Grant Public Schools spotlights MTSS expansion and daily intervention block

A Grant Public Schools MTSS (multi‑tiered system of supports) team presented the district’s tiered approach to the board, saying earlier identification and frequent progress monitoring improve the chances that struggling students will succeed in general education.

“Early identification, implementation and monitoring increase the likelihood that we can help our students achieve success more easily,” MTSS presenter Cindy Stroven said, summarizing the team’s approach to screening, intervention and communication. Presenters described use of MAP/NWEA data and behavioral tools such as SWIS to create targeted plans for academics, behavior and social‑emotional learning.

Haley Webb, the district’s literacy coach, described how core (Tier 1) instruction is supported by monthly PLCs, evidence‑based strategies and consistent teacher collaboration. Webb said the goal is for Tier 1 to meet needs for roughly 80% of students, with Tier 2 and Tier 3 added for those who require more targeted or intensive support.

Jamie Pressler and other intervention staff walked the board through common Tier 2 and Tier 3 practices: short daily targeted sessions (25 minutes this year, with regular progress monitoring), small‑group scaffolding, and referrals for functional behavior assessments when needed. The team said progress checks sometimes occur every two weeks and can rely on quick fluency or skills probes such as DIBELS or curriculum‑embedded checks.

The presenters said next year’s schedule will include a dedicated 45‑minute intervention/acceleration/enrichment period (up from 25 minutes this year) so students can receive targeted supports without being pulled from core classes. Staff also described social‑emotional and restorative practices used at the middle school, including CBT‑informed small groups, restorative circles and partnerships for outside counseling referrals.

Why it matters: The board repeatedly raised attendance and continuity concerns as a limit on intervention effectiveness; administrators said attendance improvement and parent engagement remain top priorities. Board members pressed staff on how MTSS success will be sustained as students progress to high school and on ways to target summer retention for at‑risk learners.

The board did not take action on the presentation but thanked the MTSS team for the work and encouraged continued monitoring and parent engagement.