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Board hears detailed MTSS presentation; members ask for K–5 ELA follow‑up
Summary
Administrators presented the district's Multi‑Tiered Systems of Support (MTSS), explaining Tier 1–3 services for academics, behavior and attendance and processes for screening and progress monitoring; some board members asked for deeper, ELA‑specific data and asked administration to return with details.
Administration presented the district’s Multi‑Tiered Systems of Support (MTSS) framework and how Groton implements Tier 1 universal instruction, Tier 2 targeted interventions, and Tier 3 intensive supports.
Anne Marie described MTSS as a proactive, prevention‑oriented framework covering academics, attendance and social‑emotional learning. She said universal screeners (DIBELS, i‑Ready) are administered in fall, winter and spring, and progress monitoring and data teams guide decisions about whether students need Tier 2 or Tier 3 interventions. "MTSS aims to prevent problems from becoming larger issues," she said, explaining that Tier 2 commonly serves about 10–15% of students while Tier 3 targets a smaller group for intensive, individualized supports.
Board members asked for more locality‑specific data. Board member Adrian Johnson said the 10–15% Tier 2 estimate might understate needs in Groton and requested an in‑depth ELA presentation and data on how many students are below benchmark and how they are identified. Anne Marie said the presentation was an overview and agreed to follow up with a deeper, curriculum‑specific briefing to the board and curriculum committee.
What’s next: Administration will prepare more detailed ELA/Tier 2/Tier 3 data and propose a follow‑up meeting with specialists to review identification, teacher training and staffing needs.
