November 22, 2024
Students and educators inhabit the same physical space, and a climate that’s safe, supportive, and enriching forms the bedrock that allows educators to do their job best. This Spotlight shares resources that help educators redefine five common myths connected with Multi-Tiered Systems of Supports, provides a thoughtful checklist of considerations that go into designing supportive and calming classroom spaces where every student can learn, and allows schools to self-assess the equity of their education policies to create policies that better support the health of their student population.
The Truth On Five Common Myths About Multi-Tiered Systems of Supports
Multi-Tiered Systems of Supports, or MTSS, are critical tools for struggling students, but there are many misconceptions about their purpose, their implementation, and what they can accomplish. To help clarify, WestEd experts Kimberly Salomonson, Tori Ballew, Beth Clavenna-Deane, and Paula Hough address five common misconceptions about MTSS and offer resources to aid discussions and decision-making.
These experts bring their knowledge and experience to bear as they clear up incorrect information, such as the persistent belief that MTSS is just another term for special education (a misconception that ignores the fact that MTSS is a framework designed for all students, not just those with disabilities) or that MTSS detracts from high-quality core instruction (it’s instead intended to contribute to core instruction by giving educators the data they need to identify and address students’ academic and behavioral needs promptly).
“The journey toward a fully realized MTSS may be complex, but it is undoubtedly a step toward a more equitable and effective education system,” WestEd’s experts write. “When MTSS is adopted systemwide, schools can ensure a cohesive approach to data-driven decision-making, which is essential for monitoring student progress and adjusting interventions as needed.”
Read More About Multi-Tiered Systems of Support.
Checklist for Safe, Supportive Physical Classroom Design
Safe, appealing, and well-maintained spaces are a crucial part of a positive school environment, but with space, time, and other resources in short supply, how can educators ensure their classrooms support the success of all students?
A brief from the California Center for School Climate at WestEd is a good place to start, with practical and actionable advice on physical spaces that are thoughtfully designed but don’t cost teachers more time or money than traditional classroom spaces. The brief comes in the form of a self-assessment: Each piece of advice appears next to white space that allows educators to note how well classrooms currently conform to the brief’s advice and a column that encourages readers to jot down ideas for their own classrooms.
Some familiar strategies include posting classroom norms, routines, and procedures and showcasing exemplary student work. Other guidance includes creating a more soothing environment by paying attention to the classroom’s noise level (and dampening irritating sounds with rugs, wall hangings, and calming white noise) and making space for students to share information about their achievements and personal lives.
Learn About Safe and Supportive Classroom Environments.
Assess the Equity Level of Your Education Policies
Education policies intend to address inequities in school sites and districts and to advance equitable outcomes for all students. But policies are created by people, and people have perspectives “shaped by systemic norms, personal values, beliefs, and goals,” writes the expert team behind Reviewing Education Policies to Advance Equity, a brief intended to help educators and administrators assess the policies they follow.
The brief breaks its assessment into five equity domains:
- focus on education equity and access
- rejection of bias-based beliefs
- student, family, and community engagement
- evidence base and data practices
- support for culturally responsive and sustaining education
In each domain, experts explore the problems that can occur and give advice on ensuring that policies are responsive to student need. For instance, a table for Domain 2, rejection of bias-based beliefs, warns educators how to avoid deficit thinking, color-evasiveness (i.e., policies that avoid dealing with race, gender, and other social identifiers), and poverty disciplining (a belief that changing the behavior and thinking of people in poverty is a crucial part of alleviating the issues caused by low income).
Read More About Systemic Equity Review.
In transforming schools into thriving, equitable, and supportive environments, it’s crucial to focus on the systems, spaces, and policies that shape daily experiences for students and educators. The resources highlighted in this Spotlight offer practical tools and evidence-based strategies to support these efforts. By embracing these approaches, schools can take meaningful steps toward fostering a climate in which every student feels valued and every educator is equipped to succeed.
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