Articles Tagged with

public schools

Education, K-12, Opinion

How to Overcome Data Overload to Implement Multi-Tiered System of Supports

Spend Less Time Fact-Finding and More Time Supporting Students

United We Learn is the State of Kentucky’s initiative to propel forward the future of public education in the state, a vision built “around three big ideas: creating a more vibrant experience for every student, encouraging innovation in our schools – especially when it comes to assessment, and creating a bold new future for Kentucky’s schools through collaboration with our communities.” 

To realize this vision, the Kentucky Multi-Tiered System of Supports (KyMTSS) is a multi-level prevention system to support student achievement and social-emotional behavioral competencies through an integration of differentiated core instruction, assessment and intervention.

The purpose of KyMTSS is stated to be to promote “the integration of systems-level approaches and state/district/school initiatives under one comprehensive framework to more efficiently use resources while focusing on improving outcomes for every student.”

That stated vision of equitable access and opportunity is, in fact, the paradigm: one comprehensive framework of six interdependent and interconnected components that are essential to the implementation and sustainability of an effective MTSS framework in Kentucky school districts. 

The challenge is that the current reality of how data is gathered, stored and analyzed has historically been anything but comprehensive, one, interdependent nor interconnected, making the task of effective MTSS implementation arduous, onerous and time-consuming for those responsible for executing this vision. Many districts are, in fact, data-rich…but too many are also tragically knowledge-poor.

This is why the EdTech sector is pushing for greater interoperability and advocating for disparate systems and entities speaking a common data language. This is how we will collaborate to make this critically important initiative a reality, without taxing our resources or monopolizing educators’ time that is better spent on activities other than data mining.

How to Visualize Data to Actualize Outcomes

The Kentucky Department of Education (KDE) has identified six elements as essential to the implementation, improvement and sustainability of an effective multi-tiered system of supports:

  1. Collaborative Problem-Solving Teams (includes shared leadership, collaboration and communication)
  2. Data-Based Decision Making with a Comprehensive Screening and Assessment System
  3. Tiered Delivery System with a Continuum of Supports
  4. Evidence-Based Instruction, Intervention and Supports
  5. Equitable Access and Opportunity
  6. Family, School and Community Partnerships

The first thing that jumps off the page to me are the words “collaborative,” “data-based” and “evidence-based.” We’ve seen firsthand how school districts nationwide struggle to collect and connect all of the various disparate systems and data warehouses that educators and administrators rely on to provide educational excellence and comply with transparency reporting obligations.

The KyMTSS Implementation Guide notes that the systems used for “academic, behavior and social-emotional supports often are implemented in silos or parallel systems that work independently of each other. Each system and initiative might have its own set of teams

doing the work, separate data systems and separate practices,” and recommends “building one coherent, strategically combined system to address multiple domains or content areas in education to achieve and sustain positive outcomes more effectively.” 

It is important to note that, in doing so, districts should “braid” all available data sources, including those proprietary to the district itself, as well as all publicly available data sources. 

What districts are increasingly finding is that events and data that occur outside of the classroom have a significant impact on outcomes that are achieved in the classrooms themselves, especially when it comes to social-emotional learning. Factors such as demographics, geographics, economics, equity of access, and many more contributing factors may have nearly as much influence on learning as curriculum, instruction and quality/training of teachers.

The answer? Seeing is believing. Truly seeing. Correlations that may exist between poverty rates, Internet access, geographical boundaries and student achievement can only be understood if displayed visually and overlaid on one another. A heat map will reveal where at-risk students tend to live, in most cases, and may also reveal some other important interdependencies. But this is not possible to examine if the data remains in silos. Nor is it achievable if it’s only displayed in a columnar table or a spreadsheet. All you see is numbers…when what you are looking for is trends, drivers, and potential causality.

Data must be visualized for better outcomes to be actualized.

Guidelines for Implementing the Six Essential Elements of KyMTSS

A team of data scientists has partnered with educators and administrators to develop a comprehensive resource designed to support districts in implementing Kentucky’s state-required K-12 Multi-Tiered System of Supports. This guide can be used not only as a roadmap to effective KyMTSS implementation, but can unlock a singular system for implementing each of the six essential elements and providing the necessary documentation and reporting.

