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East Kingston board keeps "student academic growth and learning" goal, asks staff to report MTSS A and B
Summary
The East Kingston School Board retained existing goal language on student academic growth and agreed staff should report both MTSS A (academic) and MTSS B (behavioral/social-emotional) indicators to give the board broader context for budget and program decisions.
The East Kingston School Board on Wednesday kept its goal language calling for reports on “student academic growth and learning” but directed staff to ensure reporting includes both MTSS A (academic) and MTSS B (behavior/ social-emotional) indicators to better inform budgeting and program choices.
Board members debated whether to add words such as “well‑being” or “wellness” to the goal but did not change the goal text. Members said direct measurement of individual student wellness would raise confidentiality and reliability issues, and instead asked staff to include non‑identifying counts and narrative descriptions of services — for example, counselor and nurse activity, social‑emotional lessons, tiered interventions and referrals — when they report on student growth.
The discussion centered on how the board will use information to allocate funds and to explain spending to the community. Board members noted the district has reported academic testing (state tests, i‑Ready and summatives) and that including MTSS B would provide a fuller “whole child” picture without violating student confidentiality. Principal French and district staff were asked to make sure future reports show both MTSS A and MTSS B data and to provide context about how counseling, nursing and tier‑2/3 interventions connect to academic outcomes.
No formal vote was taken to change the written goal. A board member said they would serve as the board’s representative for that goal and monitor the reports from staff; the board did not set a new statutory obligation or adopt a new reporting requirement, it only clarified expectations for staff reporting.
Board members said they will provide feedback to staff if the initial reports do not show the MTSS A/B split or do not include the narrative/context they requested. Staff agreed to discuss historical behavior/intervention data with their team to provide trend context where possible, noting comparisons will not be apples‑to‑apples because student cohorts change over time.
Next steps: staff will include MTSS A and MTSS B elements in upcoming triannual reports on student growth and learning; the board member assigned to the goal will review the first report and advise the board if additional data or clarification is needed.
