, but yes to pushing on assessments to really be meaningful and what we need to do in the communities and in the society so that they're connected a little bit tighter. And the other thing you said that I really appreciate is that you're never done. It's never like, there is one thing where I'm like, wow, we did it. Check UDL off the list. There are always more ways of thinking about those assessment questions, your resources, your materials to make sure that they're accessible and that folks can engage and take action strategically with them. Jon Eckert: Well, and I really appreciate that corrective because I came to UDL through the assessment and that was the filter. And I thought it was sometimes a little artificial, but the idea that you're building student agency, you're building cognitive endurance so that they can do meaningful things, that's what we want. And so I like to think of assessment much more broadly as saying, hey, how do we know that you have that agency? What are the markers that show that? And I think that's a much broader perspective than what I came to it with. And so I appreciate that and it gives that, feeds that you're never done. And that's why we're always learning, as educators we're always learning, and our students are always learning and they're growing, but they have to have a passion for what they're doing. So you have to be able to know them, see them, do that, to tap into that cognitive endurance so it doesn't become a compliance culture. Jon Eckert: And I think we've done that in a lot of schools, and I think UDL pushes back on that. I'll give you one example that is a compliance culture for teachers. I still walk in classrooms. I'm like, oh, there's the learning target dutifully written on the board. Well, that's fine, but that doesn't mean anything meaningful is happening for kids. And it becomes a checklist thing to the point you made. And if UDL becomes, oh, we're using UDL check, it's like, no, that's not the point. And so I feel like there's that culture sometimes in US schools where we want to make sure it's being done. So that becomes a checklist. And it's like, well, if you have a really bad teacher, it's better to have a learning target on the board. It's better to use UDL than not, but that doesn't actually mean meaningful learnings happening. And so I think there needs to be a better onboarding of educators, a real time, here's what this looks like, feedback for them as they use UDL. How does CAST, if at all, how do you engage in that kind of training and support for educators? Allison Posey: Oh, you are talking to the right person. I have been thinking about this for years. Jon Eckert: Good, good. Allison Posey: There is no easy answer, but I was actually on the team that worked to really try to develop credentials around UDL. How do you look for and measure what's largely a mindset? Because I do use all the same tools. As I was saying, it's not like all of a sudden you have UDL and there's a magic tool that's different and the classroom looks differently. What's different is my mindset in my mindset of the high expectations for all learners. And if there's a barrier, the barrier is framed in the design of the environment and reduced because I've co-constructed that with my students, with my learners. That is really hard to get a video of, to take a picture of, to gather data around. And so our credential process has tried to identify a minimum. So we have a mindset credential, we have an analysis credential, and then we have an application credential because we realize you don't just all of a sudden shift your mindset and start doing everything differently. Allison Posey: You actually, and I've written again, told you, I think about this a lot. I wrote a whole book on unlearning, how you actually have to unlearn a lot of your tried and true practices that you went through school doing, you went through teacher prep maybe even doing in order to trade up for this really different mindset. I would argue, at least in my experience in the US schools and the little bit that I've been internationally, we still are largely a deficit-based approach where we have kind of a pre-made lasagna lesson that I like to call it. And if a student doesn't do it in more or less the same way, at more or less the same time, we think there's something wrong and we have to fix the student as opposed to saying, wait a minute, it's probably this pre-made lasagna lesson that assumes incorrectly that there is going to be an average student. Allison Posey: And one thing we know from brain science, mathematicians don't like me to say this, one thing we know from brain science is there is no average learner. When you look at brain scans across hundreds of individuals and you look at their average, it matches no one. It's an amazing thing. So in education, we might say, oh, well we have the high group, as I was telling you that that's who they thought they had. They were so much variability in those learners across. And I ended up using UDL to think about nine different dimensions of that variability to really kind of get at the complexity of what educators are tasked to do. And that's to educate each and every student. I mean, it's such an underappreciated profession because it is so hard to do. Jon Eckert: Right. Well, and I just pulled up your book, Unlearning, which is a great title for the book. And what we have to do that. The thing that I worry about, two things. We will take this and turn it into a scripted curriculum, which is taking at least elementary schools by storm in the United States because we have de-professionalized education to where we don't have highly trained people in the classroom where it's like, well, let's give them a script and if a student responds this way, you respond this way. Or we're putting in front of a screen which can be adaptive and can do some of those things. I have that concern. And the second concern I have is that we make teaching seem so complex that very conscientious, hardworking, intelligent educators will say, I just can't do this. This is too much. How does UDL get you focused on the right things without making it so it's a script, but it simplifies it in a way that it feels doable because that's what I hear about UDL. How do you see that playing out, if at all, or are my concerns valid? Allison Posey: No, you say it so well. I think one, we need UDL for educators as well. They are learners and they have brains and they are interacting in these school systems and often do not have the tools and resources and flexibility they need to be able to do their jobs well and they are not paid enough. I would love, love for teachers to actually make what they deserve in wages and to find the difference that that might make. Okay. So UDL for educators as well. Jon Eckert: Get on your soapbox. Okay. Allison Posey: See, I got so into that. I forgot my second point that I was going to make. Oh, descriptiveness of UDL. Here's the secret to UDL. We can provide options. Right. A grocery store has options. It has lots of options. And if I just walk into the grocery store and I'm like, I have options. I don't know what I'm buying, I get frustrated, I'm confused, there all these things you can do. That's like education. We have all these tools, all these things. Often what we're lacking is a very clear goal. You mentioned goals earlier and goals are different from standards, but it's really breaking down, like for this moment in time, here's what I really want my learners to know, do, or care about. And when you have such a clear vision of that, like I know that I'm going to go grocery shopping for the hockey team dinner, I'm going to be so strategic in a different way than I'm shopping for the UNESCO picnic that we're going to have. Right. Jon Eckert: Right. Allison Posey: So depending on the goal, you make such different choices. And so those goals are often in my work with educators, and I've been in the UDL world for 12 years, so it's been a while now. We really end up returning to what's the goal? And very often we hear, here's the activity, or we hear, what's this chapter of the book? And it's like, no, but what's the goal? And once you identify the goal, then you can better identify how to be flexible within that. So it takes more work on the front end. It does. People don't always like to hear. It takes more work on the front end, but it saves you work on the back end. And more learners are able to get to that goal because it's clear, we've reduced some of the hidden biases that are in our like, well, don't you already know how to do that? And why don't you have that private tutor? And it just makes the process so much more transparent. Allison Posey: But it's again, largely not what we're doing in our schools and classrooms now. So you actively have to unlearn. And that takes energy and is hard. So do it small, start small, have teams and people working together with you to build that culture where the flexibility is valued because you recognize that learner variability. Jon Eckert: Yeah. Allison Posey: And the number of times, yeah, go ahead. Jon Eckert: No, I was going to say that's the life-giving part of teaching, when you see kids doing things that they didn't think they could do. And so that's where it keeps you coming back and it makes it worth the effort. And so it's way more fun to put the effort on the front end where kids can be successful and trying to give them feedback on ways that you're like, I clearly did not set this up. We did not have a clear target, we didn't have success criteria. We didn't... And so totally 100% agree. The effort on the front ends, way more rewarding than trying to clean up a bad assignment on the back end. So yeah. Allison Posey: Yeah, just like a bad dinner party. It's so much to say. Everyone didn't like my one lasagna I gave them. What? Jon Eckert: Good example. So let me wrap us up with our lightning round. So given all your experience with UDL and some of the misapplication of some of the research and the neuroscience that you know, what's the worst piece of advice you've ever heard? It doesn't have to be related to UDL, but it could be. But worst piece of advice you've gotten as an educator. Allison Posey: Oh, one of them was don't smile the first half of the year. Jon Eckert: I need to go back. We've done about 40 of these podcasts and I think in about 30 of them when I've asked it, that's the worst piece of advice that comes up every time. Allison Posey: No kidding. Yes. Right. Jon Eckert: It's horrible advice because it dehumanizes teaching. Allison Posey: It's all about the relationships and the community. So why would you not have that from the beginning? Jon Eckert: Right. I do not know. I hope that advice is not, I hope it's just because I'm old, that that feels like advice,- Allison Posey: Oh, I have a different one maybe. Maybe here's another one. Check your emotions at the door. Jon Eckert: Oh, similar, right? Ridiculous. And you've also written a book on emotions, right? Allison Posey: Yes. Jon Eckert: Yes. Yes. Allison Posey: Yes. You are never without those emotions. In fact, if you check them at the door, there's a problem. Jon Eckert: Right. And part of decision making includes emotions. I think emotions have kind of gotten a little bit, they've gotten a bad rap and now there's kind of a corrective coming. So super helpful. All right. Best piece of advice you've ever received? Allison Posey: Oh, this will be for my mentor David Rose. Oh, she just came to mind, but I'll stick to one. Anything worth doing will probably not be achieved in your lifetime. Jon Eckert: Oh, wow. That's, okay. And then give me the second one too because you said you had two. Allison Posey: Teaching's emotional work. Jon Eckert: Ah. All right. No. Hey, that's a good reminder. And I just read the Same as Ever by Morgan Housel. And he had this thing, he came out in November of 2023. He said, "We don't celebrate incremental improvement enough." So if you look at heart disease and the way it's been managed since the 1950s, we've made a one and a half percent improvement every year since the 1950s. And you're never going to get a headline, hey, we made a one and a half percent improvement in heart disease treatment. Allison Posey: Right. Jon Eckert: But over time, that compounding interest is huge. And I think as educators, we need to remember it's not, and I've quit talking about solutions and I focus on improvement because I think solutions indicate that we think that there's some place that we arrive at, which we talked about earlier. We don't. We just keep improving. And so that's where... Super helpful piece there. Okay. What's the biggest challenge you see for educators? We can go worldwide or in the US. You pick your audience. What's the biggest challenge you see? Allison Posey: I mean, the biggest challenge I hear over and over is time. We just don't have time to do the curriculum adaptation that we need to do, to have the conversations, to do the one-on-one. So we do hear repeatedly that time is a barrier. But I will say from my perspective, it's the mindset. It's really, the deficit mindset is still so pervasive and we pass that on to students. So they think they're not science students or they're just not good at math. I mean, they have these raw generalizations that, again, from a neuroscience perspective, we know is not true, so. Jon Eckert: That's good. Allison Posey: Yeah, I think that deficit mindset's our biggest challenge right now. Jon Eckert: Well, and John Hattie's work on mind frames reinforces that as well. I mean, very similar kinds of framing. And I do think, well, and Ronald Heifetz work on adaptive challenges. He's a Harvard guy. Your degrees from Harvard. The idea that technical challenges are real, but adaptive challenges require a change in mindset because the problem and solution are unclear. And so many of the issues that we deal with in education are adaptive and not technical. As we keep slapping more technical band aids on adaptive challenges, teachers get cynical as they should. Allison Posey: They should. Yes. Jon Eckert: As they should. Allison Posey: Yes. Jon Eckert: Yes. So what's your best hope for educators as you look ahead? Allison Posey: I just hope they see the impact. It's such an important profession and we need the best people in it. I thank teachers all the time for doing the work they do, because one student at a time makes a difference and it has such opportunity to promote change and to make that difference. It's our future, it's our collective future. So it's such an important profession. Jon Eckert: It's a good word Allison. Good word to end on. Well, hey, thank you for the work you do. Allison Posey: It's more than one word. Jon Eckert: Yeah. Allison Posey: I'm rarely down to one word. Jon Eckert: Hey, that's all right. That's all right. You did better than I would've done. But thanks for what you do and thanks you for the time that you gave us today. Allison Posey: I appreciate it. Thank you so much for having me.

