MnMTSS in SWWC Districts

Wondering where other schools are in their MnMTSS journey ... and what they are doing? Click the tabs to read the spotlight articles featuring districts in the region. These articles have also been shared in the monthly Teaching and Learning Newsletters.

BOLD School District has taken meaningful steps in its MnMTSS journey over the past year, first engaging in readiness work then the Introduction to MnMTSS 6-Session pathway to begin building systems to support all learners. Grounded in their mission to provide all learners in the BOLD community with an education that develops creativity, character, confidence and essential skills, the team is focusing on strengthening Infrastructure and Data-Based Decision Making through a human-centered lens. Collaboratively Linked Teams have been identified as a key priority within Infrastructure to improve alignment and communication.

Guided by their vision—United to achieve excellence and expecting the best — Be BOLD—the district is building systems that connect people, practices, and data to ensure every learner and staff member is supported and empowered to succeed.

When asked what inspired the district to begin MnMTSS work, Secondary Principal Missy Bodin shared that, on the surface, it was a natural and actionable next step connected to the district’s Comprehensive Needs Assessment (CNA). On a deeper level, she explained, the work provides a framework for organizing and building on the many strengths already present in the district.

Elementary Principal Kris Krafka echoed this perspective, noting that the process has brought greater clarity to the team’s work and helped them better understand how to move existing efforts forward. Bodin added that MnMTSS is also helping the district identify key areas for growth, including strengthening Tier 1 instruction, enhancing infrastructure, and improving data-based decision making. Most importantly, she emphasized that the framework supports a human-centered approach that centers equity for the learners in their care.

Sarah Iverson, a BOLD teacher, shared that MnMTSS has helped the district develop a clear inventory of its current initiatives, committees, and teams. Krafka reinforced this idea, noting that one of the greatest benefits of the work has been increased clarity for the team. Through this process, and by using available data, the district has been able to better identify student needs.

As the team has focused on strengthening Collaboratively Linked Teams, they have also identified opportunities to streamline structures and processes—making them more manageable and effective for a small district.

Over the past two years, Iverson has participated in professional learning through SWWC, COMPASS, and MN State, focused on coaching, MnMTSS, and the CNA process. She shared that engaging in this learning—alongside tools such as the Siloed Professional Learning graphic, the Professional Learning System, the MnMTSS Framework, and resources from New Teacher Center—has helped the work feel more connected than ever before.

Looking ahead, Iverson anticipates that the impact of this work will be seen through stronger communication across the district and with the community, particularly around future growth and alignment to district goals. While still in the early stages, she expressed confidence in the team’s commitment to follow through and achieve these goals. Krafka added that she is excited to see how MnMTSS will continue to strengthen communication, goal setting, and overall student outcomes.

Superintendent Tim Tydlacka emphasized the importance of consistency in moving the work forward. He shared that maintaining routine meetings helps keep conversations active and ensures continued progress toward district goals. By prioritizing ongoing communication and sustained focus, the district is able to build momentum and continuously move from one step to the next in its improvement efforts.

He also noted that this work requires both humility and tenacity. Humility is essential, he explained, as meaningful growth begins with an honest reflection on current systems—the ones in place, those that are not, and their overall effectiveness. Embracing MnMTSS requires acknowledging areas for growth, particularly in academic achievement and staff development.

At the same time, he emphasized the importance of tenacity. MnMTSS is not a one-time initiative, but an ongoing commitment to continuous improvement. It requires sustaining conversations over time so they build momentum and become embedded throughout the system.

Advice to Districts Just Starting Their MnMTSS Journey 

Trust the process and stick with it, even when the work gets difficult.
~ Missy Bodin, Sec ondaryPrincipal

Be patient, humble, and tenacious. This is a slow-moving process because it needs to grow organically throughout your district. It cannot be forced. Growth takes time, nurturing, and passion for what it is we are building.
~ Superintendent Tim Tydlacka

Ellsworth was inspired by curiosity to begin its MnMTSS journey. “I had been getting emails about MnMTSS and was curious to learn more about it,” Principal Amy Labat said. “I told my success coordinator about it and she also thought it would be a great framework for our school to use.”

