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District presents MTSS expansion plan, requests two reading teachers and an instructional coach
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Summary
At a Bethlehem Central School District board meeting, MTSS director Jen Spila outlined requests for two additional reading teachers and an instructional coach to strengthen early reading intervention, integrate specialized reading services and increase progress monitoring for K–8 students.
Jen Spila, the district director of MTSS, told the Bethlehem Central School District board the district is seeking two additional reading teachers and one instructional coach to strengthen its Multi-Tiered System of Support (MTSS) for students.
"Our goal is that every student has an opportunity to learn at high levels," Spila said during the presentation, describing MTSS as a data-driven framework that addresses academics, behavior and social-emotional learning. She said the new reading positions would allow the district to integrate specialized reading instruction under a single system, group students by need and adjust groups every four to six weeks based on progress monitoring.
Spila said the district is also requesting an additional instructional coach and described coaching as a collaborative process that complements teachers rather than evaluating them. "It's a lot of brainstorming. It's a lot of trying different strategies together to improve student outcomes," a coach said, summarizing how coaching cycles work in classrooms.
Ian Knox, introduced during the presentation as a building principal, described how building-level teams—including school psychologists, social workers, counselors and related-service providers—use screening and data to create intervention plans and to coordinate support across the district. Spila said MTSS work in the district currently covers grades K–8; the high school operates a separate set of interventions through its counseling and department structures.
Board members asked about measures of success and how students exit MTSS supports. Spila said the district uses multiple benchmark measures and five built-in data-review cycles each year to track progress. She added that, with stronger early interventions and the additional reading staff, the district hopes to reduce referrals to special education over time.
The presentation also noted related district activity: a special-education analysis by Alliance Education Group (staff and family interviews and transportation/Medicaid analyses) with a parent survey to be sent to families and a final public report planned for September.
No formal vote on the MTSS staffing requests was recorded on the agenda at this meeting; the presentation served as the board update and context for future budget or staffing decisions.