Send us a Text Message.Are standardized intervention programs failing your struggling readers? Join me, on this enlightening episode of the Reaching Struggling Learners podcast, where we uncover how the Multi-Tiered System of Supports (MTSS) can be the game-changer in boosting reading skills. We emphasize the critical role of phonics in the Tier 1 curriculum to establish a robust foundation for all students. Learn how universal screeners are the key to pinpointing struggling readers and seamlessly transitioning them to Tier 2 or Tier 3 interventions. This is particularly crucial for older students in middle and high school, who need targeted, intensive support to catch up and succeed.Discover why one-size-fits-all programs often fall short and how tailoring interventions to meet specific needs can make all the difference. I'll share tried-and-true strategies for effective progress monitoring, including how to record and graph data to derive actionable insights. Plus, we discuss the importance of structured MTSS meetings with clear agendas to ensure timely and efficient implementation of interventions. Our ultimate goal? To equip you with the tools and strategies to provide the most effective support, ensuring every student achieves reading proficiency. Tune in for a comprehensive guide to making MTSS work for your struggling readers!Subscribe & Review in iTunesAre you subscribed to my podcast? If you're not, I want to encourage you to do that today. I don't want you to miss an episode. I'm adding a bunch of bonus episodes to the mix and if you're not subscribed there's a good chance you'll miss out on those. Click here for iTunes. Now if you're feeling extra loving, I would be really grateful if you left me a review over on iTunes, too. Those reviews help other people find my podcast and they're also fun for me to go in and read. Click here to leave a review, select “Ratings and Reviews” and “Write a Review” and let me know what your favorite part of the podcast is. Thank you!Links Mentioned in the Show:https://teachingstrugglinglearners.com 5 Steps to Getting Started with Progress Monitoring

Send us a Text Message.How can educators effectively support struggling students without drowning in procedural tasks? Join me, as we uncover the secrets behind the Multi-Tiered System of Supports (MTSS) on today's episode of the Reaching Struggling Learners podcast. We start with a deep understanding of how systems, whether in teaching or daily routines, help streamline processes. Then, we dissect the three-tiered MTSS structure, from the foundational curriculum for all students (Tier 1) to more tailored support for those requiring extra attention (Tier 2 and Tier 3). Learn how different levels of intervention play a crucial role in providing timely, systematic support to students in need.In the second half of this episode, I offer practical tips to make the implementation of MTSS more efficient and less time-consuming for educators. Imagine reducing procedural workload through simple strategies like checklists, allowing more time to focus on the unique needs of each student. We'll discuss various tools and resources to further streamline your MTSS process and preview future topics that will continue to enhance your educational systems. Engaging, insightful, and packed with actionable advice, this episode promises to be a game-changer for anyone committed to improving student outcomes.Subscribe & Review in iTunesAre you subscribed to my podcast? If you're not, I want to encourage you to do that today. I don't want you to miss an episode. I'm adding a bunch of bonus episodes to the mix and if you're not subscribed there's a good chance you'll miss out on those. Click here for iTunes. Now if you're feeling extra loving, I would be really grateful if you left me a review over on iTunes, too. Those reviews help other people find my podcast and they're also fun for me to go in and read. Click here to leave a review, select “Ratings and Reviews” and “Write a Review” and let me know what your favorite part of the podcast is. Thank you!Links Mentioned in the Show:https://teachingstrugglinglearners.com 5 Steps to Getting Started with Progress Monitoring

On the latest episode of the Every Student Every Day Podcast, Superintendent Dr. James Franchini welcomes AP staff and district MTSS team members including, Kate Dorgan, Matt Hladun, Liz Rosenberger, and Heather Wood. The group discusses what the multi-tiered system of supports (MTSS) is and how it's being implemented at both the school and the district level.

Are you ready to uncover the true power of the Multi-Tiered System of Supports and how it's reshaping education? Join me, as we peel back the layers of MTSS, revealing its core as an invaluable tool for keeping students on track and minimizing the leap to special education. We'll explore the real success stories of MTSS and why identifying and addressing skill gaps across all subjects—including those beyond reading—can change the trajectory of a student's academic journey. Plus, we dive into the necessity of behavioral supports within the MTSS framework, crucial for navigating today's educational challenges and fostering an environment where every student can succeed.This episode isn't just about student support; it's a call to arms for a collaborative teaching revolution that can transform our schools into thriving educational communities. As we discuss, MTSS isn't a platform for critique but a springboard for teacher growth and satisfaction. We're tearing down the walls of isolation in teaching, showcasing how a united front can lead to a healthy school culture and retain passionate educators. Open your ears and your minds to a discussion that questions, enlightens, and advocates for an educational system where teachers are empowered and students flourish—all through the lens of MTSS.Subscribe & Review in iTunesAre you subscribed to my podcast? If you're not, I want to encourage you to do that today. I don't want you to miss an episode. I'm adding a bunch of bonus episodes to the mix and if you're not subscribed there's a good chance you'll miss out on those. Click here for iTunes. Now if you're feeling extra loving, I would be really grateful if you left me a review over on iTunes, too. Those reviews help other people find my podcast and they're also fun for me to go in and read. Click here to leave a review, select “Ratings and Reviews” and “Write a Review” and let me know what your favorite part of the podcast is. Thank you!Links Mentioned in the Show:https://teachingstrugglinglearners.com 5 Steps to Getting Started with Progress Monitoring

This edWeb podcast is sponsored by Branching Minds – A Comprehensive MTSS Solution.The edLeader Panel recording can be accessed here.Siloed data systems, strained resources, and inconsistent expectations make it a challenge to recognize the warning signs of school failure and intervene early. Don't “wait to fail”—a Multi-Tiered System of Supports (MTSS) can help at all levels, K-12!MTSS is a well-established, evidence-based practice that prevents students from falling through the cracks. Together with a robust software platform designed specifically to support MTSS, this practice can become even more streamlined and effective, allowing you to quickly and easily see risk levels and tiered support recommendations across all students based on attendance, behavior, and academic performance.Listen to this edWeb podcast to learn more about Early Warning Systems and MTSS, and how you can take proactive steps to prevent student failure. Learning objectives include:Explore the benefits of centralizing early warning indicators and student risk tracking in an MTSS software platformLearn early intervention strategies to prevent academic challenges and disengagementDiscover how data-driven decision making can help you make the most of limited time and resources for the benefit of all studentsThis edWeb podcast is of interest to K-12 school leaders, district leaders, and district-level MTSS, curriculum, SEL, and special education roles.Branching MindsLeveraging the learning sciences and technology to help districts effectively personalize 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.