In June, Success Coordinator Becca Dreesen and Principal Amy Labat participated in the Introduction to MnMTSS 6-Session pathway. Reflecting on that experience, Labat shared, “Those training sessions gave us a much clearer understanding of MTSS and where our school most needed to grow.” Building on that learning, the team held two introductory sessions for staff in July to deepen understanding of MnMTSS and share their vision for how the work would begin.

After completing the SEMI-DLT, Labat and Dreesen identified key early steps for MnMTSS implementation. “Once we looked at our SEMI-DLT results, it became clear that building a leadership team needed to come first,” Labat shared. An invitation was sent to all teaching staff outlining the purpose of the team and inviting interested staff members to share their interest, the strengths they would bring, and why they wanted to be involved. In addition to Success Coordinator Becca Dreesen and Principal Amy Labat, the MnMTSS leadership team now includes a special education teacher, elementary teacher, middle school teacher, reading interventionist, and a school board representative. Four members of the leadership team are also parents of current students, bringing a multifaceted perspective to the work.

Once the MnMTSS leadership team was established, the group turned its attention to revisiting the school’s mission and vision. The existing statements had not been updated in more than a decade, making this a meaningful opportunity to reflect on Ellsworth’s current values and future direction. “We wanted our mission and vision to truly reflect who we are as a school and where we want to go,” Labat shared.

Through a collaborative process, the team narrowed the work to two mission statement options and two vision statement options. To ensure broad input, a voting form was shared with staff, families, and students in grades 6–12. The final statements reflect the collective voice of the school community.

Mission Statement: Rooted in community and driven by personalized learning, Ellsworth Public School empowers each student to grow, achieve, and lead with confidence in a changing world.

Vision Statement: Equip – Engage – Elevate

“Our vision is to EQUIP students with the knowledge and skills for lifelong success, ENGAGE their hearts and minds in learning and community, and ELEVATE them to become confident leaders and contributing members of society,” Labat shared.

At the midpoint of the year, the leadership team revisited the SEMI-DLT to reflect on progress and identify next steps. While the results showed growth in several areas, the team also recognized important opportunities for improvement. The team identified several quick wins, such as establishing clear norms and roles for the leadership team. “Our main consensus is that while we have many things in place, there is no formal plan for training, communication, or reading/using the data,” Labat explained.

To address these areas, Ellsworth’s next steps include participating in an MnMTSS handbook consultation to begin developing their handbook, as well as administering a school climate survey with staff.

One area Labat highlights as a point of pride is the work of the MnMTSS leadership team, particularly the process of renewing the mission and vision. “The leadership team meetings have been illuminating and inspiring,” Labat said. “I come away from each meeting with a sense of accomplishment and feeling energized with the direction we are going.”

Advice to Districts Just Starting Their MnMTSS Journey 

We find ourselves getting overwhelmed at times because of the large scope of MnMTSS. We consistently need to remind ourselves that this is a 2-3, or even 3-5 year process to get completely implemented, and even then we will need to make changes and adjustments.
~ Amy Labat, Principal

Lakeview’s decision to begin their MnMTSS journey in the summer of 2024 and deepen its MnMTSS work this year was driven by a shared commitment to doing what is best for students. Grounded in the district’s mission of “Providing Tools for Life,” the MnMTSS framework has helped focus efforts on ensuring all students have access to a high-quality education that is innovative, comprehensive, and responsive to individual needs.

A key focus of Lakeview’s MnMTSS work has been strengthening student support systems across grade levels. This includes a strong emphasis on high-quality Tier 1 instruction, as well as developing Tier 2 and Tier 3 systems to better support students with additional needs, all while building clear and aligned systems at the district level.

At the elementary level, teams have concentrated on improving how supports are organized and delivered, using data-based decision making to guide instructional and intervention decisions. At the secondary level, Lakeview has invested in developing a more intentional Student Support Team (SST) structure for grades 7–12. Across all grade levels, there has been a continued emphasis on strengthening Universal (Tier 1) instruction—prioritizing effective instructional practices, increasing student engagement, and ensuring instruction meets the needs of all learners.

