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WestEd consultant says Cloverdale MTSS is moving to sustainability after reading gains
Summary
A WestEd consultant told the Cloverdale Unified board the district has moved from implementation to sustainability in its MTSS work, reporting districtwide gains last year and outlining a plan for ongoing cycles of inquiry, data use and building-level supports.
WestEd consultant Tori reported to the Cloverdale Unified Board that the district’s Multi‑Tiered System of Supports (MTSS) has progressed into a sustainability and refinement phase after two years of implementation. Tori said the district will shift from districtwide rollout to building-level work to ensure systems persist beyond staff turnover.
Tori told trustees that MTSS in Cloverdale focuses on four components: communication and shared responsibility, problem solving, data systems and tiered instruction and intervention. She described the district’s approach to problem solving as digging below event-level symptoms to identify patterns and mental models, and she emphasized regular cycles of inquiry using a plan‑do‑study‑act protocol.
The consultant cited measurable gains from the prior year: "We were able to reduce our tier 3 reading scores by 7% and increase our tier 1 reading scores by over 10%," she said, and added that all buildings showed growth with Jefferson recording gains in both reading and math. Tori said screening and analysis occur three times per year and recommended a sustainability checklist for MTSS teams once WestEd’s direct support ends.
Trustees asked about next steps after the current three‑year contract. Tori said districts can continue MTSS work internally using the cycles of inquiry and the sustainability checklist; deeper, teacher‑level coaching would require an extended contract of another year or two. "If they want to go deeper it would be more at the teacher level," she said.
The presentation included examples of tools used by WestEd (impact reports, a database decision‑making protocol and shared documentation formats) and highlighted the district’s effort to reduce the number of surface referrals by having grade‑level leads select fewer students for deeper review. Trustees asked for more concrete examples and for administrators to show the data sources and specific goals that drive interventions.
The board received the presentation and asked staff to bring more building‑level examples and concrete metrics in future updates.