Examples from each of the six essential elements guidance protocols include:

1 – Collaborative Problem-Solving Teams (includes shared leadership, collaboration and communication)

Build and openly share a dashboard that “helps teams at the district, building, grade and content level to analyze academic, social emotional and behavior data in one, shared online platform.”  (For example, see the Munetrix Early Warning Module.)

2 – Data-Based Decision Making with a Comprehensive Screening and Assessment System

Configure a system so that it can “manage and analyze multiple types of data, including assessment, behavior, social emotional, attendance, demographic, perception, process, and other types of data in one centralized platform. This helps districts ensure that the data is collected, analyzed, and used to monitor both student outcomes and implementation of interventions over time.” This should include:

  • Needs Assessment 
  • Academic and Behavior Data
  • Formative Assessment Data
  • Progress Monitoring Data
  • Demographic Data
  • Student/Family/Staff Survey Data
  • Relevant Community Data
  • Student Early Warning Indicators 

The Munetrix Early Warning Module is a tool designed with all of this in mind…all in one place!

3 – Tiered Delivery System with a Continuum of Supports

Insist on technology that allows stakeholders to “analyze data and trends across various groups and sub-groups to help consider the range of learning needs and assets from accelerated to severe and persistently challenged. Dynamic filters are needed to help educators quickly and easily identify and group students by ability levels within areas of need, across multiple assessments.

4 – Evidence-Based Instruction, Intervention and Supports

Student growth and needs assessment must be supported by an “application that can analyze data to help identify the outcome and fidelity of implementation to monitor the effectiveness of instruction, intervention, and supports.”

5 – Equitable Access and Opportunity

The most effective solutions are ones that “equip district leadership with student and community demographic and socioeconomic data, so that they can ensure that MTSS leadership teams include key stakeholders such as students, family and community partners who are representative of the entire student body and holistic school community.” It should “blend financial and student data (academic/behavior/social emotional) in a single platform to empower district leaders to analyze the data in one place so that they can identify and address inequities of funding, student access to highly effective teachers, high-quality curriculum, school disciplinary practices, or other supportive resources such as technology.”

6 – Family, School and Community Partnerships

Ideally, the “system helps districts form active and reciprocal family, school and community relationships through transparency reporting tools and access to tools to evaluate community socioeconomic and demographic data as well as student, parent and community input or survey data collected through family engagement opportunities.”

Free Template and Resource Guide

If we were to simplify the guidance offered in this document, it would be this:

  1. Get all of your relevant data sets into one system.
  2. Don’t ignore the data outside of your own purview of education and student achievement.
  3. Make sure that data can be visualized, not just tabulated.
  4. Make reporting easy, transparent and intuitive.

Take these simple steps and your district will be well on its way to helping Kentucky realize its vision of “each and every student empowered and equipped to pursue a successful future.”

To download this template for complete and effective KyMTSS implementation, complete with easy guidance on reporting and transparency, click here.

Education, K-12, Opinion

Can Third-Grade Reading Proficiency Be “Guaranteed” in Ohio Public Schools?

Legislators have been working since 2012 to improve literacy outcomes in the state, notably when the state legislature passed the Third Grade Reading Guarantee, which required that third-graders pass a reading test in order to be promoted to fourth grade.

Committed to addressing this issue ongoing, educators and administrators in Ohio have implemented and are focusing on a number of strategies to improve third-grade literacy rates and numeracy.

By implementing these strategies, schools are working to ensure that all students have the skills they need to succeed in school and in life. But one area in particular that sticks out to me is this notion of “data-driven instruction.”

Education, K-12, Opinion

New Mexico Educators Look to “Move the Needle”

Data-Driven Instruction Relies on Sound Data Practices

School reform from SB-1 and SB-96 have made financial forecasting and scenario planning for schools in New Mexico more important than ever. Regrettably, New Mexico recently ranked 51 out of 50 states and Washington D.C., but the state is “doubling down” to reverse course and improve achievement outcomes.