To support this work, Lakeview has taken intentional steps to strengthen how data is used throughout the system. Student information is regularly reviewed not only by leadership teams, but also within K–6 grade-level teams and 7–12 English Language Arts teams. Teams focus on making thoughtful, data-based decisions and share a common understanding that “data” includes more than just test scores. MCA results and universal screening data are considered alongside classroom observations, student work, and other sources to gain a fuller picture of student learning and guide next steps.

This work has led to more meaningful collaboration among staff and a stronger focus on student learning. Teams are engaging in richer conversations about student needs and how to respond together, rather than working in isolation. As a result, the district is beginning to see improved student outcomes—particularly for students receiving Tier 2 interventions—as supports become more intentional, aligned, and responsive.

Early wins from this work include more frequent and meaningful conversations about instruction, increased collaboration among staff, and a shared commitment to continuous improvement.

Advice to Districts Just Starting Their MnMTSS Journey 

“Don’t feel like you have to do everything at once. Go slow, focus on the areas your school is already doing well, and build from there.”
~ Lakeview Leadership Team

Last year, the leadership team at Lester Prairie took a bold step forward by joining the Introduction to MnMTSS 6-Session Course. Led by Superintendent Melissa Radeke, with Principal Mike Lee and Student Success Coach Ryan Sinda, the team began a journey that has quickly grown into meaningful, system-wide continuous improvement efforts.

The team embraced the learning process and leveraged the aligned supports to strengthen their efforts. What began as exploration has evolved into a deep commitment to MnMTSS, strengthening systems of support for students and staff.

When the MnMTSS grant opportunity was announced, Lester Prairie eagerly applied—and was awarded funding! This grant is allowing the district to:

• Establish a dedicated MTSS Coordinator to guide and sustain implementation
• Launch a School-Level MnMTSS Team to lead rollout at the building level

Looking ahead, the District Leadership Team will continue its professional learning through the Systems Leadership for MnMTSS Implementation and Developing Successful Teams for MnMTSS Implementation pathways. At the same time, Lester Prairie’s School-Level MnMTSS Team will engage in the Leading School-Level Implementation of MnMTSS pathway, equipping them to launch and strengthen implementation at the building level. Together, these efforts reflect a strong foundation and a team of dedicated educators, positioning Lester Prairie to build sustainable, equity-focused systems that benefit every student and family.

The district’s engagement with MnMTSS is a strategic investment in our staff and our students. By establishing a dedicated MTSS Coordinator and school-level leadership team, we are ensuring that the work is both systemic and sustainable. This grant strengthens our ability to deliver on our commitment to excellence, creating a continuous improvement framework that ensures every child has what they need to succeed.
~ Melissa Radeke, Superintendent

Since 2022, Montevideo Public Schools has invested deeply in building coherent, equitable systems through multiple MnMTSS pathways—beginning with the Introduction to MnMTSS 6-Session Pathway and continuing into Implementing MnMTSS 9-Session Series. District leaders recognized that developing a strong MnMTSS framework would be essential to future success. They committed dedicated time for teams to engage in this work, even while navigating challenges. Their team-based approach—rooted in shared leadership and diverse perspectives—has been instrumental in the progress.

Montevideo has prioritized strengthening its Infrastructure for Continuous Improvement. This year, the district emphasized Collaboratively Linked Teams to ensure strong communication, coherence, and shared purpose across all sites. Using the Self-Evaluation of MnMTSS Implementation for District Leadership Teams (SEMI-DLT), leaders aligned the work of teams so that each group’s purpose and objectives directly connect to districtwide priorities.

Alignment began with a systematic review of every district team to understand the roles, strengths, commonalities, overlaps, and gaps. Through their MnMTSS learning, district leaders realized that while many teams were doing important work, stronger coordination was necessary to fully support implementation. This also highlighted the need for an MTSS Coordinator—someone who could unify efforts, streamline communication, and support consistent implementation across buildings.

Another priority was strengthening Tier 1 academic alignment after data showed only 54% of students were meeting grade-level expectations in reading—leading to too many students being identified for Tier 2 and Tier 3 supports. To improve core instruction, educators began vertically and horizontally aligning standards, recognizing this foundational step as essential and committing the time needed to do it well.

