This school year, the district continued to strengthen its Multi-Tiered System of Supports (MTSS) framework across all schools to better support student growth in academics, behavior, and attendance. Each school focused on refining systems and structures to ensure timely identification of student needs, effective interventions, and improved collaboration among staff.

At the Coventry Grammar School (CGS), a consistent multidisciplinary MTSS core team was established and a structured meeting system was implemented to strengthen building-wide coherence and effectiveness. Weekly MTSS Systems and Structures meetings focused on refining schoolwide practices and monitoring Tier 1 successes and challenges. In addition, MTSS collaboration meetings allowed general education and intervention staff to more intentionally utilize the daily collaboration block to review student progress monitoring data, discuss students receiving interventions, and adjust supports as needed. Weekly MTSS teacher meetings also created a consistent forum to identify students who may require intervention services and to ensure shared decision making and timely responses. Biweekly meetings with reading and math intervention teams further strengthened coordination and intervention planning. The school also clarified expectations for “What I Need” (WIN) time and provided staff with professional learning on communicating with families about MTSS and special education, strengthening transparency and partnership with families.

At the G. H. Robertson School (GHR), administrators collaborated with CGS to conduct a comprehensive redesign of their MTSS process. This work resulted in an aligned approach supported by a common action plan and the integration of the eduCLIMBER platform as a centralized repository for student data and MTSS action plans. Through eduCLIMBER, teams can review comprehensive student information, including attendance, disciplinary data, standardized assessment results, and intervention history. The school also developed a Tier 1 instructional flowchart and supporting resources for teachers. A core MTSS team composed of the Principal, Social Worker, School Psychologist, and Reading Consultant was established, with additional members participating as needed. Clearly defined meeting roles and a biweekly meeting schedule were implemented to ensure concerns are addressed efficiently. This coordinated approach will also strengthen student transitions between grade levels and improve year-to-year communication through the consistent use of MTSS action plans.

At the Capt. Nathan Hale School (CNH) and Coventry High School, administrators and support staff collaborated closely with the Director of Educational Technology and the clinical team to enhance MTSS processes and recordkeeping through the implementation of eduCLIMBER. Building on vertical collaboration between the two schools last spring, a standardized Student Assistance Team referral form was developed and embedded within the eduCLIMBER platform. Staff were trained on the system during the fall, and it is now being used to document student concerns, interventions, and progress throughout the year. To support implementation, school leaders used Instructional Leadership Team (ILT) and grade-level meetings to demonstrate how the new system streamlines the referral and documentation process.

Collectively, these efforts represent a significant step forward in creating a more aligned, data-informed MTSS framework across the district. The work has strengthened collaboration among educators, improved access to comprehensive student data, and established clearer systems for identifying student needs and implementing targeted supports.