Meanwhile, lawmakers, the executive branch, the New Mexico Public Education Department (PED), and statewide educators and administrators are working to collaborate on a critical initiative referred to as “Moving the Needle.” This follows a much publicized lawsuit — the Martinez/Yazzie Consolidated Lawsuit — following which the PED acknowledged “the Court’s ruling that ‘no education system can be sufficient for the education of all children unless it is founded on the sound principle that every child can learn and succeed[.]’”

According to one recent news article:

Along with a proposed $4.3 billion support package from the state Public Education Department, lawmakers are mulling several pieces of legislation for the session, including revamping graduation requirements and increasing the amount of time students spend in school.

Those proposals, lawmakers and education officials have said, aim to improve student outcomes and close gaps for “at-risk” students, tackle statewide educator vacancies and better support schools and their leaders.

If New Mexico is going to be successful at “moving the needle,” it will be critical to measure all of the contributing factors that can impact student achievement — financial and educational alike.

Failing Grades for the Nation’s Report Card?

Educators and school administrators nationwide are still reacting and responding to the release of the “Nation’s Report Card,” issued by the ​​National Assessment of Educational Progress in late 2022. What came to few observers’ surprise was that achievement scores for both mathematics and reading declined significantly during and following the pandemic. Educators are now working hard to reverse those trends and get student outcomes back to pre-pandemic levels.

The good news is that there are concerted efforts like New Mexico’s Move the Needle initiative to counter the learning losses by teachers, administrators, superintendents, assessment professionals and curriculum directors alike. There truly is a “we’re all in this together” spirit that’s noticeable and admirable.

This unified front faces significant obstacles that have also emerged in this same timeframe: a national teacher shortage crisis and an overwhelming amount of work, compliance obligations, reporting duties, and even an avalanche of data to sift through.

Districts are now beginning to discover that less truly can be more — that simplifying and consolidating resources and technology can actually reveal clearer pathways to better educational outcomes, without adding more to our overworked partners in student performance.

What Has Been Done to Address Third-Grade Literacy and Numeracy Rates in New Mexico?

Two of the most often cited metrics for educational progress are third-grade literacy rates and third-grade numeracy (mathematics) rates. Seen as key indicators of future graduation and dropout rates, these proficiency scores are key prognosticators of even distant outcomes, such as incarceration rates and a community’s economic health. When New Mexico officials speak of “moving the needle,” these are two of the most monitored statistics they will consider as success or failure.

Committed to addressing this issue ongoing, educators and administrators in New Mexico have implemented and are focusing on a number of strategies to improve third-grade literacy rates and numeracy, including:

  • Early intervention: Schools are providing early intervention services to students who are struggling with reading and math. These services may include tutoring, small group instruction, or one-on-one support. Munetrix has made early intervention one of our top priorities as a company.
  • Data-driven instruction: Schools are using data to identify students who are struggling and to target their instruction accordingly. This data may come from state tests, progress monitoring assessments, or teacher observations.
  • Differentiated instruction: Schools are working to provide differentiated instruction to meet the needs of all learners. This means that teachers are tailoring their instruction to the individual needs of each student.
  • Family engagement: Schools are working to engage families in their children’s education. This may include providing parent workshops, sending home newsletters, or holding parent-teacher conferences.
  • Creating a culture of literacy and numeracy in schools. Many public schools in Ohio are making sure that reading and math are valued and that students are given opportunities to practice these skills throughout the day.

By implementing these strategies, schools are working to ensure that all students have the skills they need to succeed in school and in life. But one area in particular that sticks out to me is this notion of “data-driven instruction.”

What is Data-Driven Instruction, and How Can it “Move the Needle?”

In short, data-driven instruction involves gathering together a database of information about the students in each classroom, and using that information to improve the quality of teaching in the classroom. The good news is that access to data has exploded in recent years; the bad news is that, while educators are now data-rich, many struggle with being knowledge-poor.

Too often, all of the data educators need to optimize education outcomes live in disparate silos, making it nearly impossible to access, analyze and leverage for the betterment of students. However, when combined, integrated and overlaid, what often results is that invisible becomes…visible.

