As educators and district leaders shift their practices to align with the science of reading, data-driven instruction and Multi-Tiered System of Supports (MTSS) frameworks are likely to become a part of the conversation. This is a good thing.
In recent years, it appears school leaders are less likely to administer early literacy assessments to inform instruction and intervention in grades K–2.
For many years, school district leaders have been learning about (and for some, implementing) the science of reading, yet not nearly as much time has been spent on the science of writing and how writing can improve reading skills.
Without a unified definition, stakeholders often offer their own interpretations, leading to gaps in implementation and, unfortunately, increased frustration among educators.
Equity in education isn’t just a goal—it’s a necessity. Literacy, often referred to as the foundation of all learning, is the key to unlocking every student’s potential.
W. Edwards Deming once said, “A bad system will beat a good person every time.” In the context of education, Multi-Tiered System of Supports (MTSS) is our system, and within that system, CORE instruction and intervention are at the heart.
