District reports PBIS/MTSS progress; Tier 1 fidelity improving and Tier 2 work beginning at early-learning centers
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Summary
The district implementation team reported stronger Tier 1 Positive Behavioral Interventions and Supports (PBIS) fidelity across buildings and ongoing work to expand Tier 2 targeted interventions at early-learning centers and later at middle and high schools.
Tecumseh Public Schools’ district implementation team presented a progress report April 28 on its multi-tiered system of supports (MTSS) and Positive Behavioral Interventions and Supports (PBIS), saying Tier 1 implementation fidelity is improving and Tier 2 targeted supports are beginning at early-learning centers.
Lisa Shirk, district implementation lead, and team members described the MTSS framework the district is using to connect academic, behavioral and social‑emotional supports. The DIT monitors district and building data, refines interventions and coordinates coaching and professional development.
Reading specialist Elizabeth Mullen and special‑education teacher Beth Tobey reviewed how Tier 1 expectations are taught building-wide (hallways, cafeteria, classrooms) and how fidelity checks are used: the district takes implementation ratings in fall and spring and looks for a 70% threshold before expanding Tier 2 interventions.
Shirk said fidelity dipped briefly when staff reconfigurations occurred (fourth grade changes and teacher moves) but the team used a reset process and coach support to regain and increase fidelity. The district reported approximately 87% implementation of its basic operating procedures in recent assessments, an improvement from prior years.
Tier 2 work includes check-in/check-out routines, individualized student supports, “meaningful work” assignments and booster lessons; Sutton Early Learning Center and Tecumseh Acres were cited as sites with Tier 2 activity underway. The high school and middle school are strengthening Tier 1 and preparing to move into Tier 2 implementation.
Trustees asked about outcome measures; the DIT said they will measure success with attendance, discipline referrals, stakeholder surveys and reading/math proficiency measures. The team also emphasized that building‑level implementation teams collect feedback and adjust lessons to classroom context, not with a one‑size‑fits‑all script.
The board praised the team’s work and asked for fall updates and accessible data for board review.
