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High school staff outline MTSS, WIN interventions and early attendance gains
Summary
District staff described yearlong MTSS work and a new WIN intervention offering individualized academic and executive-function supports; presenters said about 194 students received extra supports in fall and 167 in spring and cited research linking relationship quality to chronic absence.
A district staff member presented an update on the district's Multi-Tiered System of Supports (MTSS) and the WIN (What I Need) intervention at the board meeting, saying the program aims to identify students who need additional academic and behavioral supports and to connect them with counselors, social workers and targeted instruction. "We track how often kids are in class and in their chairs," the presenter said, and described Tier 1, Tier 2 and Tier 3 supports used to match interventions to student need.
The presenter highlighted results from Panorama Education and local monitoring: "Students with poor relationships ... are 1.8 times more likely to be chronically absent," the presenter said, and district data showed roughly 194 students receiving additional MTSS supports in fall and 167 in spring. Staff described schoolwide efforts including professional development, department data digs and teacher walkthroughs aimed at helping teachers use data to identify students who need outreach.
Miss Hoskins, who leads the WIN intervention, described how WIN operates five hours a day and offers individualized academic instruction (using Exact Path) for students needing skill remediation and an executive-function curriculum ("EF is greater than IQ" from the Rush Neurobehavioral Center) for students needing organization and task-management coaching. She said WIN students set weekly goals, keep journals and receive supported study hall time with regular teacher check-ins.
The presenters said early survey results indicate increased staff involvement: combined "almost always" and "frequently" responses on outreach activities totaled about 45%, and combining the top three categories reached about 79% of staff reporting they engage in outreach at least more than "once in a while." The district noted teacher buy-in and clearer expectations for MTSS implementation had improved from the prior year on internal surveys.
Board members thanked the presenters and asked follow-up questions about scaling supports, freshman transition plans and how staff will sustain gains next year. Administrators said they plan to introduce academic planners for incoming freshmen and to continue department-level data work to pinpoint instructional changes.
The presentation closed with an administration recommendation to continue MTSS work and use the lessons learned this year as a foundation for goals in 2026'27. No formal board action was taken on the MTSS update during the meeting.