Embark on an educational journey with me, as we unravel the complexities of the Multi-Tiered System of Support (MTSS) framework, a cornerstone in supporting the diverse needs of students. Guaranteed to enlighten educators and parents alike, this episode is a deep dive into the world of MTSS, where we break down the essential tiers that frame a student's learning environment. From the all-encompassing Tier 1, which sets the stage with core curriculum and behavior expectations, to Tier 2's targeted strategies for students needing that extra push, we leave no stone unturned. With an emphasis on refining core instruction to enhance support for every learner, particularly in critical areas like phonics and math fluency, this conversation promises to arm you with the insights necessary for building a robust educational foundation.As we progress through the tiers, the spotlight turns to the often-overlooked champions of education: paraprofessionals and aides. Despite the absence of certification, their role in delivering individualized, data-driven support through Tier 3 interventions is instrumental in helping students who are significantly trailing their peers. And while we acknowledge the hurdles educators face, especially in sourcing quality interventions for math and writing, the conversation is imbued with appreciation for these dedicated individuals who often lead the charge in driving student success. Make sure to tune in for a heartfelt tribute to those who shape our learners' futures, and a sneak peek into our next discussion that aims to dispel common misconceptions about the MTSS framework while celebrating the continuous advancement of our students.Subscribe & Review in iTunesAre you subscribed to my podcast? If you're not, I want to encourage you to do that today. I don't want you to miss an episode. I'm adding a bunch of bonus episodes to the mix and if you're not subscribed there's a good chance you'll miss out on those. Click here for iTunes. Now if you're feeling extra loving, I would be really grateful if you left me a review over on iTunes, too. Those reviews help other people find my podcast and they're also fun for me to go in and read. Click here to leave a review, select “Ratings and Reviews” and “Write a Review” and let me know what your favorite part of the podcast is. Thank you!Links Mentioned in the Show:https://teachingstrugglinglearners.com 5 Steps to Getting Started with Progress Monitoring

Ever felt like the education system might be failing our kids in reading, writing, and arithmetic? That's exactly what we're tackling in this episode, where I shed light on the imperative for a revitalized Multi-Tiered System of Supports (MTSS) that can truly meet the needs of an unexpected majority of students demanding additional help. Through in-depth discussion, you'll gain insights into why a one-size-fits-all curriculum is a myth and how we, as a collective, can arm our educators with top-shelf resources, superior teaching techniques, and the kind of training that makes tailoring learning to each unique student a reality.With over 70% of students now leaning on an MTSS framework initially designed for just a quarter of the population, the call for action has never been louder. Next week's promise of demystifying MTSS and its role in special education direction is just the beginning. But for now, let's focus on the here and now—identifying the cracks in the current system and laying down the roadmap for a more robust, effective MTSS that teachers can implement with confidence. So, pour yourself a strong cup of coffee and join me on this quest for serene students and thriving learners. Goodbye for now, but stay tuned for our next educational deep dive!Subscribe & Review in iTunesAre you subscribed to my podcast? If you're not, I want to encourage you to do that today. I don't want you to miss an episode. I'm adding a bunch of bonus episodes to the mix and if you're not subscribed there's a good chance you'll miss out on those. Click here for iTunes. Now if you're feeling extra loving, I would be really grateful if you left me a review over on iTunes, too. Those reviews help other people find my podcast and they're also fun for me to go in and read. Click here to leave a review, select “Ratings and Reviews” and “Write a Review” and let me know what your favorite part of the podcast is. Thank you!Links Mentioned in the Show:https://teachingstrugglinglearners.com 

This edWeb podcast is sponsored by Branching Minds.The edLeader Panel recording can be accessed here.Building a system of proactive Tier 3 behavior intervention for students who need it (and their teachers!) IS possible and is absolutely worth the investment. Because challenging behavior is…challenging and resistant to change, many schools resort to containing, ignoring, or removing students without actually addressing underlying needs and developing missing skills. It doesn't have to be this way.Join this edWeb podcast for a walk-through of essential Tier 3 behavior system components along with practical intervention strategies and real-life examples. We include a downloadable Tier 3 behavior plan template that you can make your own. Learning objectives include:Understand the key components of Tier 3 behavior system planning as part of a Multi-Tiered System of Supports (MTSS)Learn evidence-based behavior intervention strategies that are practical and appropriate for schoolsIdentify common pitfalls and misconceptions related to Tier 3 behavior intervention, plus tips to avoid themThis edWeb podcast is of interest to K-12 school leaders, district leaders, and those in district-level MTSS, curriculum, social-emotional learning, and special education roles.Branching Minds Leveraging the learning sciences and technology to help districts effectively personalize 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.

Jeremy Glauser shares the many wonderful Multi-Tiered System of Supports that eLuma provides. --- Support this podcast: https://podcasters.spotify.com/pod/show/edutechguys-conference/support

In this episode, Melissa shares Walter Murch's thoughts about editing as a "discovery of a path." Student accommodations are discussed as a path for general education teachers to reach the diverse learners in their classroom. The Multi-Tiered System of Support and District Curriculum Accommodation Plans are discussed.

Are you familiar with MTSS? In case you aren't, MTSS stands for Multi-Tiered System of Support. Essentially, it is a framework that helps schools be effective and efficient in identifying and supporting kids who need academic, social, emotional, or college and career development support.   Today, we are re-airing one of the most popular episodes from this year, where I had Dr. Jake Olsen and Dr. Peg Donohue join me on the show to talk about MTSS in high school counseling. They have extensive experience consulting high schools through the MTSS process and tiered support.   During our conversation, Dr. Olsen and Dr. Donohue shared what MTSS is and how to implement it in high school settings, the three different tiers of intervention, the specific challenges that come when implementing at the high school level, and how to create a MTSS task force and successfully implement MTSS in high schools.   Resources Mentioned: Resource: CollegeVine AI Letter Recommendation Tool Resource: School Counselors for MTSS Resource: “The School Counselor and Multitiered System of Supports” ASCA Position Statement Resource: Trail to Wellness Resource: National Center for School Mental Health (NCSMH) Resource: Social Academic Instructional Group (SAIG) Curriculum Leave your review for High School Counseling Conversations on Apple Podcasts Connect with Lauren: Sign up for the free, 3-day prep for High School Counseling Job Interviews Visit my TpT store Send me a DM on Instagram: @counselorclique Follow me on Facebook Send me an email: lauren@counselorclique.com Join the Clique Collaborative Full show notes on website: https://counselorclique.com/episode104

