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Amplify Social Emotional and Behavior Skills In Your MTSS this Fall

Educators work tirelessly to create schools that provide students safety, predictability and active learning, and buffer what lies outside in the “real world” by focusing on social emotional and behavior supports. With the immediate call for shelter in place, I, along with many educators, was concerned about students questioning their safety, experiencing anxiety, suffering trauma endured in unsafe environments, and fearing falling behind in schooling expectations. And now, with schools uncertain about what the 2020-21 school year will look like, I’m also concerned about not being able to assure students that school, as they knew it prior to COVID-19, will ever resume.

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On-Demand Webinar: Tier 1 Social Emotional and Behavior Supports to Restart Learning

Disruptions to routines and schedules caused by school closures left many students without much needed social-emotional and behavior (SEB) support this spring. When school resumes in the fall, young people will be struggling with fear, anxiety, and many other emotions that will affect their academic performance and behavior. This will make the need for Tier 1 SEB supports more critical than ever to ensure students are psychologically and emotionally able to learn.

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Schoolwide Reading Improvement

Expert Tips for Creating a Schoolwide Reading Improvement Model

Since earning her Ph.D. from the University of Massachusetts (UMass) Amherst in 2002, Judy Loughlin has made a career as a consultant to districts and schools seeking to improve students’ literacy outcomes. Her resume includes working with IDEAL Consulting, the Hill Institute, the Connecticut and Massachusetts Departments of Education, and countless schools and districts across New England. She also has served as an adjunct instructor in the UMass Amherst College of Education and worked as a teacher and school psychologist.

It was during her time practicing school psychology and visiting schools seeking to address their high rates of special education referrals that something became strikingly clear to her. The degree to which educators needed to focus on prevention and early intervention for students struggling with reading was critical to everything else that needed to take place to improve their schools. And so launched a career-long interest in schoolwide reading improvement.

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Explain Progress Monitoring To Anyone

Create an Elevator Pitch for Progress Monitoring

In the early ’90s I entered into the world we now know as Multi-Tiered System of Supports (MTSS). We didn’t have the full vision and all the structures then, but progress monitoring was always a central practice within the framework. The practice carries a mindset of formatively evaluating our decisions as they relate to improved outcomes for students. It is this notion that what we do matters (and it matters a lot) that makes progress monitoring such a critical component of MTSS. Sometimes we get a good instructional fit right away, and sometimes we are humbled trying to figure it out.

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End of Year MTSS Review

As the school year comes to an end, it is a good time to reflect on student learning outcomes. In addition to reviewing individual student progress, educators can examine how well all students did over the school year.

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Using Spring Screening Data to Plan Fall Instruction

Universal screening has become a common practice in many schools. This screening involves having all of the students in each grade complete the same assessment. Traditional approaches to universal screening have typically included conducting the assessments three times a year, in the fall, winter and spring. However, research about screening indicates that perhaps it is not necessary to screen all students three times a year, and less frequent screenings can provide enough data about student performance to guide instruction.

This blog will review the purposes of universal screening, explore recent research findings and provide suggestions for alternative screening schedules. A primary focus will be on how to use spring screening data to group students for fall instruction so that those students needing interventions can access them at the very beginning of the new school year.

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