Today our guest is Torrin Johnson, Executive Director of MTSS at Merced Union High School District in California. Torrin shares how his district built a Tier 2 support system from the ground up, what they got wrong at first, and how pairing trained intervention coordinators with explicit skill-based curriculum helped bring their suspension rate to below 1% across 11,000 students. He also explains why matching the right intervention to the right student need is the most important and most commonly skipped step in Tier 2 implementation, and why the difference between a skill gap and a motivation gap changes everything about how a school should respond. In this conversation, Torrin offers important reminders for educators and leaders: A strong Tier 2 system does not replace Tier 1. It runs alongside it, and students receiving Tier 2 supports still need a solid Tier 1 foundation underneath them. Applying the same intervention to every student regardless of need is not neutral. Matching the right intervention to the right gap is what makes Tier 2 actually work. Students who have never been explicitly taught self-regulation and interpersonal skills will tell you so. When schools teach those skills directly, students notice and respond. Principals are central to Tier 2 success. Investing in their understanding of the why behind the system is just as important as implementing the interventions themselves. Learn More About CharacterStrong:  Sign up for the CharacterStrong Weekly Access FREE MTSS Curriculum Samples Request a Quote Today! Visit the CharacterStrong Website   About Torrin Johnson:  Torrin Johnson is an educational leader who serves as the Executive Director of MTSS for the Merced Union High School District. Driven by a strong commitment to educational equity and student advocacy, he oversees district-wide Multi-Tiered Systems of Support (MTSS), alternative education sites, and key academic interventions such as the Read 180 program. Prior to his current district role, he served as Principal of Atwater High School from 2015 to 2019, where he significantly reduced truancies and suspensions. He also served as Principal of Yosemite Continuation High School from 2010 to 2015. Johnson holds a Master's degree in English and Bachelor's degrees in English and Interdisciplinary Studies from National University, an Associate of Arts from Merced College, and clear California administrative and teaching credentials.

Today our guest is Angela Walle, a teacher at Geiger Montessori in Tacoma Public Schools and recipient of the Tacoma Public Schools Whole Child Champion Award. Angela shares how replacing classroom rules with explicitly taught character traits transformed her classroom from one of the most difficult she had ever managed to one where students described it as their safest place in school. She also explains how spending 30 minutes a day on character trait instruction gave her more instructional time, not less, by shifting her role from behavior manager to guide, and how holding students accountable to shared values rather than rules builds the kind of community that students carry with them beyond the classroom. In this conversation, Angela offers important reminders for educators and leaders: Replacing rules with explicitly taught character traits shifts the dynamic from compliance to community. Students learn to hold themselves accountable rather than waiting to be corrected. When educators share their own struggles openly with students, it lowers anxiety, builds trust, and creates the psychological safety students need to take risks and learn. The time invested in teaching character traits is not time taken away from instruction. It is the foundation that makes instruction possible in the first place. Learn More About CharacterStrong:  Sign up for the CharacterStrong Weekly Access FREE MTSS Curriculum Samples Request a Quote Today! Visit the CharacterStrong Website   About Angela Walle:  Angela Walle is in her 19th year as an educator. She was awarded Tacoma Public School's Whole Child Champion award in the spring of 2026. Majority of her career has been spent working with students in grades k-3. In 2018 Angela stepped out of the classroom to work directly with teachers as a mentor and co-teacher. From Sept 2020 to June of 2023 Angela took on a special project for Tacoma Public Schools called TV Classroom. She worked closely with a team to produce videos that allowed families, students and teachers access to learning during the Covid Years. These videos included virtual field trips and instruction for SEL, Math, and Literacy. The 2026 school will be her 4th year at Geiger Montessori and she currently teaches a 1st-3rd grade multi-age class.

