Choosing the Right Data Rostering Method to Support Your MTSS/RTI Practice

    Instituting MTSS, MTSS Data Literacy

    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. 

    MTSS Requires Capacity Building

    Instituting MTSS, Leadership in MTSS

    Why Is Capacity Building So Critical For RTI/MTSS?

    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. 

    Funding MTSS With the Stimulus Bill

    Instituting MTSS, Leadership in MTSS

    Since the start of the pandemic in March 2020, the federal government has passed three separate stimulus bills. Combined, the three pieces of legislation have provided over $195 billion in funding for K12 schools - that’s almost double the $100 billion that schools received from the 2009 stimulus bill following the economic recession.

    Keeping track of all that money and how school districts can use the funds for students can be confusing, but here’s a bit of help...

    Developing a Successful MTSS/RTI Team

    Instituting MTSS, Leadership in MTSS

    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. 
 

    Transitioning from a Discrepancy Model to MTSS

    Instituting 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. 

    How to Create a Seamless Data-Driven School Culture Through MTSS

    Instituting MTSS, MTSS Data Literacy

    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.  

    Funding Opportunities for RTI / MTSS*

    Instituting MTSS, Leadership in MTSS

    Since the early 2000s, school districts across the country have implemented a tiered intervention system like Response to Intervention (RTI). In recent years, many districts have been transitioning their systems to a more holistic Multi-Tiered System of Supports (MTSS) model. However, like many other areas of K12 funding, how districts choose to fund an RTI or MTSS model can be a complicated question: traditional federal funding streams can be relatively inflexible, but with new funding streams like the CARES Act, passed in March 2020, school districts have greater funding flexibility to implement MTSS.

    Now Is the Time to Invest in a Multi-Tiered System of Supports (MTSS)

    MTSS Basics, Instituting MTSS

    How Can Schools and Districts Reduce the Damage of the COVID-19 Slide?

    The COVID-19 global pandemic has created many unknowns for our education system. But one certainty is the challenge teachers will be faced with when students do return to the classroom. The good news is there are a number of things school and district leaders can do now to prepare for this new beginning. 

    While many school districts have made amazing efforts to continue student learning during this time, there is still an extremely large variation in the type of learning going on in students’ homes. Some students may be fortunate enough to have a parent available to work one-on-one with them and ensure they are completing their daily assignments; however, many students do not have this type of at-home support.

    During this time, many students have also experienced caregivers losing their jobs, falling into poverty, and their loved ones getting ill, being hospitalized, or passing away. These traumas will undoubtedly affect their emotions, behaviors, and motivation when they return to the classroom. When schools reopen, teachers will be faced with classrooms of students with a vast array of experiences and academic, behavioral, and social-emotional needs

    What Is Response to Intervention (RTI)/Multi-Tiered System of Supports (MTSS)?

    MTSS Basics, Instituting MTSS

    Response to Intervention/Multi-Tiered System of Supports (RTI/MTSS) is a collaborative, evidence-based, approach to differentiating and personalizing instruction and intervention, across academics and behavior for all students—so that every student can achieve academic and life success.

    RTI/MTSS is one of the most effective ways to provide an equitable educational experience, because it leverages collective knowledge and expertise to help teachers understand their learners' needs and make informed and strategic decisions that best support them.