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This episode explores what happens to MTSS buy-in once the energy of launch wears off. Larissa looks at why buy-in fades in year two, including leadership turnover, competing initiatives, and teachers who submit data and never see what comes of it. She gives listeners a quick checklist to tell whether their school is in the slump. Drawing on her own time as a teacher and coach and on habits from Richardson ISD's MTSS Director, she offers practical ways to keep teams engaged, plus a three-question gut check for your next leadership meeting. Resources: 6 Tips for Administrators to Sustain MTSS Buy-In Across Your District Webinar: MTSS Leadership Essentials Webinar: From Flowchart to Framework: Building Your District's MTSS Decision Guide The MTSS Spark Newsletter + MTSS Month-by-Month Checklist Article: School Leaders Struggle With Teacher Buy-in. What to Do About That (Thomas R. Guskey, Education Week) Article: Your Foolproof Plan to Create Staff Buy-In That Sticks (PBISApps) Article: How to Get Buy-In For Your New Initiative (Coaching for Leaders) Article: For Leaders, Getting Real Buy-In for School Initiatives (Edutopia) Michael Fullan, Leading in a Culture of Change (2001), the source of the "implementation dip" Chip and Dan Heath, Made to Stick (2007) Request a consultation Takeaways: The implementation dip is normal. Things feel harder before they get better.Teachers believe in a practice after they see it work for their students.Staff buy-in is both the top reason MTSS lasts and the top reason it fails.Audit last week's calendar to see whether it shows MTSS is a priority.Replace one-time PD with short, recurring, just-in-time sessions.Start every MTSS update with what teams should be doing right now.Show teachers what happened with the data they submitted.Ask whether MTSS would keep running if you disappeared for a month. Learn more about MTSS and Branching Minds by visiting our Branching Minds Website, or sign up for our weekly Newsletter on all things MTSS. Don’t forget to follow and connect with us on Twitter, Facebook or LinkedIn @BranchingMinds.  Send feedback or inquiries to [email protected]!

In this episode, Travis Bickford, Director of MTSS at Dover School District in New Hampshire, shares how his district moved from a thick red binder on a shelf to a structured crisis response and behavioral threat assessment system. He discusses what his team learned responding to real crises without a playbook, why they resisted the pull to solve an urgent need quickly, and how implementation science shaped a rollout measured in years rather than months. If your district has ever launched something strong that quietly died by spring, this one names why. Resources: Threat Assessment and Suicide Risk Screening The Evidence Behind CSTAG — Dr. Dewey Cornell ExplainsPREPaRE school crisis prevention and intervention curriculum, National Association of School PsychologistsComprehensive School Threat Assessment Guidelines (CSTAG), Dr. Dewey CornellNational Implementation Research Network (NIRN)NIRN Hexagon Tool for assessing fit and feasibility of new programsNIRN Implementation Stages Planning ToolState Implementation and Scaling-Up of Evidence-based PracticesSISEP District Capacity Assessment\Ep 111: How to Integrate Behavioral Threat Assessments into your MTSS with Dr. Dewey Cornell Moving Beyond Zero Tolerance: A Better Approach to School SafetyHow Phoenix Elementary District #1 Improved Threat Assessment with Canopy — the closest published parallel to what Dover is building, and recent.Behavioral Threat Assessment and Suicide Risk Screening one-pager3 Things School Safety Teams Need to Be EffectiveRequest a consultation Takeaways: Implementation takes two to five years, not one — far longer than districts anticipate.A crisis plan built for fire drills does not prepare staff for psychological trauma.Initial training alone yields minimal uptake; job-embedded coaching is what changes practice.No individual should sit with a big decision on their own.Assign internal staff to your highest-risk students — they already have the relationships.Staff counseling support across several small spaces, never one large room.Keep building principals running normal daily operations during a crisis response.Grow an in-district trainer rather than buying one-off training every year.Check fit with local context before adopting even a gold-standard framework. Learn more about MTSS and Branching Minds by visiting our Branching Minds Website, or sign up for our weekly Newsletter on all things MTSS. Don’t forget to follow and connect with us on Twitter, Facebook or LinkedIn @BranchingMinds.  Send feedback or inquiries to [email protected]!