GDP Script/ Top Stories for Dec 8th  Publish Date:  Dec 7th  HENSSLER 15 From the Henssler Financial Studio Welcome to the Gwinnett Daily Post Podcast. Today is Friday, December 8th and Happy Birthday to Sammy Davis Jr. ***12.08.23 - BIRTHDAY - SAMMY DAVIS JR*** I'm Bruce Jenkins and here are your top stories presented by Kia Mall of Georgia. Best-selling Author and Ultramarathoner to Visit Gwinnett County Library Buford Sonny's restaurant manager recognized for 'acts of kindness in her community' Gwinnett schools communications teams earn awards for excellence All of this and more is coming up on the Gwinnett Daily Post podcast, and if you are looking for community news, we encourage you to listen daily and subscribe! Break 1: MOG   STORY 1: Best-selling Author and Ultramarathoner to Visit Gwinnett County Library The memoir "Finding Gobi," recounting ultramarathoner Dion Leonard's remarkable bond with a stray dog named Gobi in the Gobi Desert, has become a global bestseller, published in 24 languages. Leonard and Gobi will appear at the Gwinnett County Library's Snellville Branch on December 9 at 11 a.m. The dog accompanied Leonard through challenging terrains during an ultramarathon, capturing hearts worldwide. Despite Gobi briefly going missing in China, Leonard's story of finding her garnered widespread online support. The inspirational tale has inspired a feature film currently in production in California, set for release in 2024 or 2025. A book signing will be part of the event. For more details, contact the Snellville Branch Public Library at 770-978-5154.   STORY 2: Buford Sonny's restaurant manager recognized for 'acts of kindness in her community' Sonny's BBQ celebrated Giving Tuesday by recognizing three employees dedicated to spreading kindness, including Dawn Jackson, a manager at the Buford restaurant. Jackson, named Kindness Officer, actively engages in local fundraisers, supports first responders, and aids the homeless by organizing donations with her team. As part of Sonny's Kindness Crew, Jackson could donate $2,500 to the charity of her choice, and she chose Random Acts, an organization inspiring kindness globally. Founded by actor Misha Collins in 2010, Random Acts supports various acts of kindness, aligning with Jackson's commitment to community goodwill. For more details, visit www.randomacts.org.   STORY 3: Gwinnett schools communications teams earn awards for excellence At the Georgia School Public Relations Association annual conference, Gwinnett County Public Schools' Communications and Media Relations, and GCPS TV teams received over a dozen awards, including three "Best in State" honors. Recognizing communications excellence in the 2022-23 school year, awards covered writing, photography, videography/electronic media, and image/identity package design. Notable winners included Multi-Tiered System of Supports (MTSS) and “Can You Believe It?” for Best in Category, while Gold Awards were secured by various projects, including “Coffee with Calvin” and “Teaching Gwinnett Podcast: School Social Workers.” The awards celebrate the team's commitment to meaningful communication and community engagement. For details, visit the Gwinnett County Public Schools website.   We have opportunities for sponsors to get great engagement on these shows. Call 770.874.3200 for more info. We'll be right back   Break 2: PEGGY SLAPPY – TOM WAGES – Glow Light Show   STORY 4: Proposed massive apartment development must restart rezoning process after number of apartments reduced A proposed 700-unit apartment development at Sardis Church Road and Hamilton Mill Road in north Gwinnett, which led to public backlash and legislative efforts to create a new city, has been temporarily derailed. The project's withdrawal from consideration mandates a restart of the rezoning process. Critics claimed the halving of proposed units required a fresh application. The development, adjacent to Seckinger High School, sparked community concerns about density and traffic. The setback may delay the proposal's return until February. House Majority Leader Chuck Efstration and Sen. Clint Dixon praised the withdrawal, emphasizing the need to address overcrowding and traffic issues in the area.   STORY 5: Study uncovers professional and social stigma people with acne experience A recent study conducted in the U.S. reveals that individuals with acne, particularly those with darker skin tones and more severe cases, face significant social and professional stigma. The research, published in JAMA Dermatology, emphasizes the need to address stigmatizing attitudes and improve access to care for individuals with acne. The study found that participants were less inclined to be friends, have close contact, or share social media photos with individuals with severe acne, particularly if they had darker skin tones. The research underscores the importance of recognizing acne as a medical condition and ensuring access to appropriate treatment.   We'll be back in a moment   Break 3: ESOG - INGLES 2 – DTL   STORY 6: Gwinnett County bartender finalist in national Best Holiday Cocktail Contest Jay Ledbetter from Local Republic is a finalist in the Bar and Restaurant News Best Holiday Cocktail Contest, competing against national chain Eureka. Ledbetter's cocktail, the Tijuana Brass, features autumn spices and fresh herbs with tequila, creating a warm and flavorful drink. Described as a blend of savory, semi-sweet notes with rosemary and ginger, it aims to evoke holiday nostalgia. The contest, open for public voting until December 10, aims to identify the cocktail that best captures the holiday spirit. To vote for Ledbetter's Tijuana Brass, the public can visit the official contest website.   STORY 7: How much do people trust AI with their health? A survey of 2,000 US adults found that more Americans trust social media and health care websites for health advice over medical professionals, with 53% consulting healthcare websites and 46% relying on social media compared to 44% consulting their personal doctor. The survey, commissioned by UserTesting and conducted by OnePoll, also revealed that 73% believe they have a better understanding of their personal health than their doctor does. Moreover, 67% of Americans have looked up their symptoms on an internet search engine, and 52% have given a list of symptoms to a large language model (LLM) like ChatGPT for a diagnosis. Additionally, 94% of respondents own a personal smart device that can track health, and 78% are confident that AI and tech companies would protect their health information.   We'll have final thoughts after this.   Break 4: Henssler 60   Signoff – Thanks again for hanging out with us on today's Gwinnett Daily Post podcast. If you enjoy these shows, we encourage you to check out our other offerings, like the Cherokee Tribune Ledger Podcast, the Marietta Daily Journal, the Community Podcast for Rockdale Newton and Morgan Counties, or the Paulding County News Podcast. Read more about all our stories, and get other great content at Gwinnettdailypost.com. Did you know over 50% of Americans listen to podcasts weekly? Giving you important news about our community and telling great stories are what we do. Make sure you join us for our next episode and be sure to share this podcast on social media with your friends and family. Add us to your Alexa Flash Briefing or your Google Home Briefing and be sure to like, follow, and subscribe wherever you get your podcasts. www.wagesfuneralhome.com  www.psponline.com  www.mallofgeorgiachryslerdodgejeep.com www.esogrepair.com www.henssler.com www.ingles-markets.com www.downtownlawrencevillega.com www.bgpodcastnetwork.com #NewsPodcast #CurrentEvents #TopHeadlines #BreakingNews #PodcastDiscussion #PodcastNews #InDepthAnalysis #NewsAnalysis #PodcastTrending #WorldNews #LocalNews #GlobalNews #PodcastInsights #NewsBrief #PodcastUpdate #NewsRoundup #WeeklyNews #DailyNews #PodcastInterviews #HotTopics #PodcastOpinions #InvestigativeJournalism #BehindTheHeadlines #PodcastMedia #NewsStories #PodcastReports #JournalismMatters #PodcastPerspectives #NewsCommentary #PodcastListeners #NewsPodcastCommunity #NewsSource #PodcastCuration #WorldAffairs #PodcastUpdates #AudioNews #PodcastJournalism #EmergingStories #NewsFlash #PodcastConversations  See omnystudio.com/listener for privacy information.

Episode #98 is up! Check it out!!!Special Guest Dr. Jodie Soracco, Director of the Virginia Tiered System of Supports, Research and Implementation Center, joins Matt to discuss the way she assists with building state and division-level capacity for supporting the sustained and broad-scale implementation of Multi-Tiered System of Supports (MTSS) across the Commonwealth of Virginia. Additionally, Dr. Soracco shares strategies on combating the narrative that MTSS is more than just addressing behavior concerns in schools.Connect with Dr. Soracco via email at soraccoja@vcu.edu

