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Equity subcommittee outlines MTSS-based supports, new peer-mentor and Best Buddies programs
Summary
The district’s equity update highlighted culturally relevant teaching, PBIS expansion, new Best Buddies and peer-mentor programs funded by a grant, and use of a Multi-Tiered System of Support to tailor academic and social-emotional interventions.
The Danvers School Committee received an equity update Dec. 8 that emphasized the district’s strategic alignment around culturally relevant teaching, school-level positive behavior supports and a Multi-Tiered System of Support (MTSS) to tailor instruction and interventions.
The presenter said the equity work is woven into the strategic plan and listed curriculum steps such as including diverse literature and bridging home–school practices. At the elementary level the district is in its second year of Positive Behavioral Interventions and Supports (PBIS). At the middle school the district has launched Best Buddies and a new peer-mentor program — the presenter said a recent grant will support training for 5–10% of students as conflict resolvers. At the high school, community block affinity groups meet weekly (examples cited: NextGen, Issues to Action, Women of the World, LGBTQ affinity groups).
The presentation focused on MTSS as a framework to assess all students and provide tiered supports: universal high-quality tier 1 instruction for all students, targeted tier 2 small-group interventions, and intensive tier 3 supports usually delivered one-on-one by specialists. The presenter emphasized that MTSS is intended to ensure each student makes at least a year’s growth and that supports are based on need rather than characteristics such as race or background.
Committee members asked clarifying questions about misperceptions of equity work and the presenter reiterated that equity means providing differing supports so all students have equal opportunities to progress. The committee received the update and will continue to monitor implementation and training needs.
