Jennifer Hutchens has been a dedicated educator at Brooklet Elementary School (BES) for 25 years, with experience teaching Kindergarten, first, third, and second grades before transitioning to her role as MTSS Coordinator. Her passion for helping students grow academically shines through her data-driven approach to Multi-Tiered Systems of Support (MTSS). In this Q&A, she shares her insights on the importance of using data to drive student growth, engaging students in progress monitoring, and the value of Otus in her district’s MTSS implementation.
Q&A With Jennifer Hutchens
Otus: What does data-driven decision-making mean to you, and how do you prioritize making informed decisions that drive student growth?
Hutchens: Data-driven decision-making means making informed decisions to meet the academic needs of students. Data allows for targeted interventions. Data-driven decision-making is continuous. It determines the effectiveness of interventions and provides good information about when changes need to be made.
Otus: What does MTSS look like at Brooklet Elementary School, and what measures do you use to identify students needing Tier 2 or Tier 3 support?
Hutchens: MTSS looks slightly different at BES this year. We have four intervention teachers. One teacher serves Kindergarten and third grade. Another teacher serves first and second grade, and two teachers serve fourth and fifth grade. Each member of the MTSS team has planning time with grade levels, and the team has a designated time to plan together. To identify students needing tier 2 and tier 3 support, we use data from several sources, including iReady, running records, grades, foundational phonics benchmark assessments, and priority standards checklists.
Otus: How do you engage students in the goal-setting and progress-monitoring process so they understand their strengths and areas for growth?
Hutchens:
“I like to keep students engaged in the process of goal setting and progress monitoring. This is a great opportunity for students who struggle in the “regular” classroom to feel successful and accomplished.”
I progress monitor my students every two weeks. The students have the opportunity to see their progress on a graph. Every two weeks, the student and the teacher will work together to decide on a goal for the next two weeks. Students reflect on their progress and adjust goals as needed.
Otus: What strategies does your team use to effectively communicate progress and feedback to students and their families?
Hutchens: Our MTSS team uses several strategies to communicate progress and feedback to students and their families. We schedule regular conferences, use Google Classroom, Class Dojo, and emails to communicate with parents.
Otus: If a student is not making adequate progress towards their goals, what are some strategies you might suggest teachers implement to address their needs?
Hutchens: If a student is not making adequate progress toward their goals, there are several strategies that teachers can implement. They may need to consider flexible grouping within the grade level, scaffold learning for the student, or it may be that the student would benefit from accommodations such as extended time or modified assignments.
Otus: As a school district new to Otus, what are your first impressions? Has the training and onboarding been helpful and aligned with your school’s goals?
Hutchens:
“Otus has the potential to be a one-stop shop. It’s very user-friendly and easy to navigate. It’s so easy to enter data in the platform.”
The trainings have been especially helpful. The chat feature is also great. I have reached out by chat a couple of times and have had my questions answered very quickly. The “how to” videos are also very helpful. Otus has been very responsive to making adjustments that we have needed in the MTSS department.
Otus: How do you envision Otus supporting your district’s current MTSS and Progress Monitoring systems? Do you have any plans to either identify students for MTSS in Otus or create Plans to support the tracking of student needs?
Hutchens: Otus supports MTSS and our progress monitoring systems. The centralized data will be especially helpful to our teams to help identify students who may need more or less support under MTSS.
“I love that teachers are able to track a student’s progress over time, and we are able to look at data as a team to make informed decisions about students’ interventions.”
It is also great that everyone who works with a student who is receiving support is able to see all data, interventions, and progress monitoring for the student in one centralized location.
Otus: Are there any features in Otus that you anticipate will be time-savers for you and your team in the coming school year?
Hutchens: I anticipate that Otus is going to be a time saver for our MTSS team this year! We will begin adding all data in Otus.
“Instead of going through multiple reports to determine a student’s needs and gaps, it will all be right there for us. The ability to track progress for individual students and customize learning plans directly within Otus will save time when addressing specific student needs, especially for those requiring additional support.”
Creating a Collaborative and Data-Driven Culture
For Jennifer Hutchens, data serves as a powerful tool for shaping meaningful interventions and supporting student growth. By actively engaging students in goal-setting and using the comprehensive tools within Otus, she and her MTSS team can provide personalized support tailored to each student’s needs. With Otus’ centralized platform, Jennifer and her team are well-equipped to make informed, data-driven decisions that will have a lasting impact on their students’ academic journeys.
Watch the video below to learn more about how Otus streamlines MTSS efforts.
