Often when we think about data we think about numbers, spreadsheets, and graphs. It can sometimes be hard to get excited about numbers, spreadsheets, and graphs. But when we connect them to student outcomes and a tool to improve student trajectories, then data becomes...
November Spotlight: Words Matter – Lebanon Special School District Lebanon Special School District created an initiative called Words Matter to help students recognize the power of their words and understand that their words make a difference. The district’s goal was...
Experience and research tell us that academic and behavioral difficulties are often related and can co-occur. It may be unsurprising that students with academic deficits are at greater risk of developing challenging behaviors. Studies show that students identified as...
Recognizing DCAT Completion The District Capacity Assessment–Tennessee (DCAT) allows District Leadership Teams to examine district-level systems and practices necessary for effective RTI2-A + RTI2-B implementation in schools. The assessment is designed to promote...
Understanding the similarities between RTI2-A and RTI2-B can help educators implement the frameworks more effectively and efficiently. Last month, we described how the alignment of leadership, assessment, data-based decision making, and instruction and...
Tennessee’s frameworks for student support match instruction and intervention to student need. Response to Instruction and Intervention for Academics (RTI2-A) is Tennessee’s framework for academic support, and Response to Instruction and Intervention for Behavior...
The Tennessee Tiered Supports Center is supported by a Technical Assistance Grant within the Department of Special Education at Vanderbilt University funded by the Tennessee Department of Education (Grant # 4-26-230-2023)
