Georgetown Elementary spotlights MTSS/SEL changes; Tier‑3 supports fall sharply

Georgetown Elementary leaders described a three‑year school improvement roadmap at the Nov. 3 board meeting and presented data showing reductions in the number of students requiring the most intensive interventions.

Principal Jill Keller and staff said Georgetown has emphasized shared leadership, a data‑driven MTSS (Multi‑Tiered System of Supports) approach and strengthened SEL (social‑emotional learning) services. The team described a systemic change in how the school reviews and monitors intervention data, professional development for instructional leadership teams, and expanded social‑work and interventionist support.

Keller and collaborators said that since starting the initiative in 2023, the number of students receiving Tier 3 reading support fell from 127 to 46 — a decline they described as a roughly 64% reduction. They said Tier 3 math supports dropped from 53 to 26 students, a roughly 51% decline. The school reported increases in students enrolled in extension or acceleration groups, gains on i‑Ready indicators over the past year and a rise in the school's overall index on the state report card.

The team also described cultural and climate strategies — including schoolwide values, student recognition programs and leadership teams — that they credited with reducing discipline referrals and improving student engagement. Board members praised the results and asked the school to share practices districtwide.

Why it matters: Georgetown presented measurable reductions in intensive intervention caseloads and cited organizational changes that district leaders may examine for scaling. The data were presented by school leaders as part of a standing school spotlight on the board agenda.