District presenters outline MTSS "core plus" interventions to close learning gaps

District presenters told the Jamestown Public School Board on Oct. 6 that Jamestown Public Schools will expand use of a multi-tiered systems of support (MTSS) framework — described as "core plus" — to identify and deliver targeted interventions for students from elementary through high school.

Presenters explained tier 1 as the guaranteed, viable curriculum for all students; tier 2 adds targeted small-group instruction and diagnostic interventions; tier 3 provides intensive, individualized supports. "Multi-tiered systems of support is kind of how we move through identifying and helping support our kids through Jamestown," a district presenter said during the board education segment.

Why it matters: The approach centralizes benchmark data and progress monitoring so teachers and interventionists can place students into appropriate supports more quickly and adjust instruction based on results. Presenters identified FastBridge as the district's universal screener (administered multiple times per year), UFLI and phonics screeners for decoding diagnostics, ESGI for progress monitoring at elementary levels, and standards-based learning to set specific targets.

Elementary and math examples: At the elementary level, presenters described small-group reteach, paraeducator support, and use of resources such as 95% Phonics and Wit & Wisdom for reading; the district said it is piloting or extending a TransMath sequence into fourth and fifth grades so students can build fluency and be better prepared by middle school.

High school and Achieve3000: High-school instructors described using Achieve3000 as an adaptive reading tool that assigns content by Lexile level. Tim Random, a high-school English teacher, summarized vendor claims and classroom experience: "On average, students attain more than 2.9 times their expected growth when completing one or more lessons per week with an average first-try score of 75%," he said, but added that fidelity and explicit instruction matter. "I'm a little more skeptical ... I'm not always getting kids that get 75%." Teachers told the board they assign targeted lessons and pair Achieve3000 with guided instruction to address vocabulary and writing gaps.

Identification and monitoring: Presenters detailed the identification workflow: universal screening (FastBridge), diagnostic follow-ups (UFLI, phonics screeners, spelling inventories), placement into tier 2 interventions, and progress monitoring every other week to determine whether students should be exited, intensified, or adjusted.

Board discussion and next steps: Board members asked how the district handles incoming transfer students; presenters said coaches review incoming records and administer screeners outside benchmark windows to place students quickly. The district said it will continue to report progress through a dashboard and that the next board education will cover replacement core materials, with further updates planned at upcoming meetings.