I.E.L. Podcast Episode 220Hosted by: I. D. III for Dr. Isaiah Drone IIIAnika Jones | Jamilah F. Bashir |Tanjarae Porter |Since the COVID-19 pandemic, it's estimated that around 50,000 students are still missing fromany kind of U.S. school, as of Fall 2022. This is a significant decrease from Fall 2021 when over 230,000 students were unaccounted for in an analysis conducted by the Associated Press, Big Local News, and Stanford University. An estimated 6.5 million additional students became chronically absent, according to the data compiled by Stanford University in partnership with The Associated Press. Which makes the jobs of high expectation and high-quality instruction teaching more difficult. For instance, early elementary students may be working with basic ideas but should be hands-on and active in the classroom. For this purpose, MTSS (a variety ofstrategies and practices that address all students' learning styles, learning levels, and interests) must be utilized to support student learning. But, often some of these strategies are used without cultural responsiveness. Disregarding cultural, linguistic, and community backgrounds can leadto misidentification or inappropriate interventions. MTSS is not a solo effort—it fails when only one person (e.g., the school psychologist or interventionist) is responsible.Anika Jones: Why are some teachers giving students the same intervention regardless of theirneed, and how can we identify the failure and solutions of high-quality instruction in publicschools?Jamilah F. Bashir: What training type of training is lacking for teachers, students, and parentswhen it comes to providing high-quality instruction?Tanjarae Porter: How can public school leaders radically transform experiences of schoollife—from curriculum to instruction to culture?