Today, host John Norlin shares a strategy called Staff Chips, a simple physical system that helps building administrators be more intentional about connecting with every member of their staff, not just the ones they naturally gravitate toward. He also explains why systems matter more than goals when it comes to relational work. Having the intention to connect more with staff is not enough. A concrete, repeatable process is what actually makes it happen consistently over time. In this conversation, John offers important reminders for educators and leaders: Every leader has staff they naturally connect with and staff they do not. Staff Chips makes the intentional ones just as likely to happen as the natural ones. Systems outlast goals. A physical reminder that you carry through the day is more reliable than a general intention to connect more with your people. You do not have to connect with everyone every day. Working through the jar over time is enough to ensure every staff member receives intentional attention from their leader. This strategy works beyond administration. Teachers, family members, and friends can apply the same thinking to the relationships that matter most to them. Learn More About CharacterStrong:  Sign up for the CharacterStrong Weekly Access FREE MTSS Curriculum Samples Request a Quote Today! Visit the CharacterStrong Website

Today, host John Norlin shares a strategy called Deck of Destiny, a simple way to weave relationship-building into the daily fabric of the classroom without adding time to an already full schedule. Using a deck of cards connected to get-to-know questions, educators can create two-minute connection moments that are random, engaging, and easy to sustain. He also explains why the real barrier to relational work is rarely time and more often priority, and how reframing "I didn't have time" as "that wasn't a priority for me" changes the way educators think about what gets woven into the school day. In this conversation, John offers important reminders for educators and leaders: Saying "I didn't have the time" and saying "that wasn't a priority for me" mean the same thing. Sitting with that distinction changes how we make decisions about what gets into the school day. Two minutes of intentional connection at the start, end, or transition of class is enough to build the relational foundation that makes everything else work better. Giving students a random, choice-based entry point into connection increases engagement and makes the routine feel fresh rather than formulaic. Learn More About CharacterStrong:  Sign up for the CharacterStrong Weekly Access FREE MTSS Curriculum Samples Request a Quote Today! Visit the CharacterStrong Website

Today, host John Norlin shares a strategy called the Kid in the Middle, a simple, low-burden approach to recognizing the students who rarely get attention in either direction. By calling home to compliment a family member on a positive trait their child brings to the classroom, educators can make an impact that lasts far longer than they might expect. He also explains why this matters most for the students who never cause problems and never stand out. For many of their families, a positive call from school may be the first one they have ever received across an entire K-12 experience. In this conversation, John offers important reminders for educators and leaders: The students most likely to be overlooked are not the ones causing problems or earning top grades. They are the ones quietly in the middle, and they deserve intentional recognition too. A phone call home that compliments a student's character costs less than five minutes and can stay with a family for years. Families of middle-of-the-road students often go an entire school career without receiving a single positive call from school. That is worth changing. Learn More About CharacterStrong:  Sign up for the CharacterStrong Weekly Access FREE MTSS Curriculum Samples Request a Quote Today! Visit the CharacterStrong Website  

Today, host John Norlin shares an evidence-based reflection strategy called EMR, developed by Dr. Clayton Cook. Using a simple roster exercise, educators categorize each student or staff member into one of three relationship phases: Establish, Maintain, or Restore, and then focus their energy where it is needed most. He also explains why this kind of intentional reflection matters. You cannot be all things to all people at once, but taking a few minutes to identify where each relationship stands gives educators a clear, actionable starting point for being more purposeful in the work they do every day. In this conversation, John offers important reminders for educators and leaders: Relationships with students and staff are not all in the same place at the same time. Some need to be established, some maintained, and some restored, and knowing which is which changes how you show up. You cannot prioritize everything at once. The EMR exercise helps educators zero in on the relationships that need the most intentional attention right now. Restoring a relationship takes real, deliberate action. Naming it honestly is the first step toward doing something about it. Learn More About CharacterStrong:  Access FREE MTSS Curriculum Samples Request a Quote Today! Learn more about CharacterStrong Implementation Support Visit the CharacterStrong Website