A safe and supportive learning environment is crucial for students' development and success. Educators and school leaders can be proactive about student behavior by implementing evidence-based practices to provide positive reinforcement, teach and maintain appropriate behaviors, and adapt instruction as needed. Behavior analysts Dr. Paulie Gavoni and Anika Costa join PaTTANpod to discuss the science of student behavior and prevention and intervention strategies that support a safe and supportive learning environment. https://www.pattan.net/Multi-Tiered-System-of-Support/Behavior; https://linqapp.com/paul_gavoni?r=link; Click here for more episodes https://www.youtube.com/playlist?list=PLCkBP2csbOssi3rUsfM-yQT1DVGUihxg2 Also available in podcast format on iTunes and Google Play Music iTunes https://itunes.apple.com/us/podcast/pattanpod/id1436873041?mt=2 Google Play Music https://play.google.com/music/m/Iwyth5xyq26f67f4qrzktutbxke?t=PaTTANpod (1) Dr. Paul Gavoni is a behavior analyst who is passionate about applying and sharing Organizational Behavior Management (OBM) strategies with an international audience. He loves to inspire and help leaders establish positive and engaging environments across industries to bring out the best in those they serve using the science of human behavior. A Wall Street Journal and USA TODAY best-selling author, he is co-host of the Crisis in Education Podcast, Thoughts & Rants of a Behavior Scientist, and is also an active Board Member of the Opioid Awareness Foundation and The World Behavior Analysis Day Alliance. Beyond his work in education and human services, Dr. Gavoni is a former Golden Gloves Heavyweight Champion and highly respected striking coach in combat sports. Coach Paulie has been featured in the books Beast: Blood, Struggle, and Dreams at the Heart of Mixed Martial Arts and A Fighter's Way. He was also a featured fighter in FX's highest-rated reality show at the time, The Toughman, and most recently in the Lifetime reality series, Leave it to Geege. (2) Anika Costa is a Board-Certified Behavior Analyst with over two decades of experience as a classroom teacher, adjunct faculty, trainer, coach, supervisor, mentor, and consultant in education and behavioral science. She became board certified in 2010 after earning a post-graduate certificate in Applied Behavior Analysis from Stony Brook University, a M.S. in Education from C.W. Post University in 2002, and a B.S. in Communicative Sciences at the University of Central Florida in 1997. Anika is the founder and president of The Operant Teacher, LLC, a behavior analytic consulting firm offering training, coaching, and instructional design services to individuals, groups, and organizations across educational, private, and community-based agencies. She is also co-authored two best-selling books, QUICK Responses for Reducing Misbehavior and Suspensions: A Behavioral Toolbox for Classroom and School Leaders, and QUICK Wins! Using Behavior Science to Accelerate and Sustain School Improvement. Anika is passionate about disseminating behavior science; Anika is the United States Ambassador for the World Behavior Analysis Day Alliance (WBADA) and is a member of the Development Committee for the B.F. Skinner Foundation. Host Sara Frey Producer John Ragsdale Visit our website at http://www.pattan.net

In this episode, Brendan Lee speaks with Jessica Colleu Terradas the Senior Officer Teaching and Learning Literacy and Instructional Coach in Canberra and Goulburn Catholic Education. In 2022, she travelled to the USA, England and France where she met with leading experts to investigate effective literacy screening and instructional practices to support older struggling readers as part of her Churchill Fellowship. She details some of the findings from her report in this chat.   She speaks about her amazing experience meeting people like Anita Archer and Stanislas Dehaene and goes through some case studies of schools that have implemented a Multi-Tiered System of Support framework effectively. Resources mentioned: Jessica Colleu Terradas Churchill Fellowship: To identify effective language and literacy screening and intervention practices for at-risk students Anita Archer Stanislas Dehaene - How We Learn 2 reports on better supporting students who enter secondary school with gaps in their foundational literacy and numeracy skills and guide about MTSS, published/funded by AERO in partnership with Monash Uni: https://www.edresearch.edu.au/resources/supporting-secondary-students-lacking-foundational-literacy-and-numeracy-skills-research-summaryEEF Diane and James Murphy's book ‘Thinking Reading: what every secondary teacher need to know about reading' https://www.amazon.com.au/Thinking-Reading-Every-Secondary-Teacher/dp/1911382683 Improving literacy in secondary schools, by the Education Endowment Foundation: https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks3-ks4 The national Institute for Direct Instruction (official website): https://www.nifdi.org/ The Theory of Instruction: applications and strategies (1982 Ed.) by Engelmann & Carnine: https://www.researchgate.net/profile/Doug-Carnine/publication/303721842_Theory_of_Instruction_Principles_and_Applications/links/574f661a08aef199238ef8b6/Theory-of-Instruction-Principles-and-Applications.pdf (download a revised copy) . Order a copy: https://www.amazon.com.au/Theory-Instruction-Applications-Siegfried-Engelmann/dp/1880183803 Podcast: the Science of Reading platform with Susan Lambert https://amplify.com/science-of-reading-the-podcast/   You can connect with Jess: Twitter: @JessicaColleu LinkedIn: @jessicacolleu/   You can connect with Brendan: Twitter: @learnwithmrlee Facebook: @learningwithmrlee Website: learnwithlee.net

Welcome to season two of The Writing Glitch!Cheri and Melissa Gill explore groundbreaking strategies to "hack" dysgraphia, challenging the conventional notion that writing difficulties are insurmountable. As they engage in candid conversation, they uncover invaluable methods to conquer dysgraphia's limitations without even picking up a pencil.Discover how Melissa's extensive experience has illuminated paths for students facing similar hurdles. Unravel the experiences of Wabash Valley Education Center and its impact on shaping educational landscapes. Through their engaging dialogue, you'll gain a fresh perspective on overcoming obstacles and creating a thriving learning environment for all.Get ready to witness a podcast episode that's not just a discussion; it's a transformational experience. Tune in, watch, and be inspired as Cheri and Melissa unravel the layers of educational challenges, providing insights that will resonate with students, educators, and anyone seeking to harness their potential. Stay tuned for this captivating conversation because it's time to unleash the power within!Today's guest:Melissa GillEducator Instructional Outreach DirectorWabash Valley Education Center, Lafayette, INSpecial Education Recorded Conference (October 2023)Social Links: Twitter/X @mrsgillatwvecLinkedIN: www.linkedin.com/in/melissa-gill-wvecOther contact info: https://www.esc5.k12.in.us/Bio: As an educator, Melissa Gill has experienced life as a primary & intermediate Classroom Teacher, Instructional Coach, Reading Specialist, and Administrator. She has facilitated preK-12 district professional development and provided MTSS leadership support. Melissa is currently the Instructional Outreach Director at WVEC! She works onsite, supporting & encouraging educators in their professional learning while also fostering partnerships with various educational organizations to meet the needs of all students in Indiana. Besides making new connections, Melissa enjoys traveling, reading, and spending time with her family.Notable Quote: "Inclusion is the cornerstone of a successful education system. Providing a Multi-Tiered System of Supports (MTSS) and fostering an environment that values diversity ensures that every student receives the tailored assistance they need to excel and reach their full potential." ★ Support this podcast ★

Education is the great equalizer it eliminates the gaps between opportunities and advancement its fully intended to place students hopefully on an equal path towards prosperity and growth. However, in America there is sadly still more work to do to make sure American kids can participate in competing on a global stage.  According to statistics from Research.com Overall, American students placed 24th in reading, 38th in mathematics, and 25th in science. The total average of the students' performance was 470. The OECD average was 490, putting the U.S. students' academic achievement way below many of the high academic achievement of their OECD peers. Matt J. Navo serves as the Executive Director for the California Collaborative for Educational Excellence (CCEE). Navo's knowledge and expertise in systems improvement comes from over three decades of experience as a K-12 educator and leader. Navo served as the Superintendent of Sanger Unified School District. Before assuming the role of Superintendent, he was a special education teacher, secondary instructor, counselor, resource teacher, junior high learning director, high school assistant principal, elementary and alternative education principal, director of special education, and area administrator. Prior to his current role, Navo served as the Director of Systems Transformation with the Special Education Policy and Practice Division (SEPPD) at WestEd. He has experience working with districts and schools to guide systems transformation by developing strategies, structures, policies, and practices, aligned with the Multi-Tiered System of Support (MTSS) at the state, county, and local levels, to close the achievement gap for all students. Navo's expertise lies in aligning systems, building capacity for continuous improvement, fostering collaborative cultures and collective efficacy among teams, and establishing coherent and efficient models for districts and schools. Navo has sat on various state-level committees, boards, and work groups. Navo has been a Governor appointee to the California State Board of Education (SBE) since 2019 and has served on the CCEE Governing Board, first as the Governor appointee from 2015 to 2017, and later as the Governing Board Chair from 2019 to 2021, appointed by the president of the State Board of Education. He also served on the California Practitioners Advisory Group (CPAG) and the Advisory Commission for Special Education, in which he served as committee chair for the California Special Education Task Force (Evidence-Based Practices).   Navo has been a keynote speaker and trainer for systems improvement across the state, and has presented at over 100 different conferences on special education and school reform. He is the author of Collective Efficacy in a PLC at Work (2021) and Demystifying MTSS, A school and District Framework for meeting students' academic and social-emotional needs. Navo has contributed to various articles on school reform, systems improvement, Response to Intervention (RTI), Professional Learning Communities (PLC), and Explicit Direct Instruction (EDI), including ONE SYSTEM: Reforming Education to Serve All Students, Report of California's Statewide Task Force on Special Education (2015). He joined me this week to tell me more. For more information: https://ccee-ca.org/

Join Lozano Smith attorneys Joshua Whiteside, Jennifer Baldassari, and Haley Fagan in a discussion about special education inclusion following a return to in-person schooling post-COVID.  In this episode they discuss inclusive environments, recent case law, and next steps for the future.  Listen as they delve into inclusion and travel through past and present frameworks to better understand this complex topic. Show Notes & References 1:26 – What is inclusion? 2:38 – The history of inclusion and why it matters 2:54 – Individuals with Disabilities Education Act (IDEA) 7:07 – Inclusion levels in classrooms 8:40 – What an inclusive environment should look like 10:36 – Least Restrictive Environment (LRE) 11:38 – Rachel H. (Sacramento City Unified School District v. Rachel H. (9th Cir. 1994) F.3d 1405) and the four-factor test 13:08 – D.R. (D.R. v. Redondo Beach Unified School District (9th Cir. 2022) 56 F.4th 636) and grade-level standards (Client News Brief 15 - April 2023) 14:57 – Why IEP goals are not tied to grade-level standards 20:16 – Learning recovery and addressing disparities 23:22 – Referrals for inclusion programs 24:10 – Social Emotional Learning (SEL) curriculum 24:52 – Next steps for the future 26:52 – Multi-Tiered System of Supports (MTSS) 28:27 – Behavior, discipline, and support for students and teachers in the classroom 35:15 – Check-in's and coming back 37:03 – Final thoughts   For more information on the topics discussed in this podcast, please visit our website at: www.lozanosmith.com/podcast.

