It Takes a Well-Organized Village

Response to intervention (RTI) and multi-tiered system of support (MTSS) are educational initiatives designed to increase the success of all students in general education and reduce the number of students referred for special education services. RTI and MTSS have resulted in improved outcomes for students. Successful implementation of RTI and MTSS relies upon collaboration between teachers and other school personnel. Lack of collaboration and consistency between members of MTSS teams can compromise the fidelity of the interventions, which can lead to poor student outcomes. Secondary RTI and MTSS models are difficult to implement due to several factors, including student diversity, curriculum complexity, and high student-staff ratios. This chapter investigates recent research on the implementation of RTI and MTSS models in secondary schools and focuses on the interdisciplinary efforts required to implement these models with fidelity and with student success.

Response to Intervention in the State of Florida

The 2004 Individuals with Disabilities Education Act led to an era of educational reform that called for scientifically based curriculum and data-driven decision-making when devising instructional strategies. Response to intervention was subsequently endorsed. Because students with disabilities were being included within the general education setting during this time, many states like Florida, made use of the multi-tiered system of supports (MTSS). This process was used to plan and problem-solve effective teaching strategies to improve student performance in reading and in mathematics. This chapter explores how Florida has used MTSS to narrow achievement gaps and create educational opportunities for all students.

Micro-Meta App: an interactive tool for collecting microscopy metadata based on community specifications

For quality, interpretation, reproducibility and sharing value, microscopy images should be accompanied by detailed descriptions of the conditions that were used to produce them. Micro-Meta App is an intuitive, highly interoperable, open-source software tool that was developed in the context of the 4D Nucleome (4DN) consortium and is designed to facilitate the extraction and collection of relevant microscopy metadata as specified by the recent 4DN-BINA-OME tiered-system of Microscopy Metadata specifications. In addition to substantially lowering the burden of quality assurance, the visual nature of Micro-Meta App makes it particularly suited for training purposes.

Validation analysis of EMDB entries

The Electron Microscopy Data Bank (EMDB) is the central archive of the electron cryo-microscopy (cryo-EM) community for storing and disseminating volume maps and tomograms. With input from the community, EMDB has developed new resources for validation of cryo-EM structures, focussing on the quality of the volume data alone and that of the fit of any models, themselves archived in the Protein Data Bank (PDB), to the volume data. Based on recommendations from community experts, the validation resources are developed in a three-tiered system. Tier 1 covers an extensive and evolving set of validation metrics, including tried and tested as well as more experimental ones, which are calculated for all EMDB entries and presented in the Validation Analysis (VA) web resource. This system is particularly useful for cryo-EM experts, both to validate individual structures and to assess the utility of new validation metrics. Tier 2 comprises a subset of the validation metrics covered by the VA resource that have been subjected to extensive testing and are considered to be useful for specialists as well as non-specialists. These metrics are presented on the entry-specific web pages for the entire archive on the EMDB website. As more experience is gained with the metrics included in the VA resource, it is expected that consensus will emerge in the community regarding a subset that is suitable for inclusion in the tier 2 system. Tier 3, finally, consists of the validation reports and servers that are produced by the Worldwide Protein Data Bank (wwPDB) Consortium. Successful metrics from tier 2 will be proposed for inclusion in the wwPDB validation pipeline and reports. We describe the details of the new resource, with an emphasis on the tier 1 system. The output of all three tiers is publicly available, either through the EMDB website (tiers 1 and 2) or through the wwPDB ftp sites (tier 3), although the content of all three will evolve over time (fastest for tier 1 and slowest for tier 3). It is our hope that these validation resources will help the cryo-EM community to get a better understanding of the quality, and the best ways to assess the quality of cryo-EM structures in EMDB and PDB.