In this episode, Dr. Amanda Casagrande, Teacher on Special Assignment for MTSS and District SEL, PK–12 at Stamford Public Schools in Connecticut, shares how a large urban district of 15,000 students and 21 schools built a whole child approach that treats academic, behavioral, and social-emotional support as one connected system. She and Larissa dig into the mindset shifts that stall MTSS, how to phase in change without overwhelming staff, and what progress actually looks like when success isn't linear. Perfect for district leaders trying to turn "whole child" from a mission statement into a working system. Resources: DESSA social-emotional screener (Aperture Education) Dr. Amanda Casagrande Behavior and SEL: Supporting the Whole Child with Branching Minds MTSS From Buy-in to Implementation: 8 Steps for Change How to Have Better MTSS Meetings "Know My Name, Know My Face, Know My Story" | A Whole Child MTSS Success Story Request a consultation Takeaways: Students can't grow academically until they feel safe and connected.MTSS is a diamond, not a pyramid — students needing more rigor belong in it too.You can't fix an academic problem when the root cause lives somewhere else.Adults need the same runway to learn a new system that we give students.Phase in implementation slowly, with monthly calibration and drop-in office hours.Name what a new platform takes off staff plates, not just what it adds.Build a meeting prep checklist so specialists arrive ready and meetings stay short.Use SEL walks to gather information and find bright spots, not to evaluate. Learn more about MTSS and Branching Minds by visiting our Branching Minds Website, or sign up for our weekly Newsletter on all things MTSS. Don’t forget to follow and connect with us on Twitter, Facebook or LinkedIn @BranchingMinds.  Send feedback or inquiries to [email protected]!

In this episode, Kristen Smith, author of Cultivating Math Confidence and a secondary math teacher in Washington State, digs into the distance between a student's math skills and their belief that they can do math at all. She and Larissa examine what district leaders miss when they hand a teacher a curriculum and ask for fidelity, why a popular approach to personalized math practice may be undercutting the very thinking it was meant to build, and how something as small as saying a term out loud shapes what a student can do with it. Essential listening for curriculum and MTSS leaders planning secondary math PD. Resources: Cultivating Math Confidence: Teaching Strategies to Boost Proficiency in Grades 6–12 by Kristen Smith — publisher or Amazon page Kristen Smith's Substack, mentioned in the close Illustrative Mathematics — the curriculum she uses and critiques Implementing MTSS in Secondary Schools Addressing the Top Four Challenges in Secondary Math Intervention Math Intervention Strategies for MTSS Request a consultation Takeaways: Math confidence is built through repeated experiences of earned success.Students who cannot say a math term out loud struggle to use it.Curriculum fidelity assumes prior-grade mastery that most students do not have.Probe for prerequisite skills in the lesson launch, before the curriculum task.Reteach a missing sixth-grade skill on the spot, then continue the lesson.Write your own spiraled review questions when the curriculum omits them.Call on every student to use math vocabulary rather than letting them opt in.Empower teachers to add access points instead of demanding strict fidelity. Learn more about MTSS and Branching Minds by visiting our Branching Minds Website, or sign up for our weekly Newsletter on all things MTSS. Don’t forget to follow and connect with us on Twitter, Facebook or LinkedIn @BranchingMinds.  Send feedback or inquiries to [email protected]!

In this episode, Dawn Baumgartner, a licensed clinical social worker and coordinator of social services and wellness for Phoenix Elementary School District #1 in Arizona, describes what changed when her teams stopped running a full threat management protocol on nearly every case that crossed her desk. She and Larissa get into the balance between overreacting to threats and missing real warning signs, what makes a multidisciplinary team work beyond a list of assigned roles, and why her district's first year with a standardized model produced more documented threats and fewer serious ones. Essential listening for anyone whose district has handed them school safety. Resources: CSTAG — Comprehensive School Threat Assessment Guidelines (Dr. Dewey Cornell) The Evidence Behind CSTAG — Dr. Dewey Cornell Explains Transforming Student Safety in Arizona: The Phoenix Elementary School District Canopy Story Integrating Behavioral Threat Assessment into Your System of Supports Incorporating Threat Assessment and Suicide Risk Response into MTSS District Panel: Building Systems to Support Student and School Safety Learn more about Canopy Case Management! Takeaways: Every behavior is an attempt to get a need met.A standardized model can surface more threats and fewer crises at the same time.Threat assessment drains emotional bandwidth that teams don't have to spare.Build the team before you build the protocol.Give each team member a lens only their role can bring.Ask whether a statement came from frustration before escalating it.Review threat and screening data quarterly for building-wide trends.Refuse to own school safety alone, even when it's been assigned to you. Learn more about MTSS and Branching Minds by visiting our Branching Minds Website, or sign up for our weekly Newsletter on all things MTSS. Don’t forget to follow and connect with us on Twitter, Facebook or LinkedIn @BranchingMinds.  Send feedback or inquiries to [email protected]!

