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Automating Your RTI/MTSS Process, Part III: Evaluating Effectiveness

Sep 22, 2017

You’ve already aggregated your dataset tiering criteria, and established a sustainable progress monitoring system. So, is it working? Are your students actually receiving the support they need to make real gains? In our final installment of this three-part blog series, we’ll discuss tips and tricks to evaluate the effectiveness of your RTI/MTSS program.

How do you typically evaluate intervention effectiveness for participating students? For many schools, this can be a painstaking process that leaves plenty of room for human error. It involves going out and finding each kid’s individual data, pulling up his/her intervention details, reviewing notes, pulling separate assessment data, and then making a call after thorough separate examination of all of the above. This step-by-step evaluation is incredibly time-consuming, and may lead to program implementation variation as it leaves ample room for conjecture.

There’s also the question of what exactly you’re evaluating. For example, how are you quickly identifying factors like attendance or behavior problems? If a student is only at school 40% of the time, his/her intervention plan is most likely not as effective as that compared to a struggling learner who isn’t chronically absent. What happens when a student moves from one school to the next, or even one grade to the next? As a teacher, you want to see his/her history. Having access to what works and doesn’t for each student is powerful information that can make a difference in his/her learning trajectory in your classroom.

While holistic data metrics and information integrity are critical to a strong RTI/MTSS program, instructional practice and fidelity of delivery should also be regularly monitored and evaluated. If two different teachers are involved in implementing a struggling student’s intervention plan, are they executing assigned strategies in the same way? There should be oversight that goes beyond just reviewing a report at the end of a semester. Administrators need to be looking at these things and not simply assuming that the day to day RTI/MTSS delivery is being done with fidelity. Are administrators doing formal and unannounced walk-throughs? How is feedback shared with teachers and documented?

Just like with collecting data, setting tiering criteria, and monitoring progress, we suggest that you move everything to a shared digital location. Regardless of if you are able to use a system like EdInsight or not, you’ll still benefit from moving to an online environment where all of these data points and intervention components can be easily accessed, updated, and shared.

For a final series recap, remember the bottom line: put everything in one shared digital location to save time and increase effectiveness and integrity of your RTI/MTSS program. Set predetermined criteria to save time, streamline expectations, and identify kids who meet exit criteria quickly. The EdInsight system accomplishes all these things so that you can spend more time analyzing interventions and increasing fidelity of delivery to truly support struggling learners.

To start a conversation about your RTI/MTSS process with OnHand Schools, click here. Looking for more resources? Check out our RTI and MTSS pages for videos, PowerPoint presentations, related blog posts, printable planning guides, and more.



Category: Content

About The Author

Megan Hankins