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.
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.
The MTSS/RTI team is a school-based, problem-solving team; it is the engine that drives the MTSS/RTI practice. The MTSS/RTI team exists to proactively address system needs by reviewing school-wide data (within grade levels and classrooms) and support individual student growth by helping to monitor progress and make decisions for students at Tier 3.
The site administrator should play an active role in recruiting and ultimately designating the composition of the MTSS/RTI team. The most successful teams consist of volunteers, so it is important that site administrators make an effort to designate members who truly want to be involved. MTSS/RTI team membership is made up of both standing members who contribute expertise from their respective disciplines and those who may be invited to address a specific concern. Examples of standing members on the MTSS/RTI team include: administrator, general education teacher, school psychologist/counselor, dean, content area specialist, ELL teacher, special education teacher, and grade-level or department representatives.
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.
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.
A few weeks ago we put out a blog post which took a critical look at commonly used Reading intervention programs in MTSS. While many educators are aware of the issues and limitations of these programs, some might find it hard to make the recommended shifts in their MTSS practice given the resources available to them. Funding, staffing, schedules, and remote learning are all factors that can affect a district and school’s ability to implement supports and interventions in line with what we know from research and best practices for MTSS.
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.
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.
School districts are increasingly adopting MTSS/RTI intervention management software to help teachers streamline their documentation work and strengthen their student intervention practice. This is largely due to the evolution of the MTSS/RTI software space, which has grown significantly over the past ten years. There are two primary factors responsible for this renaissance: 1) advancements in technology and design have finally made their way into education technology, fostering user experience and engagement that delights rather than dismays teachers; and 2) the culture of intervention has shifted from the compliance-driven Response to Intervention protocol, which often felt like a laborious chore, to the more holistic and school-wide practice of Multi-Tiered System of Supports, which resonates with teachers’ desire to personalize and accelerate learning in equitable ways.