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Which Data Rostering Method Should You Choose to Support Your MTSS/RTI Practice?

RTI/MTSS, Starting with MTSS/RTI, Data Reporting and Monitoring

High fidelity RTI/MTSS can only be achieved if teachers have ready and up-to-date access to all of the data associated with their students in efficient and reliable ways. Certain systems and programs make this process more efficient and reliable. Districts need to find easy ways to sync their student information systems, assessment platform, and intervention management systems so that teachers have the ability to access and add the information they need to support all students fluidly throughout their tiered model of support. Finding a rostering method that integrates seamlessly and securely with all of your education application partners and meets your RTI/MTSS needs can be challenging. At Branching Minds, a leading RTI/MTSS intervention management system, data interoperability is our bread and butter. In this post, we will review the secure options that we support for sharing district and school-level rostering data to help you determine which best suits your district/school needs. 

How to Create a Seamless Data-Driven School Culture Through MTSS

RTI/MTSS, Assessment, Meetings, Data Reporting and Monitoring

I often think about an afternoon many years ago when I took my daughter to our local coffee shop to treat ourselves to a special dessert. She was around four or five years old, and as she stood in front of the enormous display of pies, cakes and puddings, she became overwhelmed and said, “What to choose? There is too much of much!” Too much of much... I found such meaning in those unexpected words and as a result, the phrase has stayed with me throughout the years.  

How to use progress monitoring data to guide decision making in an MTSS practice

RTI/MTSS, Assessment, Progress monitoring, Data Reporting and Monitoring

The purpose of progress monitoring

Effective progress monitoring is critical for a successful MTSS/RTI practice. In addition to universal screening assessments--which are given to all students three times a year--students receiving tier 2 or 3 levels of support should be given a progress monitoring assessment every other week or weekly, respectively. These data allow us to have better visibility into whether or not our support is working for a given student, and more importantly, when it is not so that we can adjust the intervention approach quickly to better meet the needs of that student. Assessments used for progress monitoring should be quick, skill (not content) based, and valid and reliable (i.e., having demonstrated to accurately and consistently measure what they are supposed to be evaluating). The Center for Intensive Intervention has a helpful chart that evaluates and compares these qualities for common progress monitoring assessments.