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.
In these stressful times of seeing more struggling students in need of Tier 2 and Tier 3 support it is easy to glance over Tier 1 needs by thinking they are sufficient. Often times an overview of the data will lead us to believe this common thought, however skimming over Tier 1 data is causing us to miss key red flags that push our numbers of Tier 2 and Tier 3 even higher. We can address this concern with some “Best Practices” and procedures built into how we meet the needs of all our students. Utilizing data and applying differentiated practices are two critical components to success with all of our students.
As more districts are heading back to in-person learning, educators are being tasked with meeting the needs of students who have had a wide range of instructional and learning experiences over the past year. This might seem like even more of an uphill battle than what teachers have already gone through. Yet, there are several approaches that schools and districts can turn to help support this transition. Many of these approaches are key components of a multi-tiered system of support (MTSS), with which educators are already familiar. Below, we highlight the important distinction between learning and instructional loss as well as outline a few tips for effectively addressing the different skills and needs of students when they return to schools and classrooms.
It’s fun to be a leader. You were chosen because you are a “solutions and get it done” kind of an educator! It’s also very challenging, as it requires you to keep yourself fit – physically, mentally and emotionally! It requires that we relinquish the superhero cape and share the real work of leadership. The work district and school level leaders must accomplish is weighty and we must admit that building positive capacity in others is the only way to accomplish our goals and sustain them over time. You could have the greatest initiative ever, and spend an entire year working for all hours every day to get it going, only to be moved to another campus or another position for the following year. What happens to your initiative then? It slowly disappears, as staff and leadership changes. Moreover, doing everything on your own just takes longer! To solidify the foundation of a great initiative in an organization, it is crucial to build capacity in others.
Student goal setting is a topic that is often covered during teacher professional development and in-service days. Educators have naturally been setting goals for students since the beginning of teaching, and goal setting today has become a critical element of an effective MTSS (Multi-Tiered System of Supports) framework. MTSS meets all student’s needs with three levels of support for each school's entire student body. Within MTSS, Tier I (also known as whole class core instruction), the core curriculum should be meeting the needs of at least 80% of all students. Tier II includes whole class core instruction with the addition of targeted instruction for students needing support, often provided in small groups. Tier III is whole class core instruction, additional targeted instruction, and explicit intensive intervention. Support activities provided to students receiving Tier II and Tier III instruction should be robust, research-driven and align to student’s specific needs.
As we move into the final stretch of one of the most challenging school years in our history, teachers and students might be noticing a decline in stamina. No matter the learning context (remote, in-person, or hybrid) keeping students engaged in learning at this point in the year is a common challenge. Although numerous teaching obstacles remain, there are several small but significant things that schools and teachers can do to boost and maintain student engagement. Below we take a deeper dive into what student engagement really is and why it is so important. Then we discuss some practical approaches for keeping students interested and involved in lessons, activities, and discussions.
We know educators strive to provide the appropriate level of instructional support each student needs to achieve at least grade-level mastery. We have all experienced students arriving to our classrooms with a wide range of knowledge, skills, experience and interest. It is quickly evident we cannot just charge through the curriculum lockstep and hope that every student gets what they need. Even when utilizing varied daily instruction to accommodate for students’ different learning needs, some students still require additional support to master new skills and content or catch up on missing skills from previous years’ standards.
I often find myself taking a walk down memory lane and thinking back to when I was in graduate school completing my clinical hours for my M.A.T. in special education. I will never forget my excitement for learning about teaching and for understanding how to comprehensively meet all students' needs. Today, as a Multi-Tiered System of Supports (MTSS) consultant, I am still experiencing that excitement daily, and I often like to take a few moments to think about how significantly processes have changed over the years to ensure all students can succeed, and why those changes are more critical now than ever.
The impact of remote instruction on students has been discussed a great deal during the past ten months, while our nation’s teachers grapple with the complexities of implementing distance learning. As teachers and students engage daily in e-learning, with some schools pivoting back and forth between a hybrid model of remote and in-person schooling, the topic of what it actually means for students to be at “grade level” has been trending. Prior to COVID-19, students were considered to be on “grade level” if they had mastered the skills and concepts at their expected level of difficulty as measured by formal assessments and district/state standards.
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.