We frequently use the term “braiding data,” which is an apt representation of the benefit of such an approach. Individual strings of rope in the physical realm are made much more stronger when braided together than are when used separately and alone. Your data is no different. When intertwined, integrated and interdependent, your various systems become much more than a stack — they become a powerful, complete and cohesive system that honors and accounts for all drivers and outcomes of a school’s or district’s ultimate success.

The stronger the rope, the better it will be to pull students forward and move the needle for an entire state.

Contact us to see how your school building or district can harness the power of data to improve literacy, numeracy and other educational outcomes.

Education, K-12, Opinion

Understanding Enrollment Loss in Your District

Three Tools to Help Mitigate Student Migration

School districts across the country have been challenged with decreasing enrollment numbers, in part impacted by the pandemic and alternative education options that parents explored during that time. While much of that student migration was predictably temporary, schools are still closely monitoring enrollment loss and gain in order to forecast and build scenarios for the future.

With per-pupil public funding tied so inextricably to enrollment numbers, district leadership are looking for any tools at their disposal to gain a better understanding of:

  • What are the causes of enrollment loss within the district?
  • What can the district do to reverse student attrition trends?
  • How can school districts become more “magnetic,” so that student migration is resulting in more inbound student flow than outbound.

Three Ways to Monitor and Counteract Student Migration

The challenge facing administrators and superintendents is manifold. One is increasing competition from a growing number of alternatives: private schools, student choice, home schooling, virtual academies, and so on. Another is understanding the myriad factors that are impacting such enrollment loss — some seemingly obvious and others lurking below the surface. And, third, once the drivers of enrollment loss are fully and completely understood, taking measures to counter student flight, and even perhaps reverse it.

Here are three tools that educators and administrators have at their disposal in the competition to retain and attract student families in and around their district.

1 – Student Migration Map

The first step is getting a clear picture as to where student flow is going, both in and out of the district. Seeing a visualization that demonstrates enrollment trends in pictures can help administrators and educators literally and figuratively see the big picture and the all of the individual data points that tell the complete story.

A student migration visualization is an essential tool for understanding the ebbs and flows of students going in and out of your district to help manage and forecast enrollment. Our own Student Migration Map, for example, offers these tangible benefits:

  • A collection of charts and graphs that help you understand the magnitude and trends of student gains and losses and where they are attending.
  • It provides greater granularity and understanding of the patterns associated with student movement.
  • Users can quickly define what percentage of your resident students attend in-district versus out-of-district schools.
  • This allows district leadership to inform strategies to attract students back into the district.
  • It simplifies use of resident/non-residency data for ease of tracking ebbs and flows of student movement patterns.

Once you understand the trends, you can take a data-driven approach to examining and influencing the drivers of those trends.

2 – Early Warning Module

Superintendents, educators, administrators, principals and counselors are increasingly focused on gaining greater insights into the individual student, in addition to studying building-level and district-wide trends. 

How can such a granular tool help superintendents counteract certain kinds of enrollment loss? By heading their drivers off at the pass. 

Parents and families have choices when it comes to where they live and where they send their children to school. Whether evaluating districts based on school choice or sizing up whole communities to make decisions about where to move, two of the most important data points parents will look at are graduation rates and dropout rates. They intuitively understand that the better a district scores in these metrics, the more valuable the community is as a destination to live, whether they have children to educate or not, in fact.

The all-new Munetrix Early Warning Module serves as an early detection system for children potentially at risk of falling behind their peers. If early indicators of potential at-risk students can be identified earlier, they can potentially be reversed and be neutralized as drivers of dropouts — and lead to higher graduation rates.

The robust, intuitive visualization software empowers educators, administrators and counseling professionals to view the whole child behind the myriad data points:

  • Educational Performance and Progress
  • Assessment Results
  • Social Emotional Learning Benchmarking (coming soon!)
  • Demographics and Equity in Education
  • Discipline and Behavior Data
  • Attendance and Tardiness Reports
  • Student dashboard

Rather than having to log into multiple, disconnected, disparate portals, the Early Warning Module provides a singular holistic view of each student, all in one place, enabling users to connect dots, spot trends, and detect risk early on — before it’s too late to reverse course.

