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Exeter principals present MTSS framework for academics, behavior and staff supports
Summary
Main Street and Lincoln Street school leaders outlined multi-tiered systems of support (MTSS) for academics, behavior/well-being and staff development, including WIN time, SAT referrals, and tiered intervention strategies.
School leaders from Main Street and Lincoln Street schools presented an overview of the district’s Multi-Tiered Systems of Support (MTSS), describing the district’s tiered approach to academics (MTSS-A), behavior and well‑being (MTSS‑B) and staff professional learning.
Presenters explained that tier 1—universal instruction—reaches all students and includes daily WIN (What I Need) time for reading and math. They described tier 2 as targeted interventions with regular progress monitoring every 6–8 weeks and tier 3 as intensive individualized supports that may include one‑on‑one instruction and functional behavioral assessments. Staff also described student assistance teams (SAT) that meet weekly to review data and coordinate next steps when classroom interventions don’t produce expected gains.
On behavior and well‑being, the schools described biweekly guidance lessons, zones of regulation, calming corners, restorative practices and a student support center (Room 202 at Lincoln Street; Student Support Center at Main Street) for students needing more frequent check‑ins. The presentations also outlined partnerships with Seacoast Mental Health and local wrap‑around services for families and students with higher needs.
Speakers emphasized that MTSS is data driven and fluid: students move between tiers depending on progress monitoring results. The presenters also asked the board to consider sharing a plain‑language MTSS overview with families who receive tier 2 or tier 3 outreach so parents can understand the supports, communication points and how summer programming (Exeter Summer Skills Academy and Extended School Year) fits into the sequence.
Board members praised the level of detail and said the presentation should be posted on the district website and shared with families; presenters agreed a glossary of acronyms would help community readers.