Strategies to Prevent Suicide in Schools and Communities

The Social Worlds and Youth Well-Being Study examines the impact of social environments on youth’s welfare, help-seeking, and resilience to identify strategies for improving youth mental health and suicide prevention in schools and communities. This study grew out of a shared desire between the Front Range School District (FRSD, a pseudonym) and the research team to identify new, sustainable, effective, and equitable strategies to improve suicide prevention in schools, families, and communities. This report presents our main findings from the study on the Colorado front range. The report discusses the strategies schools use to effectively prevent suicide, including building cultures of belonging, emphasizing whole child educational philosophies, and incorporating mental health into multi-tiered system of supports. The report also examines the important roles of families, mental healthcare, pediatricians and family medicine doctors, Safe2Tell, and faith communities in both suicide prevention and in supporting school-based suicide prevention. Finally, the report offers concrete policy recommendations and practical suggestions to improve suicide prevention in families, schools, and communities.

Sleep and the Fitness to Drive: A Swiss Perspective

Medical conditions and behavioral patterns affecting sleep are a largely underestimated threat to traffic safety. Unsupervised or even illegal self-treatment of sleep issues by, for example, anti-histamines, cannabis products, or stimulants, questions safe driving and the fitness to drive as well as low compliance/adherence to treatments (CPAP, medication, etc.) of medical conditions, such as OSAS, or narcolepsy. In such cases, Swiss law calls for a medical assessment of the fitness to drive by experts in traffic medicine. With increasing complexity, this medical assessment is escalated in a four-tiered system of qualified experts, ranging from a qualified practitioner to experts in traffic medicine, at, for example, an Institute for Legal Medicine. The following overview provides insight in the Swiss framework of traffic medicine assessments that – with all caveats and potential drawbacks – helps mitigating the risk of sleep-related accidents. For this, we first introduce Swiss traffic medicine and then argue for consistent terms and measurements to assess sleepy driving. A concise summary of those sleep related conditions most relevant in traffic medicine is followed by an overview over potential issues of sleep-medication.

Proactively Pivot: Guidance on Adapting the PBIS Framework in Response to Crises to Support Students With Disabilities

Schools that employ evidence-based multi-tiered system of supports (MTSS) frameworks, like Positive Behavioral Interventions and Supports (PBIS), invest in core system, data, and practice features to support students, families, and educators. A strong framework enables settings to enhance and adjust their implementation to meet the needs of all students, including students with disabilities, in a range of contexts. Importantly, as schools pivoted among remote, hybrid, and in-person learning modes throughout 2020 and 2021, effective leadership teams used their PBIS framework to successfully navigate these transitions. Based on lessons learned during this period, we present three key recommendations to adapt implementation in response to crises: (1) leverage existing systems, (2) use data to guide decision-making, and (3) pivot practices. To illustrate these recommendations, we describe PBIS implementation in an alternative setting supporting students with disabilities and share examples of how educators used the PBIS framework to meet the challenges presented by new contexts.

Empowering School Staff to Implement Effective School Mental Health Services

In this article, we follow up on recommendations from the Council for Children With Behavioral Disorders (CCBD) for providing school mental health (SMH) services by offering additional implementation suggestions for teachers and school staff. We highlight the need for and urgency of SMH services, particularly during and after the pandemic, and also consider broad issues that interfere with the success of SMH. We then provide a number of specific recommendations for integrating the delivery of SMH services within a tiered system of supports that are intended to empower school staff to move toward implementation. Last, we address how effective implementation can be facilitated by strong administrative support along with capacity building.

Actively Involving Students With Learning Disabilities in Progress Monitoring Practices

Academic progress monitoring is essential when implementing individualized education programs for students with learning disabilities and more generally in a multi-tiered system of supports framework. Although students are progress-monitored frequently in schools today, they often are not actively involved in this practice. Research has shown that actively involving students in progress monitoring through performance feedback and goal setting can lead to improved academic and motivational outcomes. This column describes a progress-monitoring performance feedback and goal-setting routine that supplements typical academic progress monitoring practices. The ways in which the routine aligns with evidence-based practices to improve student outcomes in reading, writing, mathematics, and academic motivation are discussed. Step-by-step guidance, examples, and resources are provided to support practitioner implementation. Resources for evaluating outcomes are described.