Multi-Tiered Systems of Support (MTSS) has been a framework used in academic, social and emotional learning systems and is a complex endeavor. Pennsylvania’s definition of MTSS incorporates the methodology of Response to Intervention to determine the impact of students’ educational experiences and growth within a cross-disciplinary approach.
Districts, schools, and intermediate units have a unique and compelling opportunity to advance their equity work within the drivers and practices for MTSS. To assist with complex systems work, the National Implementation Research Network (NIRN) has researched over the last two decades a structure to support equitable development and sustainability in school improvement practice and policy. Implementation drivers fall within three categories: Leadership, Competency, and Organization.
The Equity work in Pennsylvania is an integral element in every implementation driver from selection of staffing (Competency) to the inclusion of diverse voices within the system (Organization) to the adaptability of policies and practices to meet the changing needs of the system (Leadership). To assist districts and schools in this work, we will be sharing resources to provide support and build our collective competencies in improving the experience of all members within our learning communities.
ENGAGING AND WELCOMING DIVERSITY INTO YOUR SPACE
RESOURCES TO SUPPORT EQUITY
Deficit thinking can lead to staff feelings of helplessness and reductions in rigor. Dr. Kelsie Reed offers alternatives to deficit thinking in schools.
Born to Win, Schooled to Lose: Why Equally Talented Students Don't Get Equal Chances to Be All They Can Be - CEW Georgetown
From Kindergarten to college enrollment, Georgetown University analyzes the factors that impact equity among student demographic groups and the research findings of the largest impacts.
“We have a common humanity. We are better when the most vulnerable amongst us improve. We all benefit.”
Dr. Tyrone Howard, University of California, Los Angeles