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Administration outlines MTSS data calendar and Tier‑1 focus as first step in five‑year plan
Summary
District leaders described a five‑year plan to implement a Multi‑Tiered System of Support (MTSS). This academic year the district will emphasize Tier‑1 instruction and behavior supports, expand assessments and use data systems to target interventions.
District curriculum and student services leaders presented a five‑year MTSS (Multi‑Tiered System of Support) implementation plan that emphasizes Tier‑1 instruction, consistent behavior expectations and expanded use of formative assessments and data systems this year.
Miss Petrie (presentation lead) said year one focuses on teacher clarity in Tier‑1 instruction — ensuring students can articulate what they are learning and why — and on establishing consistent buildingwide behavioral expectations. The district plans to use a data assessment calendar that includes DIBELS screeners (three times a year), IXL diagnostics and a Firefly assessment aligned to state standards to provide regular formative information. Secondary schedules include PSATs, end‑of‑course assessments and midterms according to the high school testing calendar.
Petrie said the district uses EdInsight as a data warehouse to track standardized assessment results and trends; Infinite Campus is used for behavioral incident reporting at the middle and high school levels. Elementary schools are participating in PBIS (Positive Behavioral Interventions and Supports) training this year and are refining how they collect actionable behavior data. Intervention and data meetings at all levels bring teachers, counselors and administrators together to examine patterns (attendance, repeated low scores, behavior incidents) and recommend Tier‑2 interventions (small‑group academic interventions or school‑based counseling) where needed.
Presenters said some assessment data are computer‑generated and flow automatically into the warehouse; other screeners (for example DIBELS) are entered by teachers and then uploaded for analysis. The district does not currently use a districtwide behavioral or emotional screening tool but can consider one if future needs warrant it. Presenters emphasized that stored student data are used internally to target supports and do not travel outward for employment or other external uses.
Board members asked how individual student history follows students across transitions; staff said historical assessment data are available to receiving schools so supports can continue across elementary, middle and high school. The administration described the five‑year implementation steps as building common language and data use in year one, expanding supports and modifying curriculum in subsequent years, and reaching a sustainable integrated MTSS system by year five.