At Tier 2, teachers serve as the first line of intervention with access to MTSS-aligned resources. To support teachers, training in intervention matching and progress monitoring was prioritized. At Tier 3, each building implemented a Student Success Team to review referrals, analyze data, set goals, and monitor progress. Together, these systems ensure students receive responsive, data-driven support.

Early results are promising. More students are having their needs met within Tier 1 and Tier 2, and fourth-grade data show a 10% increase in students who moved from “does not meet” to “partially meets” standards. The district anticipates continued gains as Tier 1 alignment strengthens.

Teams regularly gather and analyze data and perceptual feedback, contributing to strong staff engagement and solution-oriented teamwork. A meaningful cultural shift is also taking place, as the district embraces a stronger sense of collective identity and district-wide alignment—enhancing positive and supportive experiences for students and families.

Montevideo’s journey reflects a clear dedication to creating aligned, sustainable practices that support students at every level. While the path has not always been smooth, the district has approached each challenge with persistence and a commitment to implementing MnMTSS. Central to this progress is the unwavering investment of teachers and teams across the district. Staff who have embraced the work of MnMTSS, have carried it forward with purpose. Their commitment has been essential in working together to ensure the success of every learner.

We are excited when students are recognizing a change within themselves as a result of our MTSS efforts.  One student shared with a reading interventionist, “THANK YOU FOR HELPING ME READ!”  This kind of feedback gets us through the struggles of change because the outcome is so great!” 
~ Heidi Sachariason and Heidi Huseby

Renville County West School District, led by Superintendent Brad Johnson, Elementary Principal Kristen Egge, and High School Principal Peyton Mills, is committed to continuous improvement. Over the past several years, RCW has engaged deeply in MnMTSS professional learning through the Introduction to MnMTSS 6-Session and Implementing MnMTSS 9-Session series. 

The elementary has developed an MnMTSS leadership team, building strong systems of support through their ongoing MnMTSS journey—focusing on guaranteed and viable curriculum, meeting the needs of every learner, and providing collaborative support.

The MnMTSS Leadership team at RCW has focused its continuous improvement efforts on strengthening infrastructure, enhancing multi-layered practices and supports, refining Tier 1 instructional practices, and using data-based decision making to guide supports. With a clearly articulated reason for implementing MnMTSS, the team has begun work on their MnMTSS handbook—a living, breathing document—that captures how RCW does school. 

Kristen Egge, elementary school principal, says that the most significant change RCW has seen so far is clarity about having aligned systems in place to empower staff to make data-driven, instructional decisions grounded in tiers of support. She adds that this clarity has led to better-informed decision-making on instructional practices that support student achievement.  All staff have a common understanding of how impactful strong tier 1 instruction is on student achievement and have committed to strengthening their own tier 1 instructional practices.

Teachers at RCW are collaborating in new and meaningful ways. Grade-level teams are connecting across grades to discuss the strengths students bring at the start of the year and the skill areas that may need additional focus. These cross-grade collaboration sessions have taken place twice—once at the end of the 2024–25 school year and again after the first quarter of 2025–26—and will continue at the conclusion of this school year. The practice has proven valuable for both staff and students.

Advice to Districts Just Starting Their MnMTSS Journey 

“The MnMTSS system is complex; however, it is easy to get stuck in the weeds when you look at the entire MnMTSS System.  No one wants to get stuck in the weeds, as it does not feel productive or beneficial.  We found ourselves there after the initial training, but once we worked with the MnMTSS lead, they provided the clarity and understanding needed for staff to connect with the purpose.  From there, we were able to develop a common understanding across the staff and develop a better product that we deliver to students. This was not a fast process, as we were committed to ensuring clarity was there for all members of the team.”   
~ Kristen Egge, Elementary Principal

Kristen Egge goes on to explain that many schools have several components already in place under the MnMTSS umbrella —aligning them helps clarify which areas need focus and which systems are already working to support students as designed.  Collecting and analyzing data guides our decision-making on whether a system is still producing the intended results or needs adjustment.  For example, we have seen that our Tier 1 instruction for all students has improved by implementing this process. 