In this episode, Larissa is joined by Erin Meek, a senior data implementation specialist at Branching Minds and a former educator and K-12 data researcher, for a back-to-school conversation with no frameworks and no fidelity checklists. They get honest about which back-to-school PD is worth pulling teachers out of their rooms for and which could have been an email, whether any icebreaker survives scrutiny, and why the routines you set on day one shouldn't be the ones you're still running in March. Larissa also puts listener-submitted survival tips to Erin for a yes, a no, or a rewrite. Resources: Ep 25: Being A Reasonable MTSS Leader with Angie Plugge, Director of Learning (10/3/2023) — the "let's be reasonable" advice Larissa cites Differentiating Your MTSS PD article Beginning of Year MTSS Gameplan Ebook Administrators Guide to Supporting Teachers Request a consultation Takeaways: The first week is a blur, so the setup that matters happens before it starts.PD that models bad teaching practice teaches teachers to tune out.Day-one routines are a starting point, not a contract for the year.Protect a few days for home and family before the whirlwind begins.Send it as an email if it could have been an email.Save icebreakers for rooms where people genuinely don't know each other.Pair morning PD with afternoon work time in classrooms.Ask what's reasonable before adding another initiative this year. Learn more about MTSS and Branching Minds by visiting our Branching Minds Website, or sign up for our weekly Newsletter on all things MTSS. Don’t forget to follow and connect with us on Twitter, Facebook or LinkedIn @BranchingMinds.  Send feedback or inquiries to [email protected]!

In this episode, Todd Hartman, principal of Creekside Elementary in Lakota Local Schools, Ohio, and a 2026 MTSS Hero Award winner, shares what changed between his first year in the building and his fourth. He and Larissa get into why "do all the things right away" turned out to be unsustainable, what collaboration actually means once a staff defines it out loud, and the five-minute monthly practice that has become his teachers' most requested professional learning. Perfect for building leaders who want the systems they build to keep working after they're gone. Resources: Lead From Where You Are — Joe Sanfelippo Ep 98: Roll Call! Addressing the Roots of Absenteeism with MTSS — Todd's first appearance, 4/1/2025 (Captivate link) How Creekside Elementary Improved Attendance with Branching Minds Principal to Principal: 5 Steps to MTSS Success How To Establish a Supportive & Successful MTSS Culture How to Master Your MTSS Meetings Request a consultation Takeaways: Chasing every improvement at once frustrates staff and moves nothing very far.Collaboration is interdependence — you feel it when a teammate is missing.A real legacy is a system that survives the leader, not a leader nobody can replace.Define collaboration with your team out loud instead of assuming shared meaning.Call it evidence, not data, when the word carries baggage for teachers.Coach your building leadership team so they can coach their own teams.Hand data-meeting ownership to teachers gradually, over years, not in one year.Invite a parent to speak for five minutes at a staff meeting each month. Learn more about MTSS and Branching Minds by visiting our Branching Minds Website, or sign up for our weekly Newsletter on all things MTSS. Don’t forget to follow and connect with us on Twitter, Facebook or LinkedIn @BranchingMinds.  Send feedback or inquiries to [email protected]!

In this episode, Dr. Emilio Castro, Sr. Executive Director of Schools of Houston ISD, shares invaluable leadership insights from his 24 years in education, focusing on common traps that derail superintendents and strategies for building effective systems and teams. Perfect for aspiring and current district leaders aiming to enhance their leadership capacity. Resources: Books Dr. Castro Recommends The Four Obsessions of an Extraordinary Executive – Patrick LencioniThe Five Temptations of a CEO – Patrick LencioniThe Advantage – Patrick LencioniGood to Great – Jim CollinsLeaders Eat Last – Simon SinekThe Speed of Trust – Stephen M. R. Covey Dr. Emilio Castro Leader Protocol Guide for Buy-In Article: Leadership and System-Level Work in MTSS Article: Top 5 MTSS Implementation Tips for School and District Leaders Guide: The District Leader’s Guide to MTSS and Strategic Planning Webinar: The Role of MTSS in District Improvement: Aligning Vision and Action Request a consultation Key Topics: Leadership traps and how to avoid themBuilding leadership capacity and densityEffective communication and clarity in leadershipSystem alignment and crisis managementHabits and strategies for young leaders Learn more about MTSS and Branching Minds by visiting our Branching Minds Website, or sign up for our weekly Newsletter on all things MTSS. Don’t forget to follow and connect with us on Twitter, Facebook or LinkedIn @BranchingMinds.  Send feedback or inquiries to [email protected]!