There are often early indicators of future enrollment loss, as well as learning loss. Attendance, behavior, social-emotional learning challenges, home-life issues, etc., are just a few. Of course, each student is an individual — not merely an anonymous data point. Having the complete picture of any one individual pupil in the district is an emerging tool in the enrollment loss reversal toolkit.

3 – Comparative Analytics

Comparative Analytics is a method of data analysis that entails comparing a district’s own data set against those of its peers. If your school or district is truly in competition with its neighbors for students, treasure and talent, peer analysis is your competitive advantage in outperforming neighboring alternatives and reversing enrollment loss in your district.

Put simply, comparative analytics refers to the process of examining your own organization’s data and performance against those of your peers and competitors to draw more informed conclusions and to make better decisions. It’s a methodology for avoiding one of the greatest perils to critical decision-making: thinking we have all of the information we need and omitting a potentially decision-changing data set.

The good news: For schools and municipalities, the performance and budgeting data for all of your competitors and benchmarked peers is publicly available. All you have to do is go find it.

One of the most informative applications of comparative analytics is to closely examine learning loss or gains in student achievement against instructional dollars invested: gains per investment. In reviewing data in districts across the U.S., we have discovered numerous instances in which increases in instructional dollars spent do not directly correlate with student achievement gains. And vice versa: some districts that boast the highest academic performance are not necessarily those spending the most on curriculum or instruction.

If you can view your own historical data and forward-looking projections against those of neighboring entities with whom you may be competing, won’t you be able to make more confident decisions and more strategic allocations of budgets, personnel, investments and resources? Anything less, and you’re making critical decisions in a vacuum.

Control the Controllable, Manage the Manageable

As in any endeavor, to be forewarned is to be forearmed. With so much access to information, it is incumbent upon all of us to see the truth, the whole truth and nothing but the truth. May these tools help you and your district compete in the arena of enrollment, student achievement and community health.

Mike Geers is Client Partnership Manager with Munetrix, and he can be reached at

early warning module for at risk students
Education, K-12, Webinars

Watch Webinar Replay: Are Your Student Warning Lights On?

Are you struggling to identify which of your students are at-risk of meeting important academic goals?

Does risk calculation take way too much of your time? Watch David Hundt, the School Improvement and State & Federal Programs Consultant at Muskegon ISD, discuss ways in which your district can increase attendance, decrease dropout rate, and take preventative actions to change the trajectory of student outcomes.

This webinar reveals how we developed the Early Warning Module with the guidance from our customers so that educators can easily understand which students need attention — when they need it.

Interested in a private demo of the Early Warning Module? Click Here


Education, K-12, Opinion

How Superintendents Can Simplify Their Tech Stacks

Getting More Done in Less Time with Fewer Tools

Noted political scientist Herbert A. Simon once observed:

“In an information-rich world, the wealth of information means a dearth of something else: a scarcity of whatever it is that information consumes. 

What information consumes is rather obvious: it consumes the attention of its recipients. 

Hence a wealth of information creates a poverty of attention and a need to allocate that attention efficiently among the overabundance of information sources that might consume it.”

Superintendents and other school administrators can no doubt relate. Over the last decade or more, we have gained greater access to information, have an ever-growing stack of tools and information at our disposal and yet we find ourselves so overwhelmed and overworked that we can scarcely make sense of it all…let alone leverage the insights that lurk beneath the surface, hidden from plain sight.

Each passing year or so, without really thinking about it, professionals in every sector (the public and educational included) have incrementally added a tool here, an application there, a system here, a database there. We are now at the point at which enough has become more than enough — it’s become too much.

Now the challenge has become finding ways to do more with less. The forward-thinking among our busiest superintendents are now discovering ways to combine tools, simplify the tech stack, and eliminate multiple — even redundant — tools by combining once disparate systems into more holistic, singular systems that complement each other and work in unison to achieve optimal educational outcomes.

