Longview School District officials outline MTSS rollout, set state plan deadline

Longview School District officials on Nov. 10 described the district's Multi-Tiered Systems of Support (MTSS) framework and a phased plan to strengthen universal instruction and targeted interventions across schools.

"MTSS is a framework designed to push us to use evidence-based practices to identify student need," said Andrew, the district's executive director of student services, summarizing the approach the district will use to address academic, behavioral, social-emotional and attendance needs. He said the system relies on data and teams to design interventions matched to the student's area of need.

Carrie Montgomery, executive director of teaching and learning, told the board the district is defining a "guaranteed and viable" curriculum so teachers know what must be taught and when. "The most important words that you'll see on this handout are guaranteed and viable," Montgomery said, pointing trustees to projection maps and packet materials that describe yearlong pacing and expectations.

Staff outlined the three-tier structure the district will use: Tier 1 (core instruction) should meet most students' needs — "about 80%" in the district's model — Tier 2 (targeted supports) is expected for roughly 15–20% of students, and Tier 3 (intensive individualized intervention) for about 5–10%. Presenters described Tier 2 supports (small groups, targeted interventions through LAP and coach-led supports) and Tier 3 strategies (reduced group sizes, extended time and highly intensive instruction).

Board members asked how MTSS intersects with special education and with acceleration for high-achieving students. Andrew stressed a distinction: being a Tier 3 student is not the same as having an IEP. "You can be a Tier 3 student without being on an IEP," he said. Montgomery described cluster models, honors and AP options as examples of extension for students who demonstrate advanced performance.

Staff also discussed parent engagement and notification practices. For Tier 2, interventions can often be delivered within the classroom and may not require formal parental permission, though the family should be informed; Tier 3 interventions typically trigger more direct parent notification and progress monitoring.

Officials said MTSS implementation is already underway at school sites but that districtwide alignment will come through the strategic planning process and audits of Tier 2 and Tier 3 resources. A district official told trustees the district surveyed about 2,000 participants to inform the strategic plan and that a state MTSS plan will be required by 2028.

The presentation emphasized professional learning communities (PLCs), common assessments and fidelity checks as central to success. Staff said some schools have mature practices to share across the district and that full Tier 2/3 consistency will be a multi-year effort tied to curriculum adoptions and teacher access to a district data platform.

Next steps identified for board oversight included continued audits of Tier 2/3 resources, rolling out strategic-plan priorities beginning in April and improving teacher access to data and common curriculum materials. The board closed the discussion by thanking staff and noting no public comments were offered before adjournment.