This edWeb podcast is sponsored by Panorama Education.The edLeader Panel recording can be accessed here.One of the essential pillars of a successful MTSS implementation is effective family communication. Recognizing the crucial role of families as partners in student education, this edWeb podcast provides valuable guidance on fostering open lines of communication, building trusting relationships, and engaging families in the decision-making process.Listen to this engaging edWeb podcast that delves into the critical aspects of Multi-Tiered System of Supports (MTSS) and the pivotal role of effective family communication in optimizing student progress. Designed for educators, administrators, and family engagement professionals, this session equips you with practical strategies and insights to establish a collaborative framework that fosters student success. School leaders share their experiences with:Establishing a collaborative framework for family engagement and communicationStrengthening relationships with families through effective communication strategiesEmpowering families to support student progress at homeThis edWeb podcast is of interest to K-12 teachers, school and district leaders, and family engagement professionals.Panorama Education Helping schools and districts transform their approach to education, so that every student thrives.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 you familiar with MTSS? In case you aren't, MTSS stands for Multi-Tiered System of Supports. Essentially, it is a framework that helps schools be effective and efficient with how they identify and support kids who need academic, social, emotional, or college and career development support. To help us better understand this framework, I invited Dr. Jake Olsen and Dr. Peg Donohue on the podcast. They are experts in the field of school counseling and have extensive experience working with schools to implement MTSS. During our conversation, Dr. Olsen and Dr. Donohue are going to share how to implement MTSS in high school settings. Not only is MTSS a way to better support students, but it is also a crucial tool for school counselors to feel effective and recognized. If you're ready to put MTSS into practice, this episode is for you! Resources: Join The High School Counselor Kickstart Course Get on the waitlist for The Clique Collaborative School Counselors for MTSS "The School Counselor and Multitiered System of Supports" ASCA Position Statement Trail to Wellness National Center for School Mental Health (NCSMH) Social Academic Instructional Group (SAIG) Curriculum Podcast: Episode 76, The Ultimate Kickstart for New High School Counselors Leave your review for High School Counseling Conversations on Apple Podcasts Connect with Lauren: Sign up for the free, 3-day prep for High School Counseling Job Interviews Visit my TpT store Send me a DM on Instagram: @counselorclique Follow me on Facebook Send me an email Get on the waitlist for the Clique Collaborative Full show notes on website: https://counselorclique.com/episode77

Imagine if we could all live in an inclusive world where every individual is supported, resources are accessible, potential is maximized and action is inspired. That is the vision of SENIA International.Lori Boll joined us to share the latest on how SENIA International is expanding their outreach and offerings to help international educators better understand SENIA's services while helping teachers to further expand their teacher toolkits to support the diverse learning needs of their students.  Lori is the Executive Director of SENIA International, a non-profit organization that advocates for and supports individuals with disabilities. With a 25-year career in general and special education, Lori has honed her expertise by presenting at international teaching conferences and recognizing the critical need for quality professional development in this area, which SENIA provides for its members. Throughout her career, Lori has taught in diverse educational settings across the globe, including the USA, Saipan, Saudi Arabia, Indonesia, China, and Thailand.Lori provided insights onSENIA's origin story and mission. Her personal story as an advocate and leader for inclusion.Highlights and takeaways from the recent SENIA conference in South Africa.  An unpacking of the terms Neurodiversity, Multi-Tiered System of Supports - MTSS, and Universal Design for Learning - UDL.  The lesson that expanding one's instruction to a broader range of learning needs benefits all learners in the classroom. Learning support teachers are partners to help integrate instructional strategies in collaboration with classroom teachers.  More and more international schools are becoming increasingly  inclusive of all learners.Several current trends — which SENIA supports through various program offerings.Future plans for SENIA.Our guiding question was, “What is SENIA and what are your future plans for the organization?”Contact Information: SENIA International WebsiteThis episode was recorded on March 27, 2023.Categories: School Life Remember to access our Educators Going Global website for more information or to subscribe to our newsletter!Email us with comments or suggestions at educatorsgoingglobal@gmail.com Follow us on Facebook, Instagram or YouTube.Music: YouTube. (2022). Acoustic Guitar | Folk | No copyright | 2022❤️. YouTube. Retrieved October 11, 2022, from https://www.youtube.com/watch?v=YOEmg_6i7jA.

“How do we create the conditions that all students need, and by connection, that all teachers need so that they can be successful in meeting the needs of all kids?” asks Dr. Katie Novak, coauthor of a forthcoming book, In Support of Students: A Leader's Guide to Equitable MTSS. In this episode, Dr. Novak helps us explore this important question through the lens of a multi-tiered system of supports (MTSS). She discusses not only the key components of a successful MTSS system but also how school systems need to be changed in order to attain the vision of meeting every student's needs. Visit AVID Open Access to learn more.

 Most often, with Response to Intervention (RTI) or Multi-Tiered System of Supports ( MTSS), teachers must work through two cycles of interventions for a student, then meet again to discuss if the interventions were effective in moving the student forward. At its best, these protocols can identify the gap in a student's learning quickly, provide an intervention to move the student forward, and consider this a success. But too often, our observations and comments are vague, and our approaches try   to solve a big problem-"She can't read."  "He is behind his classmates in math."  "She doesn't like art and often acts out."Instead, Dr. Ross Greene asks us to define the difficulty precisely: Difficulty making 1-1 correspondence with objects to 20Difficulty naming beginning sounds.Difficulty tracing lines and shapes, letters and numbers.I suggest you do the same.  Ask for help from others to find the specific lagging skill and support that skill for your student.  The earlier the better. For both of you:)Online phonics diagnostic @whamphonics.comAdditional elementary resources @ https://www.teacherspayteachers.com/Store/Whamphonics

This edWeb podcast is sponsored by Panorama Education. The edLeader Panel recording can be accessed here.Research shows that disproportionality in exclusionary discipline represents one of the most significant problems in education. As part of a Multi-Tiered System of Support (MTSS), these Tier 1 practices set the foundation for the entire system and focus on setting clear expectations for behaviors and implementing procedures and practices for teaching the emotional and social skills needed for positive behavior. Listen to this edWeb podcast to learn five significant ways to improve student outcomes with behavior supports including Behavior-Specific Praise, Visual Aids, Positive Home Contact, Take a Break, and Social Contract. We also share how to:Streamline and unify your behavior reportingCreate a shared understanding of incident dataImplement behavior-specific praise and report on its impactThis edWeb podcast is of interest to K-12 teachers and school and district leaders.Panorama Education Helping schools and districts transform their approach to education, so that every student thrives.

Did you know that SISEP III is in year 5! We are celebrating our states by sharing their stories. This week we have Rebecca Knighton, MTSS Specialist, and Adam Collins, State-Wide Bullying Prevention Manager and MTSS Specialist, with the Colorado Department of Education. They share their experiences of embedding implementation science into their way of work, the focus on Multi-Tiered System of Support, and how they onboard new staff.

MTSS is more than a hot topic or a trend in literacy teaching and learning. In this Literacy Talks podcast episode, our three experts share their insights into making a Multi-Tiered System of Supports work to help students achieve reading proficiency. They talk emphatically about the need to strengthen Tier 1 response to intervention and the larger view of MTSS that encompasses a spectrum of supports, including professional development, small group, and individualized interventions. If you're looking for a new and deeper understanding of what MTSS is all about, this episode is for you and your colleagues. 