SWWC schools are guided by their purpose to educate and support the whole child in a caring environment—empowering students to grow, reach their potential, and prepare for life beyond the school walls. Through a commitment to professional growth and strong partnerships with families and communities, SWWC schools build meaningful student connections that support both academic and personal success. 

A pivotal part of SWWC’s MnMTSS implementation journey has been the awarding of a grant to support and strengthen their MnMTSS efforts. The grant work has provided clarity, direction, and momentum for sustainable systems change. This work has been led by SWWC schools’ Coordinator of Tiered Supports, Kelli Doorenbos, guided by a detailed grant action plan with a clearly articulated Theory of Action and aligned goals. Thus far, the work has centered on building strong, collaborative teams, data-based decision making, coherent systems, and establishing well defined infrastructure. As part of this effort, the District Leadership Team (DLT) completed the SEMI-DLT and engaged in a Comprehensive Needs Assessment to identify and prioritize improvement efforts.

One area of particular focus has been data-based decision making. SWWC reviewed and refined its assessment system, ensuring greater alignment across universal screening, diagnostic practices, and progress monitoring. To deepen their understanding of data-based decision making the District Leadership Team has participated in professional learning to grow their use of data in decision making processes.

At the school level, implementation is actively underway with one site participating in the School-Level Implementation pathway. The School Leadership Team (SLT) has developed consistent meeting routines, incorporated structured data-based decision-making protocols, and reviewed its teaming structure to ensure clarity and effectiveness. Staff have engaged in professional learning around effective teaming characteristics and have begun collaborating across sites to strengthen shared learning. The next phase of the work includes setting focused school-level goals with an action plan to drive school level implementation.

The impact of this work is already visible in the growing MnMTSS knowledge and shared understanding within the District Leadership Team. A common language is now used across the district, and the infrastructure for collaboration is clearer than ever—with designated meeting times, consistent agendas, and agreed-upon norms guiding team interactions. The team has established a clear purpose and collaboratively defined roles and responsibilities to ensure alignment and accountability. Together, they have developed district goals within the MnMTSS component areas, with a strong emphasis on strengthening Tier 1 instruction and curriculum, enhancing Multi-Layered Supports, and using Data-Based Decision Making to guide effective team practices.

Through this intentional and ongoing effort, SWWC remains committed to continuous improvement with the ultimate goal of increasing student achievement and outcomes. With one school leading the way and plans to scale implementation to additional sites next year, SWWC Schools are laying a strong foundation for sustained, systemwide growth that supports every learner.

“It all started with attending the COMPASS Institute in the summer of 2025!” Kodi Goracke, ACGC Elementary Principal, reflected.  “That experience sparked a new way of thinking about how we could align practices and resources around a shared vision for student success. It created the momentum to begin our MnMTSS journey and inspired us to deepen the work across the entire district.” 

Since then, the district has focused on building a strong foundation for the work. Through the Comprehensive Needs Assessment (CNA) and SEMI-DLT processes, ACGC has taken a closer look at school, system, and student data to identify strengths, areas of need, and priorities for improvement. Literacy and the development of strong, sustainable systems to improve student outcomes have emerged as important areas of focus.

For teachers involved in the process, that broader systems view has been valuable. “As a teacher serving on the CNA team, it gave me a great whole-district perspective,” Amy Ripperger shared. “We were able to highlight what’s working well and target our key areas for improvement.”

The work is also beginning to influence how ACGC approaches improvement across the district. Staff and resources are becoming more connected, common goals are providing greater focus, and professional learning is helping build shared language and more consistent practices.

Kodi Goracke sees that shared approach as one of the most significant impacts of the work so far. “One of our biggest early wins has been the positive shift in staff morale, cohesiveness, and willingness to grow. We have seen staff come together around a shared vision and demonstrate an amazing willingness to learn, enhance their practices, and support one another.”

“Getting more teachers actively involved has made an incredible difference in district morale,” Amy Ripperger said. “It’s created a culture where teachers feel truly listened to and valued as part of the team, rather than just receiving top-down directions.”

As ACGC strengthens its systems, the district is also considering how those systems can create more equitable opportunities for students. The work includes examining access to high-quality instruction, interventions, resources, programs, and opportunities—and identifying where barriers or gaps may exist. 

