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Middle‑school staff present MTSS update highlighting data meetings and tiered supports
Summary
Middle‑school staff presented the district's MTSS (multi‑tiered system of supports) update, describing tier‑one universal practices, frequent data meetings, parent feedback loops, and targeted attendance work at the high school.
Middle‑school staff briefed the Greene County Comm School District board on progress implementing MTSS, emphasizing team‑based tiered supports, frequent data reviews and parent engagement.
Michelle (middle‑school PE teacher) and Bailey Jones (behavior interventionist) described the MTSS framework as a district‑wide system that uses universal screening, tiered interventions and regular data meetings to catch students who are beginning to struggle. Presenters said building leadership teams meet and staff conduct four‑ to six‑week data reviews for reading, math and behavior.
They described a parent feedback process and a "stoplight" report (green/yellow/red) used to summarize areas of celebration, items to address now, and longer‑term work. Presenters emphasized the goal of identifying students early: screening, intervening, collecting data on interventions and adjusting supports.
Administrators noted differences across buildings (for example, high school emphasis on attendance as a leverage point) and said the district is aligning teacher training and instructional blocks to create consistent tier‑one practices. Staff underscored that some tier‑one changes take substantial time to show results and pointed to internal self‑assessment growth across metrics.
Board members asked for clarifying examples and for plain‑language descriptions to help community members understand how MTSS operates in day‑to‑day classrooms. Presenters replied with an illustrative explanation: identify a need, put an intervention in place, gather data and revise the approach as needed.
The board received the report; no formal action was required.
