Use the following tips to get the most out of SuccessEd's RTI/MTSS app.

The Importance of the "Strategies to Address Concerns" Box

• Populate every field in this box with information. Leaving any fields blank when completing the "Strategies to Address Concerns" box will result in the strategy box not printing on the parent letter.
• When printing the parent letter, ensure at least one goal is "Active," meaning the parent letter is being printed between the "Start Date" and "End Date." If the "End Date" has already passed, the strategy box will not print on the parent letter.
• Confirm that end dates for students’ last meetings of the school year will carry them into the first few weeks of the following school year, rather than ending the plan on the last day of the current school year.
• Use the "Identified Strategy Report" to check "Strategies to Address Concerns" data.

Considerations for State Assessment Accommodations

• The RTI/MTSS program is designed to send state testing accommodations to reports or exports (e.g., Testhound) for each student with an "Active" tier, according to the most recent tier form.

• When a student is no longer supported by a tier, it is important to ensure the student’s last tier form reflects the student is Not Active.

• If a student will be supported across multiple tiers, the last tier forms should only reflect the subject accommodations relevant for that particular tier.
• State testing accommodations in the RTI/MTSS program pull from forms in draft and locked forms.
• If the last active tier form for the student occurred in the previous school year, those state testing accommodations will still be sent to the report, as well as to any exports.
• Use the "State Assessment Report" to check state assessment data.

Keep Your Data Clean

• When a student is no longer receiving RTI/MTSS support, the student’s RTI/MTSS status under the "Program Compliance" tab must be changed manually from "Active" to Not Active. This needs to be done when:
  • A student moves or withdraws from your district
  • A student’s gaps have been remediated and the student no longer requires tiered intervention supports
  • A student’s needs will no longer be supported through RTI/MTSS but will be supported through another program (e.g., Special Education, Section 504, Bilingual/ESL)