Finishing the School Year: A Time to Review, Reflect, and Redirect As educators, one of the simplest methods for obtaining student perspectives and feedback is to ask these three questions: What should I keep doing? What should I stop doing? What should I start doing?...
A Resource Mapping Case Study Resource mapping is a crucial step during the initial stages of aligning RTI2-A and RTI2-B. For one District Leadership Team (DLT) partnering with the Tennessee TSC in East Tennessee, the process has been an incredibly eye-opening...
“Leaders instill in their people a hope for success and a belief in themselves. Positive leaders empower people to accomplish their goals.” –Author unknown In our own attempts to be good leaders, that special quality of good leadership can be elusive and...
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...
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...
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)
