Data is central to the MTSS framework. In fact, one of the most important components of an effective Multi-Tiered System of Supports is easy access to data from multiple sources, brought together in a way that supports intervention planning and delivery. But with access can come vulnerability. Schools often struggle to keep up with the cloud security and data privacy standards of their vendors, making them vulnerable to cyberattacks. EdWeek has gone so far as to call it the Cybersecurity Wild-West for schools!

During a parent-teacher conference, as I was explaining a child's assessment scores and grades, the parent interrupted me in confusion.  “I don’t understand. They have an A in your class but can barely write a sentence, and their reading score isn’t that high.” As a young teacher, I stumbled through my answer, realizing that the way that we weighted grades meant that the work that students did in class was graded based on completion and re-takes. These grades often did not align with the results of the standardized assessments we gave. I knew at that moment that my grade book needed a revamp to reflect mastering the standards for the grade level.

It’s been an exciting, dynamic year for Branching Minds, thanks to you! The input and support of our district partners are the driving force behind every update and enhancement. We've come a long way, and with sincere gratitude, we toast our wonderful community of educators and celebrate our top improvements of the year. 

Although educators meet frequently to discuss student needs, teacher supports, and interventions, how often is there a discussion around implementing those supports with fidelity? Our goal is to serve the needs of our students. However, without fidelity monitoring in a Multi-Tied System of Supports (MTSS), we don’t know if the student actually received the high-quality instruction or intervention that we planned! There is often a big difference between a plan on paper and what happens in the day-to-day life of a school. A consistent plan to monitor and improve the quality of your intervention implementation could be the missing ingredient in your students’ success!

In the dynamic world of education, certain terms come and go. Among them, "collaboration" could be brushed off as just another buzzword. However, effective collaboration is a fundamental practice in MTSS that drives student achievement and fosters a sense of community for staff. By cultivating a culture of effective teamwork, we create an environment where everyone works together with a common goal: to ensure student success. We’ve compiled our top five practical tips for effective team collaboration, showcasing how MTSS team best practices (with support from Branching Minds!) can significantly benefit educators and students.

I’m Sorry, Data What? 

Educators are juggling an astonishing number of software platforms to help accomplish the goal of better instruction and student outcomes. When data cannot be easily shared between these platforms, teachers and administrators end up looking in multiple places for the data they need, or, even worse, duplicating their efforts as they try to support their students. Enter DATA INTEROPERABILITY. 

Data interoperability refers to the ability of different computer systems to connect and exchange information with one another, in either implementation or accessibility, without restriction. (1)(5)  Schools need to align their data practices and create standards that enable better connectivity around the suite of products and tools they use. The data interoperability framework provides the context for identifying and debating interoperability issues to make integration within this complex system easier. (2)

As more and more schools implement a Multi-Tiered System of Supports, a common question I hear in my work as an educational consultant among teachers, administrators, and instructional leaders is, “How are Tier 1 and Tier 2 Different?” They want to know what it means to differentiate at the Tier 1 level, and how this is different than a Tier 2 intervention. It is a valid inquiry that resonates with frustrated teachers experiencing initiative fatigue. The bottom line teachers want to make sense of is…how will their daily instruction be expected to change?

Happy New Year! A new semester has begun and with it comes the possibilities for positive change. Getting ready for a new semester is crucial, but it can also be a complicated undertaking, especially with the complexities of a pandemic. As 2022 begins, we wanted to share 22 MTSS resources with you so you can start out the second half of the school year strong and prepared. 

There’s something here for everyone: whether you’re a classroom teacher, a school admin, a district leader, or an MTSS coordinator; if you’re exploring what MTSS is; if you’re working on developing an MTSS team, selecting an MTSS tool, aligning your MTSS implementation with the rest of the initiatives at your district, or simply strengthening communication and collaboration.

We’ve divided the resources into MTSS Best Practices, Accelerated Learning, Structure and Leadership in MTSS, and Social-Emotional Learning (SEL). We hope you find them helpful!

Principals across the nation work hard to provide the best education and leadership possible. “Effective principals work relentlessly to improve achievement by focusing on the quality of instruction. They help define and promote high expectations; they tackle teacher isolation and fragmented effort; and they connect directly with teachers and the classroom.”*

Long before the pandemic shuttered our nation’s schools in mid-March 2020, many districts across the country had been working to transition to MTSS (Multi-Tiered Student Support System). Schools started to let go of traditional models to evaluate students for special education and instead began moving towards a Whole Child approach to consider the needs of all students. Many chose to transition to MTSS because it uses a multi-tiered support foundation that wraps around a school’s entire student body and uses data-driven problem-solving to address academic and non-academic (attendance, social-emotional, etc.) needs. Schools and districts making this shift found that they improved education for all students, gained efficiencies, and prevented students from “slipping through the cracks.”