They’re Back! Now, How Are They Responding?
As educators, we are challenged with meeting the needs of students as they return from the remote instructional model due to the pandemic. Research reveals that since school closures, students have demonstrated an academic, behavioral, social-emotional, and physical regression at high rates. Not only is learning loss a result but also unrealized learning. It is essential that we commit to helping students succeed, build staff capacity in identifying effective evidence-based interventions and fine-tune the Multi-Tiered System of Support (MTSS) framework in our schools. Though it is too early to measure the degree of learning loss, understanding the five components of the MTSS process is instrumental in integrating assessments and interventions within a school-wide plan to maximize student achievement, reduce behavior problems and strengthen social-emotional support. We must monitor how the evidence-based practiced identified are helping students succeed.
Dr. Denise Cato has served as the Director of Federal Programs for Camden County Schools for five years. Prior to, she served as the Coordinator for Special Education for 6 years. The past eleven years of her professional life have been committed to supporting students through federal programs (Title I, II, IV, V, and IDEA). Her passion to ensure all students learn, experience success, graduate, and perform to his/her highest potential has been her life's dream for 30 years. Removing barriers to learning is instrumental in student growth. Dr. Cato believes implementing ineffective interventions are barriers. Therefore, she is committed to sharing what she has learned along the journey of designing an effective, systemic Multi-Tiered System of Support employing evidence-based interventions. The revamp of the process was germane to student growth as they returned from pandemic-related school closures. They are back, now how are they responding?