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 podcast@branchingminds.com!