Even though most teachers and school administrators agree that teacher collaboration leads to improved outcomes for both teachers and students, many schools are still not providing enough time for teachers to work together during school hours. Of course, there are many challenges in building a master schedule that gives teachers this time, but there is also a growing body of research showing the significant benefits of facilitating effective collaboration. Teacher collaboration is an important element for school improvement across the nation, and even more important when it comes to implementing a Multi-Tiered System of Support (MTSS) approach, and certainly worth taking a deeper dive.
In a healthy RTI/MTSS practice, a data-driven approach is not only important for guiding decisions for individual student needs, but it’s also critical for evaluating the quality and impact of the practice at the school and district level. We recommend that school and/or district leadership meet three times a year, following the administration of universal screening assessments, to reflect on and evaluate their practice. The goal of this meeting is to understand the health of school-level RTI/MTSS practice by looking at the percent of students who are adequately being served by the core, the equity of instruction across demographics, and improvement in student outcome measures since the last meeting. These metrics are used to evaluate the quality of practice across tier 1, 2, and 3 levels of support and guide school-level improvement plans.
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.