For Jen Mahan-Deitte, ACGC Superintendent,  the district’s next phase creates an opportunity to deepen that examination. “I hope to create more equitable opportunities by analyzing our student programs, school-wide data, and procedures and identifying areas where we can bridge the gap for students who lack access or are missing out.”

With the support of a two-year MnMTSS grant, ACGC is now moving from building its foundation toward putting its plans into action. The district is expanding and strengthening its District Leadership Team, participating in continued COMPASS professional learning, and adding a dedicated MnMTSS Coordinator position to increase leadership and capacity for the work.

The new position also creates an opportunity to strengthen connections across grade levels. As Jen Mahan-Deitte explained, “The MnMTSS grant will enable ACGC teachers to coordinate vertical discussions on student achievement because of the new position. This is what is needed to generate coherence in curriculum, assessment, and instruction.”

There is a sense of momentum as ACGC enters this next phase. For Kodi, the structures developed through MnMTSS are helping the district move from learning and planning toward meaningful action: “MnMTSS has given us the structure and confidence to turn our data into action and our shared goals into meaningful outcomes for students.” 

Advice to Districts Considering Where to Begin

As ACGC enters the next stage of its journey, Kodi offers advice to other districts considering where to begin: “Don’t be afraid to dive in, even when you only know 50% of what is going to happen. You don’t have to have everything figured out before you begin.”

Litchfield Public Schools is building its MnMTSS journey on a strong foundation of purpose, collaboration, and shared commitment. Guided by its mission to inspire lifelong learning in a safe, open environment that values creativity, dialogue, and the unique strengths of every individual, the district has approached this work with intention from the start. Rather than viewing MnMTSS as a separate initiative, leaders have embraced it as an opportunity to bring people together, align existing efforts, and create greater consistency for students, staff, and families across the district.

After investing in readiness activities to build a shared understanding of the MnMTSS framework, Litchfield formally launched its journey in June with a robust district team participating in the 6-Session Introduction to MnMTSS. Since then, the team has focused on building coherence through a shared vision by developing a clear action plan and taking a thoughtful, phased approach. The work began with strengthening the district leadership team and has intentionally expanded key components of the framework into each school building.

Litchfield has established a strong leadership structure to guide implementation. The district leadership team includes representatives from every building, PK–12, including classroom teachers, counselors and social workers, principals, an EL teacher, the Special Education Coordinator, and the Superintendent. This broad representation ensures multiple perspectives help shape priorities and decisions. Each building also has its own leadership team that meets regularly to guide local implementation and sustain momentum.

A key focus of the district’s work has been Data-Based Decision Making. Litchfield is strengthening how teams use data to identify needs, make sound instructional shifts, and improve supports for students across the system. The district has also prioritized greater coherence by aligning and consistently naming student support teams across buildings. Similar processes once operated under different names in each building, creating confusion for staff and families as students transitioned between schools. Clearer, shared structures are now improving continuity and making supports easier to understand and access.

Family and community engagement has remained an important priority throughout the process. By expanding translation services and increasing communication across all buildings, Litchfield is helping families feel more connected, informed, and included as valued educational partners in their child’s learning journey.

The district is already seeing encouraging signs of progress. Team meetings are well attended, members feel comfortable sharing updates and ideas, and collaboration across buildings continues to grow. In addition, each building now has a Building Level Leadership Team to support implementation. This work is also becoming embedded in daily practice. For example, at the elementary school, staff meeting agendas are now organized around the MnMTSS framework components. 

Perhaps most importantly, Litchfield is building a stronger sense of coherence across the system. Staff members are learning from one another, speaking a common language, and working toward shared goals in support of every learner.

Litchfield continues to look ahead with purpose. Next steps include participating in Systems-Level Leadership Training with members of the district team and deepening implementation across the district. The district has also applied for an MnMTSS grant and is hopeful that additional support could help establish a coordinator role to continue advancing coherence, alignment, and sustainable systems for all learners.

“Don’t forget to build on all the great work already taking place. Let the MnMTSS framework give you a common vocabulary, a focus, and an anchor for tiered support for your students. There is no need to treat implementation as one more thing—it can help you pull all the work together!”
— Susan Burris