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Unionville-Chadds Ford reports expanded MTSS processes at middle and high schools, including tier‑1 meetings and targeted interventions
Summary
District leaders described a more formal, data-driven MTSS process at the high school and middle school, including tier‑1 meetings, math intervention pilots, planner use to support executive function, a new student support plan and a newly hired learning-to-learn teacher.
Unionville-Chadds Ford School District staff on April 7 updated the Curriculum, Instruction & Technology Committee on expanded Multi-Tiered System of Supports (MTSS) at the secondary level, describing new data-driven processes, pilot interventions and staffing additions designed to identify at-risk students earlier and to coordinate classroom- and school-level supports.
Dr. Hunt, identified in the meeting as an assistant superintendent at Unionville High School, described the introduction of regular tier‑1 meetings to review student data across attendance, behavior and grades, pulled from the district’s LinkIt and PowerSchool systems. The meetings bring together administrators, counselors, behavioral health staff, school psychologists and other specialists to create action plans and assign responsibilities for students who show early warning signs.
“By the time we leave that meeting there’s a box that we have an action item, and who is going to take care of that action item,” Dr. Hunt said, describing the team-based approach and the goal of identifying both individual needs and school‑wide patterns that drive tier‑1 interventions.
Caitlin Ward, identified as an assistant superintendent for the middle school, described MTSS pilots at Patton that included math intervention groups during Hawk time and a planner program intended to build executive-functioning skills. Ward reported teachers used pre‑ and post‑tests to measure the math intervention pilot and said “the percentage of success … between 80 and 90 percent of all of the students who have gone through this, have shown progress from pre to post test,” language she attributed to math teachers presenting the results.
District staff also described a new, formal Student Support Plan for monitoring interventions and parent communication, and they highlighted the February hire of Celine Uethal (listed in the meeting as the district’s learning-to-learn teacher and MTSS coordinator) to develop instructional materials and to track goals and exit criteria for students in targeted programs.
Presenters said MTSS work aims first to strengthen tier‑1 classroom practices that benefit all students while providing more intentional tier‑2 and tier‑3 supports when data indicate a need. Board members commended the district for aligning data and team resources and urged further tracking of whether interventions reduce the overall number of students requiring additional supports.
These updates were informational; district staff said they will continue to refine the MTSS process and report back to the board on progress and outcomes.
