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District outlines MTSS framework, emphasizes tiered instruction, data and family partnerships
Summary
Deputy Superintendent Molly Cohen and staff presented the district’s Multi‑Tiered System of Support (MTSS) framework, emphasizing tier‑1 instruction, progress monitoring, scaffolding, writing across the curriculum and family engagement.
District leaders presented a multi‑tiered system of support (MTSS) framework to the school committee on Sept. 11, describing a districtwide effort to standardize tiered academic and social‑emotional supports, strengthen data‑driven decision‑making and expand family partnerships.
Deputy Superintendent Molly Cohen said the district’s MTSS work aims to improve grade‑level instruction (tier 1) while providing tier‑2 and tier‑3 targeted supports without pulling students away from core instruction. The presentation described priorities for the year: differentiated instruction and scaffolding, meaningful feedback cycles, and writing across the curriculum. Cohen said the district is finalizing a teacher‑facing MTSS handbook to codify expectations and decision rules for progress monitoring.
Why it matters: The district told the committee MTSS will be the organizing framework for curriculum, assessment and intervention throughout the year, and the approach will guide school improvement, professional learning communities (PLCs) and a new monthly collaborative action meeting (CAM) structure to link school instructional leadership teams with district staff.
Key points - Tiering and instruction: MTSS aims to keep tier‑1 (grade‑level) instruction central; tier‑2 provides targeted support so students can access grade level work, and tier‑3 delivers intensive interventions. The presentation stressed that interventions should not replace grade‑level access. - Assessments and data: The framework relies on universal screening, diagnostic tests, progress monitoring and benchmark assessments; district staff are standardizing cut scores and progress rules for intervention cycles. - Leadership and schedules: The district will use Instructional Leadership Teams, CAM meetings and periodic learning walks (including appreciation walks) to calibrate practice and celebrate strong implementation. - Family and student engagement: Staff described plans to involve students and families in data conversations (student‑led data meetings) and to integrate social‑emotional learning with instruction.
Discussion vs. decision - Discussion: Committee members asked about how intervention blocks ("what I need"/WIN blocks) will look in elementary schedules, grouping practices, and how students with IEPs or specific supports will be served without missing core instruction. Staff said schedules will be flexible and interventions will be designed to avoid depriving students of tier‑1 learning. - Direction: The district will finalize and publish the MTSS handbook and decision rules this month, continue principal and staff training, and implement data dashboards and PowerSchool modules used for screening and the lottery. - Formal action: Presentation — no vote was required.
What’s next: The district will publish the handbook to staff and families, continue professional learning, and bring follow‑up presentations that show implementation examples and data from early screening cycles.
(Article compiled from the Sept. 11 full committee presentation.)
