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Everett Public Schools details relaunch of MTSS handbook, coaching and data tools
Summary
Director Mimi Brown presented a progress update on the district's multi-tiered systems of support (MTSS), including a handbook launched in August, classroom examples using Panorama, and plans for an MTSS advisory team and annual implementation inventories.
Director Mimi Brown presented the Everett Public Schools' multi-tiered systems of support (MTSS) update at the March 13, 2025, special meeting of the Everett Public Schools Board of Directors.
Brown said the district's MTSS work is “in the green” and on schedule, noting the handbook launched in August and that MTSS includes positive behavior interventions and supports (PBIS). The handbook will live on Canvas and is organized into six sections aligned to OSPI guidance, the presentation said.
The handbook and accompanying Canvas pages provide a common language and resources for academic, behavioral and social-emotional interventions, Brown told the board. She described MTSS as “a continuous improvement cycle for the buildings, for the teams that engage in this work,” and said the district added an “Everett Public Schools' promising practices” section after building-level feedback.
Brown walked through how staff use Panorama, the district's student-success platform, to track interventions and progress. She showed an example of a first-grader whose record included about four interventions this year and explained teams can drill into each intervention's notes. Brown said Panorama’s research and product updates have expanded the platform’s utility for intervention recommendations.
The presentation included a condensed demonstration of a Tier 2 MTSS team meeting. In the role-play, teachers and specialists discussed a third-grade student identified as “Clark Kent,” summarizing attendance, assessment results and classroom interventions. A teacher reported pulling the student into a three-times-per-week small group focused on comprehension; staff adjusted the group membership and strategies when initial efforts produced limited engagement. Attendees identified outreach to the student's grandmother as a next step.
Other staff voices at the meeting described two years of site interviews, expanded stakeholder engagement, and building-level relaunches: “This relaunch is growing school-wide investment in the system,” an assistant principal from Evergreen Middle School told the board during the presentation. Everett Elementary staff also provided feedback that data and team processes reduced over-referral and increased shared ownership of interventions, an instructional coach said.
Brown outlined next steps, including forming an MTSS advisory team, conducting annual implementation inventories, calibrating intervention and assessment practices, expanding supports for secondary teams, and continuing professional learning through EPS Learns. She emphasized that MTSS is intended as a structure to support adults’ work to improve student outcomes over time.
Board members asked about documentation burden and family engagement. Brown and other presenters said documentation practices vary by intervention and school structure; teachers commonly contribute classroom data (for example, I-Ready and end-of-unit assessments), coaches or psychologists support more targeted screening and tier-3 work, and Panorama serves as a repository. President Mitchell said, “I do appreciate the live example because it helped with some of my questions.”
No formal board action or vote occurred on MTSS during the meeting. Presenters requested continued board support as the district embeds MTSS tools and handbooks across buildings.