ESU 3's Aaron Bredenkamp joins The Good Life EDU this week for a conversation on the MTSS work being done in region 3 and across the state of Nebraska. This is an insightful and fun conversation that explores how the MTSS umbrella can unify a school or district and its various initiatives under a mindset of continuous improvement across all facets that support learner growth and achievement.

No matter where you are on your implementation journey, at some point you'll want to take a step back and ask yourselves, “Are we doing what we said we'd do and is that effort having the kind of impact we hoped it would have?” Answering those questions requires data. Once you've collected the data you need, the next step is to create a plan. On today's episode of Expert Instruction: The Teach by Design Podcast, we invited two experts to share their action-planning strategies. Hear how they guide teams to use data, focus their problem solving, and build their best action plans ever.Our guests today are Hannah Anderson and Luke Anderson. Hannah is the Director of Innovation, School Programs and Accountability for the Rocklin Unified School District (RUSD) in Rocklin, CA. She oversees state and federal programs and leads the district's PBIS Leadership Team. Luke Anderson is the Senior Director of Prevention Supports and Services for the Placer County Office of Education in Auburn, CA. He oversees the PBIS and Multi-Tiered System of Support regional initiatives – specifically, he specializes in using data to improve outcomes in school systems. He is a statewide SWIS Facilitator Trainer and a member of the California PBIS Coalition Leadership Team. Check out these links for more information about some of the resources we discuss in the episode:An overview of PBIS AssessmentSchool Climate Survey ManualTiered Fidelity Inventory Manual

Today our guest is Cory Notestine the Executive Director of Student Success and Wellness for Colorado Springs School District 11. We talk to Cory about a concept known as rapid innovation cycles, which contribute to educational progress while fighting a failure-to-launch mentality.   Cory Notestine serves as the Executive Director of Student Success and Wellness for Colorado Springs School District 11 (D11) an urban district of 25,000 students. In this role, Cory has implemented and developed a district-wide Comprehensive Student Support Model that integrates SEL practices, Multi-Tiered System of Supports (MTSS), Restorative Practice with a focus on Trauma Responsive classrooms. Additionally, he oversees the work of School Nurses, Discipline and Attendance, Homebound and Extended Learning, Homeless Youth, MTSS, Counseling Services, and the development of a Community Based Health Center. Currently, he is serving as D11's COVID Incident Commander and supporting the district's response and services provided across the school community during these challenging times.     Before his role with CSSD11, Cory served 7 years as a school counselor in both urban and rural settings in North Carolina and Colorado.  Through collaborative efforts and cooperative leadership, he developed two Recognized American School Counselor Association (ASCA) Model Programs that have led to increased student outcomes.      His work with students has been honored by the North Carolina School Counselor Association, and the Colorado School Counselor Association, as Secondary School Counselor of the Year's in 2011 and 2013. The American School Counselor Association along with the White House recognized him as the 2015 National School Counselor of the Year.      Cory has provided instruction and supervision as an Adjunct Instructor in the Counseling and Human Services Department at the University of Colorado Colorado Springs and Counselor Education at Adams State University and has received degrees from the University of Kentucky in Psychology and from Gonzaga University where he completed his Masters in School Counseling. Cory is the Past President of the Colorado School Counselor Association and served as the Chair of the Governing Board of Directors for the American School Counselor Association. His passion for creating systemic change and counselor advocacy continues to drive his work in the profession of school counseling and educational leadership.

It only takes one minute to impact your teachers, students, and community for a better relationship.  In today's episode, I welcome Mark Medley to delve into the relationships between teachers and students. Mark is an educator, musician, and historical practitioner that helps build, sustain, and heal communities. Mark will also share how he coordinates the Multi-Tiered System of Supports (MTSS) Umbrella in continually improving his quality of education. His song “One Minute” Perfectly showcases these and you get to enjoy the song at the end of the episode! Let's listen to Mark and learn how we can strengthen our relationships even in today's digital realm! [00:01 - 18:28] Opening Segment Let's get to know Mark Medley We take turns asking five GTKY questions The accessories that come with a Mark Medley action figure Join our online community! Links below [18:29 - 37:16] Embracing New Techniques for Teaching in the Pandemic The MTSS umbrella Trauma, social-emotional learning, RTI, and restored practices Virtual social-emotional learning in the pandemic How these simple questions strengthen the relationship between student and teacher Focusing on the proactive response strategies  [37:17 - 51:20] Being Comfortable with Ordinary Mark talks about how teachers are being hard on themselves to be extraordinary The importance of genuine ordinary connections The ability of teachers to build relationships vs. students' abilities Being a model to other teachers Responding to challenging behaviors [51:21 - 1:07:24] To All the Teachers and Students Mark's biggest challenges in a school district The panorama Education Surveying students and teachers on relationships and perceptions Mark's thought process behind his song, “One Minute” [1:07:25 - 01:16:49] Closing Segment Let's listen to the song “One Minute” See links below Final words   Tweetable Quotes: “Relationships are something that people take for granted that everyone just has these skills to build relationships. There's a lot to it.” - Mark Medley “Does your ability to build relationships with your students transfer by osmosis? Is your skill their skill? Because you're connecting with them, but are they connecting with each other? And are the teachers in your campus learning what you do to build those relationships with your students?” - Mark Medley “Have no doubt that you are making an impact and this work is creating a ripple effect that is just gonna keep going and going and reverberating and echoing just you and your whole team on it.” Mark Medley Listen to Mark's music on https://music.apple.com/us/artist/mark-medley/602725773 (Itunes), https://open.spotify.com/artist/6NjZ2pNA0WIL3BKPNI0skO (Spotify), or you can download his music at  http://markmedley.bandcamp.com (markmedley.bandcamp.com). Also, check out “One Minute” music video on https://www.youtube.com/watch?v=-Qa_LwUu6E8 (YouTube)! Visithttp://www.rclfirst.com/ ( www.Rclfirst.com) to join the Educator Circle Calls that happen three times a week!  Join our https://bit.ly/3ixvP11 (Facebook Group) for more stories and communication about our work.  Want a FREE download of 25 GTKY questions? Visithttp://www.rclfirst.com/ ( www.rclfirst.com) and sign up for our newsletter!

Our show today is on equity in education particularly for children in grades K-12. Our guests today Dr. Avis Williams and Dr. Brenda Elliott have spent their careers as Education Equalizers and I am glad to have them with us.Dr. Avis Williams is an award-winning superintendent of Historic Selma City Schools in Selma, AL. A native of Salisbury, NC, she has served in leadership positions in the U.S. Army, as an entrepreneur and school administrator.She received her undergraduate degree from Athens State University, master’s from Alabama A&M and Jacksonville State Universities, education specialist degree and her doctorate from the University of Alabama. She taught English and Physical Education and coached dance team and track.Dr. Williams has been an elementary, middle and high school principal. She was the executive director of curriculum and instruction in Greensboro, North Carolina where she led instruction for over 60 schools. Prior to moving to Selma, she served as the assistant superintendent for curriculum and instruction in Tuscaloosa City Schools in Alabama.Dr. Williams was awarded the Marbury Technology Innovation award by the AL State Department of Education in 2011 as a principal and 2019 as superintendent. Dr. Avis Williams is the 2020 AL ABSE, Dr. Ulysess Byas Superintendent of the Year and a 2019 finalist for Alabama State Superintendent of the Year.Dr. Brenda (Bren) Elliott grew up poor on a small farm in North Carolina and credits those challenging life circumstances as key to her success in addressing the needs of our most vulnerability and historically marginalized students in public schools. She currently serves as DC Public Schools’ Chief of School Improvement and Supports, where she leads key strategic equity levers to include Talent Development, the school-based leader and staff evaluation program (IMPACT), School Improvement initiatives, Equity Strategy and Programming and Student Supports.Prior to coming to DCPS, Bren served as Assistant Superintendent for Student Support Services for Wake County Public Schools System (WCPSS), the largest school district in North Carolina and the 16th largest school district in the nation. In this position, Bren oversaw the Office of Early Learning, the Counseling & Student Support department, the Alternative & Extended Learning department, and the Student Due Process Office for the district’s more than 160,000 students and 180 schools. While WCPSS, she led the district-wide implementation of Multi-Tiered System of Supports and the development of a Comprehensive Plan for Equitable Disciple Practices to address an OCR inquiry requiring disproportionate suspension and law enforcement contact with black students.

