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Data Analysis: Review data from screener assessments (such as MAP) to identify any students that are falling below grade level or those that are extremely below grade level.

Screeners: MAP is an example of a testing screener that can be used to measure students content for the current grade. It can also aid in to help identify students that may be at risk for academic difficulties or challenges.

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See their needs. Close the gaps. Help them grow.

Better insights, better decisions, better outcomes

MAP Growth, part of the Growth Activation Solution from NWEA, is the most trusted and innovative assessment for measuring achievement and growth in K-12 math, reading, language usage, and science. It provides teachers with accurate, actionable evidence to help inform instructional strategies regardless of how far students are above or below grade level. It also connects to the largest set of instructional content providers, giving educators flexibility in curriculum choices.

Useful reports for data-informed decisions

Easy-to-use, standards-aligned reports put the information teachers need at their fingertips. Reliable insights make it simple for teachers to find common areas of need among their students, identify students who could benefit from intervention, and determine which instructional strategies are generating the most academic growth. Higher-level reports provide administrators with the context to drive improvement across entire schools and educational systems.

When students are counting on you, count on MAP Growth

Using MAP Growth as part of a comprehensive and balanced assessment plan, teachers can confidently tailor instruction to challenge every student, whether they are below, at, or above grade level. MAP Growth student reports also present realistic learning goals by subject areas so that, through a teacher's guidance, students can individually see their progress and be inspired to take charge of their own learning.

MAP Growth: The center of the Growth Activation Solution

The Growth Activation Solution pairs MAP Growth with guided implementation and professional learning experiences that engage and galvanize your team while honing assessment literacy and instructional planning. Wrap-around support and expert-led guidance round out this solution, providing your teachers and coaches with the resources and tools they need to improve student outcomes.

Discover the MAP Growth difference

Through intuitive design, unrivaled innovation, and a focus on accessibility, MAP Growth helps you understand the needs of more students than ever before.

Incredible coverage

Available in more grades and subjects than any other interim assessment, including science and high school-level, course-specific math

MAP en español

Spanish options to assess math and reading in students' home language

Right length and no longer

A powerful assessment right-sized to pinpoint where your students are in their learning, in only as many questions as necessary

Using our MAP [Growth] data, the learning continuum, and formative assessment practices, our students are experiencing great growth, closing the achievement gap!

Dr. Lori Stollar
Director of Curriculum & Innovation, Littlestown Area School District, PA

Explore connected teaching and learning

MAP Growth scores can now place students in personalized adaptive practice or intensive intervention.

Foster growth with connected curriculum

MAP® Accelerator™, co-developed by NWEA and Khan Academy, translates MAP Growth results to personalized learning pathways with standards-aligned math content to meet each student where they are.

Foster growth with connected curriculum

Maximize the tools you're already using. MAP Growth data connects with the most instructional partners of any assessment to ensure engaging, standards-aligned content that supports diverse student populations.

In a class of our own

Ready to close the gaps and make gains?

Helping educators see student needs and close learning gaps

Explore grades, subjects, languages and accommodations supported in MAP Growth.

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Precisely measure student growth and performance with MAP Growth

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MAP Growth is the most trusted and innovative assessment for measuring achievement and growth in K-12 math, reading, language usage, and science.

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All students receive highly effective instruction that is aligned with Georgia Standards of Excellence (GSE). Students will be screened via formal and informal assessments. For students that are showing signs of academic challenges/struggles they will receive differentiated instructions such as:

Small group: Students will be grouped based on the areas of struggles.

Scaffolding Strategies: Students will be given multiple opportunities and guidance to understand concepts. Such as workshops or games.

Progress Monitoring: Informal and formal assessments and data to keep abreast of any more challenges the student may have.

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If the student is still having challenges with Tier 1 intervention and the data shows that they are still not meeting the gaps then they are moved to Tier 2 intervention. These interventions are intense and is done outside of instruction during a specific time. With Progress Monitoring and Intervention Times.

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Intervention: Repeated Reading with Time Reading as Progress Monitoring

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Intervention: Reading passages with Passages with questions for Progress Monitoring

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After both Tier 1 and Tier 2 unsuccessful interventions, the student will then be placed on Tier 3 with an SST. During this meeting the parent will be presented with data and all interventions. This meeting will dive deep into the root cause of the students challenges.

