Making Sense of Whole Child Data in an MTSS World
ESSA legislation allows states and school districts to create their own unique frameworks to implement a multi-tiered system of supports and the law also encourages the use of a “fifth” data element such as social emotional learning competencies (SEL).
Together these new elements allow us to come closer to understanding the whole child within the broader context of a multi-tiered systems of support (MTSS). The problem is that research has shown that MTSS efforts to date have not been successful. This is the result of a variety of factors but oftentimes the issues are related to the inability of districts to manage the basic infrastructure of MTSS and whole child data.
Specifically, having the software tools to effectively triangulate multiple measures of data such as achievement, behavior, attendance, mental health and SEL to support student intervention teams with root cause analysis. School teams also struggle with the means to managing district forms, schedule meetings, notify staff of tasks and measure intervention fidelity.
In this session, you will learn how to bring these critical infrastructure elements together to provide a comprehensive model of whole child data to deliver on the promise of MTSS.
Chris Balow, Ph.D. oversees professional development for school districts in areas such as assessment, early warning systems, response to intervention, multi-tiered system of support, assessment system design, social-emotional assessment, data analytics and reporting. Before coming to Illuminate, Dr. Balow spend over 30 years as a School Psychologist and Director of Research & Assessment.