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Cary 26 proposes 8.5 certified student interventionist positions to strengthen MTSS without increasing education fund spending
Summary
Superintendent Dr. White proposed converting non‑certified intervention roles into 8.5 certified student interventionist positions, funded through a combination of existing education‑fund allocations, special‑education (IDEA) dollars and Title I, and phased in by school based on enrollment.
Superintendent Dr. White proposed a district staffing change on Feb. 18 that would shift the district’s Tier 2 and Tier 3 academic intervention model from primarily non‑certified staff to certified student interventionists.
The proposal would create 8.5 full‑time equivalent certified student interventionist positions allocated by enrollment: Briargate 1.5 FTE, Cary Junior High 2 FTE, Deer Path 2 FTE, Oak Knoll 1 FTE, and Berry Oaks 2 FTE. Dr. White said the change is intended to align the district’s MTSS (Multi‑Tiered System of Supports) practice with state guidance and research, which recommend certified personnel deliver Tier 2/Tier 3 services.
Why it matters: Dr. White said certified interventionists would provide more consistent, frequent services (moving many students from 3–4 intervention sessions per week to 5 days a week where indicated), improve monitoring of student progress, and support fidelity to evidence‑based strategies including the science of reading and mathematical practices. The superintendent said the shift can be implemented without increasing the education fund by reallocating current intervention staffing, drawing on special education (IDEA) funding and Title I for a portion of the allocations.
Board members pressed for operational details. Board member Jason Janzick asked whether the Briargate 0.5 position would be a part‑time “traveler”; Dr. White answered that the 0.5 would ideally be a part‑time certified educator holding a professional educator license (PEL). Dr. White and staff said they plan an internal hiring round first and to post openings publicly as needed. Miss Beeman, the district registrar, was asked to notify administration when registration (opening March 10) changes projected enrollment so staffing requests can be adjusted promptly.
Measurement and supports: Dr. White said the district will use multiple data points (benchmark assessments, progress monitoring, attendance, social‑emotional screeners and Branching Minds analytics) rather than a single measure to place and monitor students in interventions and to evaluate intervention effectiveness over time. She said the district will communicate the finalized MTSS changes to staff in April with an official rollout for the 2025–26 school year if approved.
Funding caveats: staff cautioned Title I funding can vary year to year and that special‑education funding is more stable; Dr. White and board members said they would revisit the model if state or federal funding rules change. No formal board vote on the staffing plan was taken at the Feb. 18 meeting; Dr. White said the board would take action on the plan at its Feb. 24 meeting.
