Working in coordination with Novak Consulting, RECA co-wrote the new MTSS Blueprint for the state of Massachusetts. This Blueprint provides a framework for school improvement that focuses on systems-level change to meet the academic, behavioral, and social/emotional needs of all students, including students with disabilities, English language learners, and students who are academically advanced. To help you on your journey, you can utilize the MTSS Self-Assessment tool!
In 2018, CAST unveiled the new UDL Guidelines version 2.2 website. Now that you’ve got the latest UDL Guidelines, how do you measure progress in putting them into practice? Enter the UDL Progression Rubric, a new downloadable 8 page PDF tool by Katie Novak and Kristan Rodriguez, authors of Universally Designed Leadership: Applying UDL to Systems and Schools (CAST, 2016). For each guideline and checkpoint, the authors identify teacher progress as Emerging, Proficient, and Progressing toward Expert Practice. Check it out and let us know what you think
Dr. Rodriguez was commissioned by the Massachusetts Department of Elementary and Secondary Education to construct a toolkit to support more diversity in the teacher workforce. The Toolkit articulates the evidence-based model for partnership initiation, implementation, and continuous improvement utilized by Consortium members, and includes supportive tools and resources developed through their work. The purpose of this Toolkit is to help other educator preparation and district partnerships develop systems for placing and supporting student teachers with the goal of improving student outcomes and building a pipeline from student teaching to employment.
RECA offers multiple planning protocols and supports in its systemic approach to redesigning systems and schools to offer access and equity to all. This sample protocol is designed to help team’s craft a vision statement to inspire their planning work, in a simple manner. Diverse perspectives in the planning process will strengthen the quality and effectiveness of the resulting plan, and inviting participation in the planning process will build ownership and advocacy for the resulting plan among both educators and the community.