Throughout the 2022-23 school year, as our school partners created intervention plans, they have been using the Branching Minds intervention library to find and document student supports. We’ve surveyed the data about the most used interventions in our library, how they are used, and what that can tell us about current trends in MTSS interventions.
Branching Minds is excited to partner with The Jed Foundation (JED) to bring essential resources to high school classrooms through the Branching Minds Support Library. Informed by direct research with high school students about what they need as they graduate, these new support cards offer concrete tips, tools, and resources on a comprehensive range of topics geared toward helping students manage the transition out of high school. Carefully curated and evidence-based, these resources provide teachers and students with accessible and actionable advice to aid in this critical — and often difficult — transition.
Do you ever feel like Goldilocks when creating student plans? It’s challenging to find the intervention that is “juuust right” to help each student grow. That’s why Branching Minds offers a curated Intervention Library filled with research-based supports matched to a student’s unique profile. Here are five ways the Branching Minds library helps you find and implement “just right” interventions for your students.
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Supporting English Learners Within MTSS
“[MTSS] offers a way to look at the whole child. MTSS says we're looking at the social emotional learning of the students, how their language and cultural considerations are impacting accessing the curriculum. We're looking at math and literacy and looking how all these things kind of integrate together to create the most effective and more high quality instruction or experience for the student.”
– Dr. Claudia Rinaldi in the webinar "Supporting Engish Language Learners Within MTSS"
In my first year of teaching, I was hired as a special education teacher at an alternative high school on the south side of Chicago. I had a great experience there and truly loved working with high school students. I had never considered myself to be “a math person,” but I ended up enjoying teaching math much more than I expected. What I did not expect was that I would be teaching resource classes for high school seniors who were performing at around a 4th-grade level in math. In this situation, math interventions became my new best friend.
Executive functioning in the educational setting is often used synonymously with skills associated with focus and organization. While this can be true in some circumstances, executive functioning skills are defined as “the mental processes that enable us to plan, focus attention, remember instructions, and juggle multiple tasks successfully.” (Harvard University) In order to find success with these skills, it is important to have the tools to filter distractions, prioritize tasks, set and achieve goals, and regulate impulses. The complexity of executive functioning and the interconnectedness of the associated soft skills are essential for academic achievement.
In education, I know what keeps me awake at night.
I would imagine that each professional in their chosen career, when asked, could identify the thing that keeps them up at night. For the day trader, it might be an unexpected stock market crash. The comedian could lie awake in fear of an empty auditorium. Restless nights may come to the dentist who lays awake thinking of drilling the wrong tooth, or the professional athlete who misses the field goal to miss the playoffs.