Byram Hills lays out MTSS expansion, new screeners and teacher training

Byram Hills Central School District officials used the Oct. 14 meeting to describe how the district is expanding its multi‑tiered system of supports (MTSS), changing assessment tools and investing in teacher training and data systems to better identify and support students who need additional academic help.

"MTSS stands for the multi tiered systems of support," said Megan, the district MTSS lead, describing it as "not a single program" but the foundation that "sets every system and structure we do inside schools to support kids." Administrators said MTSS guides a set of aligned goals — from board priorities down through administrator and teacher goals — to drive stronger student outcomes.

Administrators explained the district is piloting Renaissance STAR as a shorter universal screener administered three times a year and moving away from iReady, which had been too long for universal screening. Kevin, the district assessment lead, said the STAR national benchmarks initially appeared lower than the district's typical performance so staff worked with STAR psychometricians to identify appropriate local cut points to avoid under‑ or over‑identifying students.

The board heard that MTSS is collaborative and data‑driven: universal screeners identify students for further diagnostics, specialists administer one‑on‑one diagnostics (for example, LISN/Bee‑style assessments) to pinpoint skills, and teams set specific exit criteria and weekly progress monitoring for interventions. Colleen and Christine outlined how MTSS supports special education decisions: response‑to‑intervention data can inform Committee on Special Education (CSE) eligibility and declassification often follows reevaluation cycles.

The presentation also covered professional learning and data infrastructure: staff described multi‑year teacher training to interpret assessment data, implement research‑based curricula (including a pilot phonics curriculum), and development of a "single pane of glass" data system to bring assessments and progress monitoring into one accessible view for teachers and administrators.

Administrators emphasized family and preschool outreach: materials and videos for incoming kindergarten families ("Bobcat Cubs") and coordination with a developmental support committee were cited as steps to smooth preschool‑to‑K transitions.

What happens next: the MTSS team will continue pilot testing STAR benchmarks, refine diagnostic protocols and provide additional professional learning; Megan was scheduled to return next month with more K–5 curriculum detail.