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Students who have not demonstrated progress with targeted group interventions at Tier 2 require more time in more intensive interventions. Tier 3 interventions are distinguished from Tier 2 interventions because they are individualized based on data collected in individual problem solving, occur with smaller student-teacher ratios (e.g., ideally 1-on-1, however, groups of 3 to 5 students or a larger group broken into a few groups of 3-5 students, is acceptable for middle and high schools), and possibly occur for a longer duration of time (e.g., more daily minutes or more weeks spent in intervention). About 5-10% of students will require this level of intensive support.

What do Tier 3 interventions include?

Tier 3 intervention plans include more than what occurs during intervention time. They also include strategies for maximizing student outcomes during core instruction or Tier 1, as well as supports that can be used at home.

Example summary of Response to Intervention (RTI)/ Multi-Tiered System of Supports (MTSS) model for elementary schools

Example summary of a Response to Intervention (RTI)/ Multi Tiered System of Supports (MTSS) model for secondary schools

Branching Minds helps schools strengthen their tier 3 practice
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Tier 3 Interventions in MTSS (Multi-Tiered System of Supports)

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A description of Tier 3 interventions in MTSS (Multi-Tiered System of Supports)

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Tier 2 Meeting is held to discuss the challenges that their child is having. Data is presented and the targeted skill is presented to the parent During the meeting, both parent and teachers work together to ensure that the intervention is relevant for the child. The Intervention is done over the span of 6 weeks before having another meeting.

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From my early days as a Special Education teacher to my most recent days as a District-level administrator, I have seen first-hand the impact of "good" communication, lack of communication, miscommunication, and misunderstanding that can occur when meeting with families, and specifically, when discussing Multi-Tiered System of Supports (MTSS). Communicating can be tricky! Are we saying too much? Too little? Are we even on the same page?

MTSS, and all the jargon that goes with it, is very specialized. Over the years, I have heard from families that they feel discouraged or left out of meetings because they are unclear what is happening to their child or what their child needs. To ensure that all parties understand our process, it's essential to communicate what MTSS is with our parents/guardians (families) and communities regarding their child.

Are we using words that both the sender and the receiver understand? Words mean different things due to culture, geographic location, specialized training, and history. My goal is to help you, no matter what your role at the MTSS table, communicate with your families and communities about their child and MTSS.

Describing MTSS and Tiers of Support to Families and Communities

During the implementation of MTSS, creating a plan to share information with families and community members about the school's approach to MTSS in a clear and accessible format is essential. Define key terms needed to level-set understanding of MTSS. Visuals such as graphs, flowcharts, and easy-to-understand flyers are great tools to get the word out on why MTSS is necessary, how MTSS will impact students, and the schedule of expected timelines/communications. We can help families understand that MTSS encourages schools to plan and allocate resources so that students receive the instruction they need.

What Is a Multi-Tiered System of Supports? What Exactly Does the Acronym "MTSS" Mean?

The System of Supports indicates data-driven decision-making and team problem-solving, formally and informally assessing students' needs with screeners, progress monitoring assessments tools, and providing quality core instruction and intervention when needed to support students toward independence.

Multi-Tiered indicates that supports are layered into tiers.

Tier 1: ALL students receive differentiated, core instruction at Tier 1; this includes academic, social-emotional, and behavior education. Within an MTSS, data can help you plan differentiated core instruction to meet your unique student needs. We design core instruction to meet all learners through data-based differentiation, yet roughly 15-20% of our learners will need additional support to meet grade-level standards.

Tier 2: Whole-class data-driven differentiated core instruction + small group targeted instruction (in addition to core instruction).

Tier 3: Whole class data-driven differentiated core instruction + additional targeted instruction (often small group in addition to core instruction) + intensive support.

Throughout any processes related to your MTSS framework, include "two-way" communication with families about their child. Two-way communication engages problem solvers in reciprocal communication where all parties feel encouraged to receive and send information. Schools should inform families and communities about students' intervention plans, progress on learning plans, changes to intervention or tier level, and nonacademic concerns that could negatively impact a student's chance of success.

It's also great to include positive communication about our student's performance, abilities, social interactions. Positive phone calls or emails establish better relationships, especially in the beginning. Ensure that community members understand that MTSS provides proactive support to ALL students.

