Taylor ISD trustees hear progress report on MTSS interventions; data show gains for intensive students

Taylor ISD staff on Monday presented an update on the district’s multi‑tiered system of supports (MTSS), describing new intervention staffing, documentation practices and interim data showing growth for students receiving intensive help.

Jody Witt, coordinator of academic supports, told the Board of Trustees the district added four elementary interventionists this year (two reading and two math positions) and has worked to consolidate MTSS practices into one living framework. "We come together twice a month for a PLC for intervention," Witt said, describing regular professional learning time to align practices across campuses and to protect planning time for student support team (SST) meetings.

Witt said interventionists use targeted small groups, progress‑monitor at least biweekly, and store intervention plans and meeting documentation in Frontline so special education staff and future campus leaders can access a consistent record. She described the SSTs as a formal part of the referral process to ensure teams review data and plan interventions before special‑education pathways are pursued.

Chelsea Eason, a math interventionist at MSC, described a case example in which a fifth‑grade student she called "John" moved from third‑grade math and first‑grade reading levels at the start of the year to higher mid‑year levels after targeted intervention. "Through regular data team meetings, we were able to identify John's specific areas of need early," Eason said. She said the intervention plan used data, observations and high‑quality resources and was adjusted when progress lagged.

Witt presented district midyear Renaissance Student Growth Percentile (SGP) results for students served in tier 3 interventions: roughly 50% of those students achieved an SGP of 50 or higher (about a year's expected growth), and a substantial share exceeded that standard. Witt said about 200 students were served by tier 3 interventionists across two campuses in the fall and emphasized that the program is fluid—students move in and out of tiers as needs change.

Staff also described prevention efforts, including kindergarten "summer kits" and videos to support parents using the resources, and teacher-created family supports to foster early literacy and math readiness.

Trustees asked about confidence and classroom transition after intervention; Trustee Carter praised the program for improving both skills and student participation. Board members thanked staff and noted the approach aligns with a focus on growth rather than only test outcomes.

The district framed MTSS as an ongoing, documented system intended to catch students early, deliver targeted intervention, and provide consistent records to inform later decisions about special education or other supports.

Trustees did not take formal action on the report; it was provided for information and discussion.