Poquoson schools outline tiered MTSS supports and integrate Virginia Literacy Act reading plans; special-education plan and Perkins allocations approved

Poquoson City Public Schools on April 15 received an instructional update describing how the division is aligning its multi-tiered system of supports (MTSS) with Virginia’s VTSS framework and the Virginia Literacy Act, while the board approved the division’s Special Education Annual Plan and its Carl D. Perkins Career and Technical Education grant budget for 2025–26.

The update was presented by an instructional staff member identified in the record as Miss Ive, who described VTSS (Virginia Tiered Systems of Support) as a division-wide, data-driven approach that coordinates academic, behavioral and attendance interventions. She said partners for VTSS implementation include the VTSS Research and Implementation Center at Virginia Commonwealth University, the VTSS evaluation team at Old Dominion University and regional training and technical assistance (TTAC) partners working with the division’s VTSS coaches.

The presentation laid out the division’s tier structure: Tier 1 core instruction (about 80 percent of students), Tier 2 targeted supports (roughly 10–15 percent) and Tier 3 intensive individualized supports (about 5 percent). Miss Ive emphasized that tier designations describe the intensity of supports, not special-education eligibility, and confirmed that students with individualized education programs (IEPs) may receive Tier 2 and Tier 3 supports in addition to services documented in their IEPs.

Nut graf: The board’s approvals formalize funding and plans that officials said are intended to align local practice with new state literacy requirements and to preserve federal and state funding streams for special education and career-technical education.

The presentation explained that the Virginia Literacy Act (VLA) requires a student reading plan for any student needing literacy intervention; Poquoson staff are folding that required plan into existing MTSS documentation to reduce paperwork and increase clarity for teachers and families. The division also highlighted an attendance-focused “attendance support” tool developed by school social worker Ellen Crist and special education coordinator Heather Hopkins to address chronic absenteeism within the MTSS framework.

The board separately considered and approved two formal items linked to instructional services: - The Special Education Annual Plan for school year 2025–26, approved by roll-call vote, 6–0. Board members recorded their votes individually. - The Carl D. Perkins grant allocation and budget for 2025–26, approved by roll-call vote, 6–0. The Perkins budget described required local allocations to partner programs (including an allocation to New Horizons) and investments in professional development, equipment (for example, a 3-D printer), simulation-based learning and career-connected learning opportunities.

The Special Education presentation reviewed how federal IDEA Part B funds are being used (two funding streams were described: 611 for school-age and 619 for preschool services). The division said funds support paraprofessionals, bus assistance for special-education runs, purchased related services where Medicaid does not apply, and materials and supplies. Presenters said preschool funding represents a much smaller portion of the total.

Board members asked procedural and eligibility questions during the instructional update. One board member asked whether students with IEPs are eligible for Tier 2 and Tier 3 supports in addition to IEP services; Miss Ive confirmed they are. Another question raised how Perkins unobligated funds are managed; staff said they strive not to revert federal Perkins dollars to the state and work to obligate roughly $23,000 or similar balances by identifying allowable expenditures.

Ending: Division staff said VTSS implementation will continue through monthly coach reviews, school-based fidelity checks (TFI) and use of the District Capacity Assessment to guide professional development and intervention selection. The board’s approvals allow the division to proceed with the Perkins-funded purchases and to submit the Special Education Annual Plan to the Virginia Department of Education as required.