Sharing Student's Tiered Needs With Families and Communities

Communicating the needs of our students can be tricky. We want to stay focused on our students' strengths, but we also want to clearly define their needs so parents understand why we provide additional support. You can frame your communication so families know that there is a system that supports our learners' diverse needs!

The tiers of instruction and intervention do not define students, yet they represent the student's level of need. For example, use the sentence frame, "Your child is demonstrating a need for additional, targeted Tier 2 support", instead of, "Your child is a Tier 2 student."

The tiers are not a "placement," as they are not a specific location or classroom on campus. Try to refrain from using phrases such as, "Your child has been placed in Tier 2." Instead, clearly define what the child needs and explain the delivery of the intervention. Extend your communication by letting the family know how often they expect to hear about progress!

Families provide the groundwork for students' learning as their first teachers. Including them at the table during problem-solving can incorporate a significant portion of the student's life into their intervention plan.
➡️ Related resource: A Quick Review of MTSS Supports, Interventions, and Accommodations
Communicating a Culture of MTSS With Families and Communities

MTSS wraps around our students from the first moments they enter the school doors. Communicating a culture of MTSS means that we ensure our families and communities are partners in proactive, two-way communication about our curriculum, data, and resources beginning at Tier 1.

Communicating About Curriculum and Academics

Our families and communities want to know what their children are learning! Historically, I have found that parents/guardians are more likely to engage in positive and proactive two-way communication when they receive information about the curriculum, standards, and learning activities.

Allow families and communities to have the opportunity to ask questions regarding curriculum content and activities, so they can provide feedback and support you and the students. Transparent and open communication builds trust and strengthens family and school relationships.

Discussing Curriculum and Academics With Families

Strong family and community communication regarding academics and curriculum reduces implicit bias and perceptions and encourages high expectations for all students (Smith, et al. 2021). Think about communicating curriculum and academics as a proactive, collaborative conversation with ALL families and community members.

Quite frankly, there is SO much to say, yet, we should create an environment that does not overwhelm our educators, families, and communities. Sharing information about the high-quality curriculum materials used during instruction and the research behind any interventions provided is a great place to start. Speaking to evidence-based strategies and research lets families and communities know we carefully select our materials and tools to meet our students' needs.

In addition, sharing information about how the student's learning will be assessed (and sharing reminders before any assessments) with examples of what families can do to prepare their students to encourage family engagement. Finally, it's important to share any feedback with families regarding assessment performance.

Communicating About Data

Our schools collect an enormous amount of data on our students. We can track almost anything in today's world, from attendance records, grades, clinic visits, discipline events, and assessments. While it's stunning to have this information at our fingertips, without explanation, this data has very little meaning or impact on student learning without analysis and inspection.

Ensure there is clarity about what the student is learning, where they are going, and what it means when they arrive. Ask yourself, "Do my students and their families know when they are not doing well and how to ask for help?" We have to provide clearly stated goals and expectations about how we arrive at our data, what it means, and most importantly, how we'll use it to impact our students' learning equitably to our families and communities.
Best Practices on Interpreting Student Assessment Data in MTSS
Discussing Data With Families and Communities

Our families and community members want to know the "numbers" and understand how it impacts their students. Share screener data, progress monitoring data, or any other relevant information that shows families their student's progress, progress compared to peers, and progress compared to normed assessments. Easy-to-read visuals, such as charts and graphs, help parents understand their child's performance.

Extra Tip: Avoid using charts or graphs that aren't clearly labeled, and always be sure to provide the key to interpret the data. While data, numbers, and colors may make sense to the content experts, a family or community member may not be comfortable interpreting this information or asking questions.

In addition, sharing information about how the student's learning will be assessed (and share reminders before any assessments) with examples of what families can do to prepare their students to encourage family engagement. Finally, it is important to share any feedback with families regarding assessment performance.

Communicating About Social-Emotional Learning (SEL) Support for the Whole Child

With all that's happening around the globe, schools have taken on an enormous task of providing academically based social-emotional learning support to all students. As a result, social-emotional learning (SEL) within our classrooms and school campuses has been a "hot topic" of discussion in education.

Here at Branching Minds, we define SEL as curriculum or strategies explicitly taught designed to develop the skillset for understanding and managing emotions, building resilience, problem-solving, and developing healthy relationships (2021). Students learn from explicit instruction and the actions and behaviors they observe from others. As educators, we know it's impossible to teach academics without first meeting our student's social and emotional needs (Huitt, 2007). The best way to remove the stigma from SEL at your school is to open the lines of communication.