Combine and Contract to Get More Out of Your Technology

As a school district superintendent, you are responsible for the technology that supports much more than only the learning of your students and performance of your staff. The sheer amount of technologies a given administrator must log into and assess at any given time is enormous. Student achievement reporting, learning management systems, budgeting and forecasting software, educator evaluation systems, transparency and compliance reporting, personnel management, project coordination software, school safety drill management systems, time and resource tracking, truancy and attendance, behavior and discipline. I might go on and on and still never even cover them all. This can be a daunting task, as the tech stack for a school district can be complex and ever-changing.

There are many reasons why you might want to simplify your tech stack, and only one among them is to save the obvious time and administrative burden of managing, maintaining and accessing this number of disparate technology tools. Perhaps you are also looking to save money facing budget cuts, or perhaps you want to make it easier for your staff to use the technology in a way that is more clearly and closely tied to measurements of outcomes. Maybe you are looking to improve security or compliance.

Whatever your reasons, there are a few things you can do to simplify your tech stack.

  1. First, take an inventory of all the technology that you currently use. This will help you to identify any areas where you could consolidate or eliminate systems.
  1. Second, consider your needs. What are the essential technologies that you need to support the learning of your students and staff? Once you have identified your needs, you can start to eliminate any unnecessary systems.
  1. Third, look for ways to consolidate systems. For example, you might be able to move all of your student data into a single cloud-based system — including both publicly available peer data as well as your own internal proprietary data. This will make it easier for your staff to access, analyze and leverage the data.
  1. Fourth, consider using a single platform for all of your technology needs. This can make it easier for your staff to learn and use the technology, especially during times of high staff turnover.
  1. Fifth, work with your vendors to simplify your tech stack. Many vendors offer discounts or other incentives for schools that commit to using their products for a certain period of time or the more available options/modules the user elects to activate. Purchasing more from a single vendor may actually reduce cost through the elimination of others.

By following these tips, you can simplify your tech stack and make it easier for your staff to use the technology to support the learning of your students. You will no doubt reduce the burdens of time and employee training, where monetary savings become obvious. In return, both you and your team will have more time and greater bandwidth to focus on what is most critical: elevating educational outcomes.

But that’s only the beginning of the benefit. The true upside is perhaps far less obvious.

The Hidden Benefits of Making the Invisible Visible

One of the most powerful cases for merging technology, simplifying the superintendent’s tech stack, and eliminating costly redundancies is the upshot of what this truly accomplishes. What results is more comprehensive systems that keep all of the important information and data in one location, so that the drivers of success can talk to each other, learn from each other, and be analyzed holistically.

When systems are in silos, your various data systems are keeping secrets from you — and each other. When combined, integrated and overlaid, what often results is that invisible becomes…visible.

We use the term “braiding data,” which is an apt representation of the benefit of such an approach. Individual strings of rope in the physical realm are made much more stronger when braided together than are when used separately and alone. Your data is no different. When intertwined, integrated and interdependent, your various systems become much more than a stack — they become a powerful, complete and cohesive system that honors and accounts for all drivers and outcomes of a school’s or district’s ultimate success.

The Munetrix Enterprise Edition for Schools is an example of just such braided technology that superintendents have at their disposal. The system is a comprehensive, all-in-one solution for school districts looking to create a district-wide culture of community through trust, teamwork and transparency. From financials and transparency compliance to planning and progress reporting, the Munetrix Financial Module features easy-to-adopt and easy-to-use modules that facilitate simpler and more robust forecasting, capital planning and performance management. 

Offered in conjunction with the Munetrix Academic Module, the product offers a comprehensive suite of powerful, interdependent solutions for the whole district, as well as the whole student—taking multi-level, complex data sets and making them simple to understand, report and act upon. The Academic Module provides a full suite of tools single tool that gives superintendents and educators the ability to accelerate academic outcomes and effectively educate and monitor the progress of “the whole student”—academically, emotionally, socially, demographically, and socio-economically—all with a single, easy-to-use interface.

