An integrated Multi-Tiered System of Support (MTSS) is a district-wide framework of programs and interventions designed to support academic achievement, mental health, student belonging, and social-emotional wellness. To advance this work, the district convened an MTSS team to drive the efforts.

The team from the Massachusetts public school district used a self-assessment rubric and an inventory tool to identify both strengths within their existing MTSS and areas requiring additional support. Through this process, the team identified direct instruction in social-emotional learning (SEL), particularly emotional awareness, as a key opportunity for impactful improvement.  

They determined that a structured SEL program would be beneficial for students in grades PK-5 and subsequently selected the RULER social-emotional learning program, developed by Yale University. Selected staff members were trained in the RULER approach, and grade-level teams collaborated to pilot a subset of lessons from the program.

Transition from Pilot to Full Implementation

Following the pilot year, Holliston partnered with Education Development Center (EDC) to review the teacher-developed materials and support planning for the first full year of implementation at Sam Placentino Elementary School (PK-2). EDC met with the Placentino leadership team to gather insights regarding the pilot year, including perceived successes and challenges. The team shared materials created by staff, including slide decks and visual supports (posters, handouts, mood meter).

Leadership noted that the pilot had intentionally focused on a limited selection of RULER lessons; however, the school aimed to move toward greater alignment with the program’s recommended lesson sequence. They also expressed a goal of integrating their school-wide behavior expectations (CARE—cooperation, acceptance, responsibility, effort) into the RULER lessons and identifying lessons that align with the district’s anti-bullying initiative. Teachers requested interactive slide decks for each lesson, including embedded digital read-aloud videos that could be projected on classroom smartboards.

Planning, Alignment, and Lesson Sequence Development

EDC began by reviewing and analyzing the RULER PK-2 lesson sequence, recommended texts, and core routines. The RULER approach emphasizes emotional awareness by teaching students to identify and label emotions, understand how different emotions manifest in the body, and engage in learning through read-alouds, role-play, class discussion, and shared reflection.  

Core routines include regular mood check-ins, the development of a classroom charter agreement, and metacognitive reflection practices such as pausing acting on emotions. EDC cross-referenced these routines and materials with the Placentino’s CARE expectations and the district’s anti-bullying initiative to identify opportunities for intentional integration.

EDC then developed a yearlong lesson sequence aligned with the school calendar, the timing of PBIS instruction at the beginning and mid-point of the year, and the emotion-focused units that most closely aligned with PBIS expectations and anti-bullying content. EDC met with the Placentino leadership at regular intervals to solicit feedback and refine the sequence accordingly. Each RULER unit includes four lessons and a performance task designed to support student application of learning.  

Given that Placentino’s schedule allows for two social-emotional learning lessons each week, the sequence was adapted to include all core routine lessons. For the first year of implementation, the leadership team elected to forgo performance tasks and instead focus on the first three lessons within each unit.

Development of Instructional Materials and Implementation Support

Following the development of the sequence, EDC created interactive slide decks for 41 lessons, including 23 core routines lessons and 18 feelings-focused lessons across grades PK-2. Placentino leadership requested prioritization of lessons that would be most time-intensive for educators to plan independently, to reduce teacher workload during program adoption. Accordingly, EDC developed all core routine lessons, including those introducing the Mood Meter, Classroom Charter, and Meta Moment reflection routine, which represent foundational components of the RULER approach

For all lessons, EDC referenced official RULER program materials, including lesson guidance, activity suggestions, and the recommended book lists. Publicly available video read-alouds of each text were embedded directly into the slide decks, eliminating the need for teachers to independently locate materials.  

EDC also designed standardized templates for both core routines and feelings lessons, enabling Placentino teachers to create additional lesson materials in a consistent format throughout the year. The materials developed by EDC covered the first eight weeks of school, as well as several midyear weeks where new core routines are introduced; remaining lessons will be collaboratively developed by teacher teams during planning time.

EDC delivered the completed slide decks at the start of the 2025-2026 school year and conducted a follow-up meeting with the leadership team in November to review implementation progress. Leadership and teaching staff reported satisfaction with the materials and indicated that the templates were being used effectively to develop lessons for the remainder of the school year.