Communicating SEL With Families and Communities

Communicating about social-emotional learning begins with defining important terminology for families and communities. Find out what your community already knows, allow opportunities for question and answer, and provide resources to families and community members.

Ensure that families and community members understand how your school will identify students needing additional SEL supports and how often they should expect to hear from you regarding their student's social-emotional learning. Remember that it may raise some concerns with families about the intimacy of the information you will learn, so be sure to share boundaries and best practices that staff will follow so families can continue to have autonomy.

Strategies for Communicating

How you communicate with families and community members is just as important as what you communicate. There is no single method for communicating that will work best for everyone. Websites, phone calls, e-mails, text messages, photo sharing apps, learning portals are all ways to diversify our information platforms for families and community members.

Ensure that you are sharing information in multiple ways to increase access. Furthermore, invite families and community members to town halls, EdCamps, open school nights, and provide opportunities for learning and questions.

Speak about your students, their learning, and the data from a strengths-based, solution-focused approach. Deficit-based approaches focus on the perceived weaknesses of individuals or groups, such that the individuals or groups become viewed as "the problem." Instead, focus on the student's strengths.

For example, you may want to highlight the fabulous books or reading activities a student has completed and accomplished in light of discussing a potential reading struggle. You can leverage this strength to begin problem-solving how you can support their student to achieve better learning outcomes. Sharing the high times' highlight reels shows that you care about the student's success and helps the parent celebrate those victories and feel proud and hopeful.

Be sure to define any unclear jargon or language. In addition, be sure that communication goes out to families and community members in their home language. Have ways that families and community members can engage in two-way communication regardless of language differences. Provide explicit instructions for how-to-access new or presumably unfamiliar tools and resources. Remember, what may be second nature to us, may be unfamiliar to others. Try not to assume that the student should explain everything once they arrive home.

Be Consistent!

Let your families and community know how they can reach out to you or your school. For example, through email or phone, during conferences, or after school. Be sure to share what method you're best at responding to quickly, but provide an alternative.

Provide a consistent cadence for how often and by what means you will provide updates. Once you define your communication plan, stick to it! Provide consistent information on what's happening within your classroom or school socially and academically. Be mindful of all of the communication families and communities receive so that families engage when it is most important.

In Conclusion: Assume Positive Intent When Communicating With Families and Communities

Positive intent means always starting from the idea that a person meant well or was doing their best. Express gratitude for the collaboration and provide ideas on how families and communities can become more involved in student learning.

Families and communities can engage in various school activities, such as educational sessions, resource adoptions, service-learning class projects, at-home learning activities, and school-parent advocacy committees. Our partnerships and involvement foster a strong sense of community within our students and demonstrate the adults' commitment to youths' education. Collaboration provides a pathway so that families, communities, and schools can help students achieve goals and positive outcomes.

Citations:

Huitt, W. (2007). Maslow's hierarchy of needs. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. RetrievedFebruary 14, 2022 from, http://www.edpsycinteractive.org/topics/regsys/maslow.html

Smith, D., Fisher, D., & Frey, N. (2021). Removing Labels, Grades K-12: 40 Techniques to Disrupt Negative Expectations About Students and Schools. Sage Publications.

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Branching Minds offers a variety of professional learning opportunities for states, districts, and schools to ensure instructional leaders, specialists, coaches, and teachers are able to implement RTI/MTSS as well as the BRM platform with fidelity and maximizes educators' efforts to accelerate learning for all students.

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How To Speak With Families and Communities About MTSS

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From my early days as a Special Education teacher to my most recent days as a District-level administrator, I have seen first-hand the impact of "good" communication, lack of communication, miscommunication, and misunderstanding that can occur when meeting with families, and specifically, when discussing Multi-Tiered System of Supports (MTSS).

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During Screener Assessments, if it is noted that the student is having difficulties' with language the student will then be referred to ESOL.

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Students that are placed in ESOL due to a language disability, they are often placed in Early Intervention Program (EIP) that is done under Tier 1.

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During the students ESOL program, they are often given multiple opportunities to help aid in academic content. During each assessment data the teacher and ESOL teacher discuss the data and determine the next steps of action.