District outlines MTSS-based academic strategies and attendance protocols
Summary
District staff reviewed the multi-tiered system of supports (MTSS) framework, explaining referral forms, tiered interventions for academics/behavior/attendance, and plans to move from Google drives to a single platform to improve fidelity and progress monitoring.
Sumter School District staff reviewed the district's multi-tiered system of supports (MTSS) on May 5, detailing referral procedures, commonly used interventions and plans to centralize tracking to improve fidelity across schools.
Dr. Tabitha Harriot and colleagues said Act 213 (2018) provides the legislative framework for MTSS and requires universal screening and evidence-based interventions for academics, behavior and attendance. Harriot walked trustees through the district's electronic referral form and sample school-level referral, which ask teachers and counselors to document academic performance, existing supports, attendance patterns and interventions already tried.
Staff emphasized that interventions are tiered: universal (Tier 1) strategies for all students, targeted (Tier 2) supports, and individualized (Tier 3) services that may involve outside agencies. Harriot said the district maintains a list of commonly used research-based interventions and provides monthly professional development to MTSS team leads; however, she acknowledged fidelity and consistency vary by building and said the district is moving from Google Drive documents toward a single MTSS platform to make data and interventions visible across teams.
Trustees asked about fidelity monitoring and assessment of which interventions work. Harriot said the district administered the SAM'S assessment last year and that results would be used to measure progress; she added that turnover and staffing shortages have limited consistent, district-long PD delivery in earlier years and that ongoing work is needed to standardize implementation.
On attendance, staff said tiered protocols emphasize prevention, early identification and targeted supports. Trustees asked about the status of a full-time truancy officer and whether funding approved earlier had been allocated; administrators said truancy work was assigned under the director of student success role but that the stand-alone seat had not been filled, and the administration committed to clarifying budget status and next steps.
Ending: District leaders recommended continued investment in a single MTSS platform, ongoing PD for building MTSS leads and clarification of staffing for truancy/attendance functions; trustees urged rapid follow-up to ensure consistent implementation across schools.