Specific modules address the complete range of a district’s departmental operations, including tools for performance analytics, data visualization, business and process workflows, fiscal wellness, and compliance reporting. Maximizing the product’s interoperability by integrating with a district’s existing systems, the product enables users to quickly and easily harvest and contextualize publicly available data and privately generated data in one powerful combination. 

Users at any level of financial proficiency can use the system to create linear regression budgets in a matter of minutes, as well as multi-year forecasts with multiple scenarios, to assess potential outlooks and plan for the future. Human resources teams can generate multiple reports to better understand performance, staffing trends and costs related to salary and benefits. The system also empowers administrators to compare enrollment trends against staffing trends to easily visualize operational and budgetary status/forecasts. 

Easy-to-use interpretive charts and graphs help policy makers understand the true picture and help auditors in the preparation of “supplemental” reports. 

Best of all, users are able to quickly transform multi-level complex data sets into easy-to-comprehend visualizations in order to provide consistent, relevant and actionable data to stakeholders—leading to greater transparency and collaboration across the district and entire community it serves.

The product saves superintendents hundreds of hours per year, otherwise spent on collecting, aggregating, disaggregating and analyzing data by more traditional methods such as spreadsheets, Google forms, Word documents, etc., stored in multiple, disparate locations, where they are difficult to sort, search and cross-analyze. 

The Munetrix Enterprise Edition for Schools provides schools a unique, holistic platform that empowers districts to analyze all of their data with a single log-in and destination, supporting horizontal succession planning, building institutional knowledge, and facilitating workflow management. 

More transparency. More teamwork and collaboration. Less with more…that is what the modern tech stack looks like for superintendents.Want help simplifying your superintendent tech stack? Contact us for a custom demo of the Munetrix Enterprise Edition for Schools.

Education, K-12, News, Press Releases

Munetrix Announces Release of Early Warning Module for School Districts

Offered as a extension to the set of tools in the company’s Academic Module, the Early Warning Module empowers Curriculum Directors, Education Specialists, Student Services Personnel, Data Coaches, Counselors, and Teachers​ to identify and support at-risk students early, so that potential obstacles to student achievement can be intervened and mitigated as early as possible.

Education, K-12, Opinion

Reversing Learning Loss: By District, By School, By Student

There is a unique challenge when it comes to addressing the causes of learning loss for the stakeholders looking to reverse the recent trends identified in the Nation’s Report Card and other assessment reports.

Superintendents are charged with overseeing and managing achievement — as well as budgeting, personnel, and a whole host of administrative responsibilities. But ask superintendents what motivates their day-to-day career objectives and they will tell you about the students they see in each and every building within their district. They know them by name. They can probably tell you who their teachers are. They are sources of both pride and legitimate concern. They are, after all, real people…not merely data points on a spreadsheet.

What’s required now is a truly collaborative and cooperative effort to stop learning loss in its tracks, reverse declining assessment scores in reading, mathematics and other subjects, and get student achievement back to pre-pandemic levels and beyond.

Education, K-12, Webinars

Watch Webinar Replay: School Transparency Reporting Made Easy

31a “At-Risk” Reporting Made Easy — in Minutes, not Hours!

The 31a “At-Risk” reporting process can be daunting. Districts frequently use handwritten forms, spreadsheets or Google sheets to collect the information and involve several personnel across the district — principals, secretaries, counselors, social workers, and teachers — to manually identify students who meet at least one of the 13 eligibility criteria and/or which programs and services these students are receiving. And this process must be done at least three times per year! This requires several hours of time from individuals, let alone cumulatively across the district it can require hundreds of hours.

Watch the replay of our recent Webinar to learn how the Munetix 31a Toolkit automates the eligibility, programs, and services reporting processes so entire process can be done in minutes — not hours!


Education, K-12, Opinion

How to Align Curriculum and Student Achievement Data to Achieve True Equity in Education

As Michigan curriculum professionals, educators and assessment administrators gather for the annual Michigan School Testing Conference (MSTC), achievement data and equity in education are back in the spotlight. Learn how curriculum can combine with power of academic performance analytics to improve assessment scores, close achievement gaps, and foster equity in education.

1 2 3