Victor schools expand tiered supports (MTSS) to target academics and social‑emotional learning
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Summary
District leaders presented multi‑tiered systems of support (MTSS) work at multiple buildings, describing PLC changes, SEL data days and problem‑solving teams that triage students from universal instruction to targeted interventions.
District administrators described Thursday how Victor Central School District is implementing a multi‑tiered system of support (MTSS) to strengthen core instruction and provide targeted academic and social‑emotional help for students.
Karen Ryan, identified in the presentation as assistant superintendent for pupil services, framed MTSS as "a systematic, evidence based, continuous school improvement, problem solving, decision making practice" intended to ensure equitable access to high‑quality instruction. Ryan said the district has focused this year on tier‑1 classroom instruction—student‑centered, culturally responsive lessons planned from standards—and on aligning professional learning community (PLC) work across grades.
Principals described building‑level changes. Rob DeRose, principal of the Early Childhood School, said Tuesday PLC meetings now bring classroom teachers together with AIS (Academic Intervention Services) staff and related service providers to align strategies and allow students to enter and exit supports based on assessment data. He gave a grade‑one example in which teachers introduced multisensory strategies for high‑frequency (memory) words; follow‑up PLC data showed most students moved into expected performance bands.
Heidi Robb, primary‑school principal, said counselors shifted social‑skills instruction into classrooms to raise tier‑1 SEL supports and that the school held an SEL data day to identify students who need additional counseling, primary‑project services or mentoring. Robb reported a "huge decrease in the number of support calls" after those changes.
Jim Morrow, intermediate‑school principal, described tier‑2 and tier‑3 problem‑solving workflows: teachers submit a Request for Assistance form that triggers meetings of administrative and pupil‑personnel teams; small‑group and large‑group problem‑solving teams then develop targeted interventions aligned to observed needs.
Ryan told the board that PLCs across K‑12 have set measurable goals and will pause in February to review progress data. Board members praised the district’s layered approach and linked it to staffing and funding discussions but made no formal motion; administrators said MTSS work will continue with ongoing data reviews and periodic updates to the board.