In this episode, Larissa revisits her interview with Theresa Donohue from Plainview Old Beth Page to explore the district's journey through MTSS implementation, challenges, and successes over the past few years. Discover how strategic planning, data-driven decision-making, and team collaboration transformed their approach to supporting student achievement. Resources: DataWise ProtocolHow to Scale Up Your MTSS District-WideMTSS Month-by-Month ChecklistsRequest a consultation Takeaways: The importance of district leadership support in sustaining MTSS initiativesCultivating trust through consistent communication and professional growth opportunitiesThe value of data protocols in shifting classroom culture from personal to collaborative data useFuture focus on subgroup analysis, equity, and targeted interventions Learn more about MTSS and Branching Minds by visiting our Branching Minds Website, or sign up for our weekly Newsletter on all things MTSS. Don’t forget to follow and connect with us on Twitter, Facebook or LinkedIn @BranchingMinds.  Send feedback or inquiries to [email protected]!

Summer Replay: In this conversation, educators Ashley Robertson and Emily Jordan discuss the critical role of classroom management in fostering a productive learning environment. They explore the challenges faced by teachers, particularly in the post-COVID landscape, where emotional dysregulation among students has increased. The discussion emphasizes the importance of building relationships, focusing on positive behaviors, and the need for ongoing professional development. They also highlight the role of school leaders in supporting teachers and the evolving nature of classroom management strategies, advocating for a shift from punitive measures to restorative practices that prioritize student well-being. Resources: Blog: 6 Daily Engagement Practices for Every MTSS Tier Tier 1 Behavior Guide Takeaways: Classroom management is crucial for student success.Post-COVID, students are struggling with emotional regulation.Building relationships with students enhances classroom management.Focusing on positive behaviors can improve classroom dynamics.Behavior change requires time and consistent support.School leaders play a vital role in setting expectations.Professional development is essential for teacher growth.Restorative practices are more effective than punitive measures.Technology can distract students from learning.Classroom management strategies must evolve with changing student needs. Learn more about MTSS and Branching Minds by visiting our Branching Minds Website, or sign up for our weekly Newsletter on all things MTSS. Don’t forget to follow and connect with us on Twitter, Facebook or LinkedIn @BranchingMinds.  Send feedback or inquiries to [email protected]!

SUMMER REPLAY: In this conversation, Michele James, member of Branching Minds Professional Services, and Larissa discuss the critical aspects of supporting new teachers, particularly through the implementation of MTSS (Multi-Tiered System of Supports). They emphasize the importance of building community, providing structured support, and creating a collaborative environment for new educators. The discussion covers strategies for effective onboarding, the significance of mentorship, and the need for ongoing professional development to ensure new teachers feel equipped and confident in their roles. Resources: Administrators Guide to Supporting Teachers MTSS Coaching Toolkit ICEL Key Domains of Learning RIOT and ICEL Matrix: Sources of Information and Variables to Assess Takeaways: Building community is essential for new teachers' success.New teachers often feel overwhelmed, akin to 'drinking out of a fire hose.'Orientation should focus on relationship-building rather than just information delivery.MTSS implementation requires a clear path and ongoing support.Teachers can only handle a limited amount of information at once.New teachers should have a seat at the table in collaborative meetings.Creating a non-evaluative atmosphere helps new teachers feel safe.Asking the right questions can guide productive discussions about student support.Planning for professional development is crucial for new teachers.Strategic onboarding can significantly impact new teachers' experiences. Learn more about MTSS and Branching Minds by visiting our Branching Minds Website, or sign up for our weekly Newsletter on all things MTSS. Don’t forget to follow and connect with us on Twitter, Facebook or LinkedIn @BranchingMinds.  Send feedback or inquiries to [email protected]!

