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Kennett curriculum committee updates MTSS rollout, SEL screening and curriculum-writing progress
Summary
District staff reported progress on a multi-tiered system of supports (MTSS), including K—-8 rollout, near-final 9—12 guidance, a universal SEL screener pilot and coordinated coaching cycles.
District curriculum and pupil-services staff gave a multi-part update on MTSS implementation, restorative-practices training, assessment frameworks and the district's curriculum-writing work.
MTSS overview and toolkits
Cassandra Jones (assistant superintendent for pupil services) described MTSS as the district's umbrella framework for academic, social-emotional and behavioral supports. Staff launched a K—-8 MTSS toolkit at the start of the school year and said the 9—12 toolkit is in final review; the high-school model uses a two-tier academic structure combined with a three-tier social-emotional/behavioral framework. The toolkits define tiered supports, teaming structures (from district-level data teams to school-level intervention teams) and structured data-analysis protocols.
Screening, assessments and progress monitoring
Staff reported the high school has completed the DESA social-emotional screener and that AIMSweb Plus universal screening for reading has been completed at KHS with AIMSweb math forthcoming. Collaborative team coaching at elementary and middle grades includes reviewing universal-screen results, progress-monitoring protocols, goal-setting and diagnostic follow-up to guide instruction and interventions.
Restorative practices and SEL
The district trained more than 20 internal restorative-practices trainers and delivered tier-1 strategy training for all professional and support staff. Positive behavior-support (PBS) manuals are complete for all buildings except Kennett High School, where the manual is in development with an anticipated board informational presentation in January. The district is piloting SEL core-program candidates for K— with plans to narrow to two pilots in late winter and recommend a program for adoption before the next school year.
Curriculum writing and coaching
Curriculum teams are developing materials aligned to PA Core standards and essential standards; staff emphasized finalizing a robust tier-1 curriculum before developing intervention materials (tier 2/3). District teams are building assessment and program frameworks in LinkIt to support monitoring. Staff said walkthroughs are used for non-evaluative feedback (growth-focused) and described coaching cycles tied to collaborative-team meeting time.
Building experience and early results
Middle-school leadership described a major schedule overhaul that reallocated existing staff to expand ELD and intervention roles; early PVOS/benchmark results presented by middle-school staff indicate positive subgroup trends. Staff cautioned that high-school universal screening will identify students with foundational deficits who will require carefully designed interventions and scheduling accommodations.
What the committee asked for and next steps
Committee members asked for continued clarity about progress-monitoring frequency, intervention intensity and how high-school scheduling will accommodate intensive interventions. Staff will continue collaborative coaching, piloting SEL programs, completing the KHS PBS manual and finalizing LinkIt data structures; the committee set its next meeting for Nov. 24 to review district data.
