What are High-Leverage Tier 1 Interventions for Elementary Schools?

Intervention Spotlight, Practice Spotlights, Best Practices

It is early October in Des Moines, Iowa. Educators at Smithfield Elementary School have just finished administering the universal screeners they use for Reading, Math, and Social-Emotional Learning (SEL). The MTSS team now has the school’s beginning of year (BOY) baseline data they need to evaluate their progress in helping all students succeed. 

The team gathers to review the data. Ms. Powell poses the first guiding question of the meeting: Is our core instruction supporting 80% of our students (i.e., are 80% of students on grade level)?

Reflections on the MTSS Journey of Greene County Schools, NC

Practice Spotlights, RTI/MTSS, Starting with MTSS/RTI

Good Intentions, Good Enough

In almost 20 years of experience in education, good intention when it comes to intervention or specifically Response to Intervention (RtI) has never wavered or lacked. As educators, we are passionate about our students and we know that with the “perfect prescript” of support all students can grow. However, at times we may find ourselves settling with our intent as “good enough.” We become overwhelmed with the tasks involved in developing, implementing, and following-up with these support plans. As educators these unmet expectations weigh heavily and too often districts find themselves with well-written plans that lack follow-through. So how can we move beyond “good enough” to become “more than enough” - intervening with fidelity and effectiveness?