Today, host John Norlin shares a practical classroom check-in strategy called the Temperature Check. Using three simple questions at the start of class, educators can get a quick read on how students are actually doing before instruction begins, and act on what they learn. He also explains why that information matters beyond academic readiness. Knowing where students are emotionally on any given day gives educators the opportunity to respond, connect, and support students in ways that going straight into content never allows. In this conversation, John offers important reminders for educators and leaders: Three questions at the start of class, a name, a one-to-five rating, and an optional reason, take almost no time and give educators information they would not otherwise have. A student who checks in low on a day they are normally high is information worth acting on, even without knowing the reason why. How many days did we not know what a student was carrying because we never asked? That question is worth sitting with. Learn More About CharacterStrong:  Access FREE MTSS Curriculum Samples Request a Quote Today! Learn more about CharacterStrong Implementation Support Visit the CharacterStrong Website

Today, host John Norlin shares a simple weekly strategy for helping students get to know the adults in their school: True Story Friday. By taking two to five minutes at the end of Friday to share a personal story, educators give students something they often want but rarely get, a real look at who their teacher actually is. He also explains how a little preparation goes a long way, having stories ready in advance, offering students a choice of topics, and even letting a story carry over to the following week to build anticipation and connection over time. In this conversation, John offers important reminders for educators and leaders: Students want to know their teachers as people, not just as instructors, and giving them that access builds the kind of relationship that makes everything else in the classroom work better. True Story Friday takes two to five minutes and requires no curriculum changes. It fits inside what educators are already doing each week. A small amount of preparation, having a few stories ready before Friday arrives, makes this strategy easy to sustain and genuinely enjoyable to deliver. Letting students choose the topic and leaving a story unfinished until next week turns a simple routine into something students actually look forward to. Learn More About CharacterStrong:  Access FREE MTSS Curriculum Samples Request a Quote Today! Learn more about CharacterStrong Implementation Support Visit the CharacterStrong Website

Today, host John Norlin shares a leadership concept called The Law of the Lid, drawn from Dr. John Maxwell's work. The core idea is straightforward: as a leader, you cannot expect the people around you to bring more energy, effort, or authenticity to the room than you are willing to bring yourself. He also explains how this principle applies at every level of a school, from the classroom teacher setting the tone with students to the building administrator setting the tone with staff, and why the controllables like mood, preparation, and vulnerability are where leaders should focus first. In this conversation, John offers important reminders for educators and leaders: The energy level in your room is a reflection of what you as the leader are willing to bring. If you want more from others, start by examining what you are modeling. Students and staff crave leaders who set the tone consistently, not just on good days. If you want students to share more openly, they need to see you sharing. If you want them to work through difficulty, they need to hear how you have done it. This concept is simple to understand but not easy to live out. That is exactly what makes it worth returning to. Learn More About CharacterStrong:  Access FREE MTSS Curriculum Samples Request a Quote Today! Learn more about CharacterStrong Implementation Support Visit the CharacterStrong Website

Today, host John Norlin shares a simple strategy for connecting with students, even thought who may have been hard to reach: The Student Becomes the Teacher. By asking students what they could teach you, educators can gain personal insight that opens the door to genuine connection, often in less than three minutes. He also explains how a small investment of time outside the classroom, looking up something a student cares about, can change the entire dynamic of a relationship, and why that kind of intentional move is not one more thing on the plate, it is the plate. In this conversation, John offers important reminders for educators and leaders: Asking students what they could teach you is a low-burden, high-impact way to learn something personal about even the hardest-to-reach kids. A few minutes of follow-through, like looking something up and referencing it at the door the next day, signals to a student that you see them as a person, not just a learner. Students notice when an adult makes an intentional move to connect with them, and that moment can shift a relationship that nothing else has been able to crack. Learn More About CharacterStrong:  Access FREE MTSS Curriculum Samples Request a Quote Today! Learn more about CharacterStrong Implementation Support Visit the CharacterStrong Website