SUMMER REPLAY: In this conversation, Larissa interviews Shannon Thornton from Warrensville, Ohio, about the implementation of Multi-Tiered System of Supports (MTSS) in their district. Shannon emphasizes the importance of teacher buy-in and the need for ongoing education and training on MTSS. She also discusses the development of an MTSS handbook to provide a centralized resource for teachers and administrators. In this conversation, Shannon Thornton, a district administrator, discusses the implementation of MTSS (Multi-Tiered System of Supports) in her district. She emphasizes the importance of regularly revisiting and updating the MTSS handbook to ensure clarity and address teachers' questions. Resources: Guide: MTSS Buy-in and Mobilization Guide Webinar: Buy-In (in MTSS) is Like Sunscreen Article: MTSS From Buy-in to Implementation: 8 Steps for Change Takeaways: Implementing MTSS is a complex task that requires investment in intervention teachers and programs.Teacher buy-in is crucial for successful implementation of MTSS.Ongoing education and training on MTSS is necessary to ensure understanding and implementation fidelity.Implementing MTSS at the secondary level presents unique challenges, including the need for specialized teachers.A centralized resource, such as an MTSS handbook, can support teachers and administrators in implementing MTSS effectively. Regularly revisiting and updating the MTSS handbook is crucial for clarity and addressing teachers' questionsOne-on-one meetings with teachers can help identify and address students who are not making adequate progressImplementing MTSS can lead to growth and improved outcomes for students Learn more about MTSS and Branching Minds by visiting our Branching Minds Website, or sign up for our weekly Newsletter on all things MTSS. Don’t forget to follow and connect with us on Twitter, Facebook or LinkedIn @BranchingMinds.  Send feedback or inquiries to [email protected]!

In this conversation, Larissa and Sandra discuss essential back-to-school strategies for educators and school leaders. They emphasize the excitement of a new school year, the importance of setting a positive tone, and the need for clear communication and visibility in leadership. They also highlight the importance of building relationships and support systems among staff, the necessity of meaningful professional development, and the role of feedback in fostering a culture of continuous improvement. The discussion provides practical tips and insights for creating a successful school year. Resources: Administrators Guide to Supporting Teachers Leader Protocol Guide for Buy-In MTSS Month by Month Checklist Beginning of Year MTSS Gameplan Ebook Takeaways: The excitement of a new school year brings fresh opportunities.Showing value to staff and students is crucial for success.Clear expectations help prioritize important goals.Effective communication reduces stress and fosters collaboration.Visibility and approachability of leaders enhance school culture.Building relationships among staff supports a positive environment.Professional development should be meaningful and relevant.Feedback should be constructive and promote growth.Creating a culture of continuous improvement benefits everyone.Leaders should focus on one goal at a time to avoid overwhelm. Learn more about MTSS and Branching Minds by visiting our Branching Minds Website, or sign up for our weekly Newsletter on all things MTSS. Don’t forget to follow and connect with us on Twitter, Facebook or LinkedIn @BranchingMinds.  Send feedback or inquiries to [email protected]!

Summer Replay: This conversation explores the implementation of Multi-Tiered System of Supports (MTSS) in secondary education, specifically at Medina City Schools in Ohio. The discussion highlights the challenges faced, the roles of educators, and the importance of data-driven decision-making. The speakers share their experiences with MTSS, emphasizing the need for systematic support, collaboration among staff, and the integration of social-emotional learning (SEL) into the educational framework. They also provide insights into the progress made and the future goals for improving student outcomes. Resources: Guide: Implementing MTSS in Secondary Schools MTSS in Secondary Schools MTSS in High School Article Webinar: EWS https://hubs.ly/Q02RznQb0 Takeaways: MTSS is becoming more common in secondary schools.Collaboration among educators is crucial for MTSS success.Data collection and analysis are foundational for effective MTSS.Social-emotional learning is essential for student engagement.Teachers need ongoing professional development to implement MTSS.Building relationships with students is key to their success.Addressing disproportionality in education is a priority.Focusing on one area of improvement at a time is effective.Creating a supportive school culture enhances student learning.Continuous communication about the purpose of MTSS is necessary. Learn more about MTSS and Branching Minds by visiting our Branching Minds Website, or sign up for our weekly Newsletter on all things MTSS. Don’t forget to follow and connect with us on Twitter, Facebook or LinkedIn @BranchingMinds.  Send feedback or inquiries to [email protected]!

In this episode, Larissa Napolitan talks with April Remfrey, international educational consultant, about building supportive school systems, effective classroom routines, and fostering trust and collaboration among educators. They explore practical strategies for leaders to enhance MTSS implementation and create sustainable, inclusive learning environments. Resources: https://www.remfrey.com/ April Remfrey on LinkedIn Leader Protocol Guide for Buy-In How to Lead for Improved Student Outcomes Using Real-Time, Real-Life Insights Takeaways: Systems are reflected in teacher conversations.Teaching practices are rooted in system soil.Proactive maintenance beats reactive intervention.Trust and calmness signal system health.Feedback loops act like nutrients.Small shifts can ripple widely.Sustained focus beats quick fixes. Learn more about MTSS and Branching Minds by visiting our Branching Minds Website, or sign up for our weekly Newsletter on all things MTSS. Don’t forget to follow and connect with us on Twitter, Facebook or LinkedIn @BranchingMinds.  Send feedback or inquiries to [email protected]!