Learn the basics of the Multi-Tiered System of Supports, or MTSS, and how school boards can help to promote universal mental health for each and every student. Find out about online training and more. Interview with clinical psychologists Lisa Costello, Ph.D and Catherine Wolcott, Ph.D Host: Leslie Bogar, CASB Director of Professional Learning Music: Faster Faster Brighter

Raymond and Alyssa chat with Adam Collins from CDE's Office of Learning Supports about Multi-Tiered System of Supports (MTSS) and the work that Adam and his colleagues are doing to bring professional development to teachers across Colorado. Links: CDE MTSS Trainings: https://www.cde.state.co.us/mtss/trainings CDE Office of Standards and Instructional Support: https://www.cde.state.co.us/standardsandinstruction Hosts: Raymond Johnson (johnson_r@cde.state.co.us) and Alyssa Wooten (wooten_a@cde.state.co.us) Guest: Adam Collins, Ph.D., CDE Office of Learning Supports (collins_a@cde.state.co.us) The Setting the Standards theme music is courtesy of DjDocent.

Brill Rawlins, Director of International Endeavors and Laura Martinez, Student Success Center Elementary Lead, Escuela Internacional Sampedrana(EIS), San Pedro Sula, Honduras Since 2008, Escuela Internacional Sampedrana(EIS) has partnered with Lindamood-Bell to improve English language and literacy instruction. In this video, Student Success Center Elementary Lead, Laura Martinez describes how a Multi-Tiered System of Support (MTSS) framework is implemented at her bilingual international school. She shares how they transitioned support to distance learning during school closures and their plans for virtual instruction in the coming year. Lindamood-Bell provides interactive, in-depth professional development courses for educators, in-person, or live online. Lindamood-Bell has pioneered programs to develop the imagery-language foundation that underlies reading, spelling, language comprehension, math, memory, and critical thinking. Our Global Perspectives web series features educators from around the world sharing their experience with Lindamood-Bell professional learning and increasing student literacy. This presentation is appropriate for administrators, including Heads of School, Superintendents, Board Members, as well as Curriculum and SEN Coordinators; this presentation is appropriate for addressing the needs of a wide variety of populations, including Special Education, Regular Education, and English Language Learners.

Interview with Jamie Nord the Executive Director of St. Croix River Education District about solutions in education that meet the needs of social emotional as well as academic for ALL learners. https://sites.google.com/scred.k12.mn.us/scredsel/educators/sel-toolkits/universal-sel-toolkit Sonenshein, Scott (2017). (Stretch: Unlock the Power of Less - and Achieve More than You Ever Imagined. Woodward, Nicole (2020). Coined a theme for the school year 2020-2021 in three words - Grace, Grit and Growth. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/xan0/message

Evan Whitehead has been in the field of education for over 20 years spanning over three decades, and is currently the Director of Special Services, for Lindop School District 92, in Broadview, IL. In his current role Evan oversees all Federal Programs (Special Education, McKinney-Vento, English Learners, and Title I), Early Childhood Education, Multi-Tiered System of Support (MTSS), Social Emotional Learning, Family and Community Engagement, Health Services, Continuous Improvement, Equity, Diversity, and Cultural Competency. Evan started his career in education as a crisis and behavior interventionist at therapeutic day school in the Northwest Suburbs of Chicago, IL. Over his career he has held the following positions: Special Education Paraprofessional, Special Education High School Teacher, Latino Parent Outreach Coordinator, Dean of Student Discipline, Community Outreach Coordinator, Director of Special Services, Director of Bilingual Education and English Learners, Title I Director, and Assistant Superintendent of Special Services. Evan also worked as a District Liaison with the Illinois State Board of Education’s Statewide System of Support. As a District Liaison, Evan was charged with leading District Assistance Teams in implementing supports to districts in order to build district capacity to schools and help reduce the largest within-school gaps in achievement or largest within-school gaps in graduation rates at the high school level. Evan is also a National Consultant, Trainer and Presenter with Dr. Ruby K. Payne’s aha! Process, Inc. www.ahaprocess.com . In his work with aha! Process, Evan provides local and national trainings, presentations, and speaking engagements on Dr. Ruby K. Payne’s most recent book and workshop “Emotional Poverty in All Demographics: How to Reduce Anger, Anxiety, and Violence in the Classroom”. https://www.ahaprocess.com/workshop/emotional-poverty-on- site-workshop. Recently, in November 2019, Evan presented at two statewide Educator Conferences. On November 19, 2019, Evan co-presented “Emotional Poverty in All Demographics” during the general session at the Alabama Association of Elementary School Administrators (AAESA), Fall Instructional Conference in Orange Beach, Alabama. On November 23, 2019, at the IASB-IASA- IASBO Joint Annual Conference in Chicago, IL. Evan presented “Need and Numbers: Board Policies for Equity and Accountability —strategically and intentionally creating board policies based on data, including policies covering professional learning, cultural relevancy, SEL, ISTE standards, to establish accountability goals, using district norms, to leverage achievement.” Evan is also the Executive Director of Educational Services with Strategic Project Management, Inc. www.strategicpm.us in which he oversees training, professional development, continuous improvement services for school districts, higher education institutions, non-profit organizations, social-service agencies. In September 2019, Evan was appointed to a four year term, on the Illinois State Board of Education Elementary and Secondary Education Act (ESEA) Consolidated Committee of Practitioners (CCOP), by Illinois State Board of Education, State Superintendent Dr. Carmen I. Ayala. The mission of ESEA Consolidated Committee of Practitioners is to study and advise the Illinois State Board of Education on the implementation of programs under the Elementary and Secondary Education Act to ensure that high quality services are available for all students especially those most in need. Evan holds a Bachelor of Arts in Special Education with a concentration of Bilingual Bi-cultural Special Education and English as a Second Language, Minor in Spanish Language and Literature and Master of Arts in Educational Leadership and Administration. Evan also studied Afro-Latino Studies and Spanish Language at Universidad Catolica Madre y Maestra in Santiago, Dominican Republic. Evan's areas of expertise include Special Education, Social Emotional Learning, Multi-Tiered System of Supports (MTSS), District/School Continuous Improvement, Family and Community Engagement, Federal Programs, Equity, Diversity, Cultural Competency and Mental Health. Evan is a husband, father, mental health advocate, and has coached youth sports for over 15 years.  Contact Evan Online:Website | ahaprocess.comWebsite | strategiclearningsolutions.comWebsite | strategicpm.usEmail | evanwhitehead11@gmail.comConnect with Evan on Social Media:Twitter | @EvanWhitehead00 

Dr. Kent McIntosh talks about implementing and sustaining a Multi-Tiered System of Support through the lens of both academics and behavior.

In the context of a Multi-Tiered System of Support, specific factors regarding English Language learners need to be taken into account to ensure proper identification and placement.  Guest Ana Sainz de le Pena talks about those factors and how to discuss key information with families.

Dillon is a science teacher at Southern Lee High in Sanford, North Carolina. At Southern Lee, Dillon has taught a wide variety of Biology courses including inclusion courses, Honors Biology, AP Biology, and he created the school's Zoology program. Outside of the school, Dillon has served as Chair of the School Improvement Team, Academically-Intellectually Gifted (AIG) Advisor, facilitator of the Advanced Placement PLC and the Biology PLC, and Literacy Leader. He has also served on the Curriculum and Instruction Committee, the AVID Site Team, the Multi-Tiered System of Supports (MTSS) team, the District Literacy Working Group, and the District AIG Advisory Council. He also coaches the school's Science Olympiad and Quiz Bowl teams. Dillon continues to engage in research to improve his instruction. He has presented on teaching literature in zoology courses at the North Carolina Science Teachers' Association 2016 conference, and he also published the article "Long-form Science: Teaching with Extended Texts" in The Science Teacher in 2017. He also presented on designing inquiry-based zoology courses at the 2018 NSTA Charlotte Area Conference. You can follow Dillon on twitter @crockettclass Credits: Please subscribe to Life of the school on your podcast player of choice! Patreon: https://www.patreon.com/LOTS Music by: https://exmagicians.bandcamp.com/ Show Notes at Lifeoftheschool.org You can follow on twitter @MrMathieuTweets or @lifeoftheschool

Dr. Steve Goodman is the Director of Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi). In this podcast, he discusses implementation of an integrated MTSS approach. Transcript available at: http://bit.ly/2h2NyR5

AT P.K. Yonge, a Multi-Tiered System of Supports (MTSS) is used to meet every students academic and behavioral needs.

P.K. Yonge provides a Multi-Tiered System of Supports (MTSS) that is tailored not only to fit the increased academic demands but the unique social and emotional challenges of secondary students.

At P. K. Yonge, using Multi-Tiered System of Supports (MTSS) enables teachers to differentiate and provide each student the right level of instruction to succeed.