When Braintree Public Schools (MA) identified strengthening its Multi-Tiered System of Support (MTSS) as a districtwide priority, leaders were clear about their goal: ensure that every student receives the right support, at the right time, and for as long as it is needed—no more and no less.

Braintree serves students across one high school, two middle schools, six elementary schools, and a pre-kindergarten center. As district leaders examined how MTSS was functioning across these settings, one common and familiar pattern emerged: Student Support Teams (SSTs) were operating somewhat differently from school to school.  

This variation was not a sign of weakness. In fact, it reflected thoughtful efforts by schools to adapt SST practices to their unique contexts. At the same time, leaders recognized an opportunity to strengthen alignment across the district—supporting smoother student transitions, clearer expectations for staff, and a more coherent MTSS experience overall.

Braintree engaged EDC’s Education & Wellbeing team, led by Shai Fuxman, in a three-month process to observe SST (or equivalent) meetings at most schools across Braintree. Our role was intentionally focused on listening and learning. We attended meetings, reviewed materials, took notes, and asked clarifying questions as needed.

Using a clear set of “look-fors” grounded in effective SST practice, we paid close attention to referral processes, data use, meeting structure, facilitation, action planning, and follow-up. Just as important, we looked for strengths—practices that were working well and could inform districtwide learning.

Aligning SSTs Without Losing What Makes Schools Work

The district’s goal was to establish shared language, core structures, and decision-making processes—while preserving flexibility for differences across elementary, middle, and high school environments. This balance mattered for several reasons.

Students transition between schools more smoothly when expectations and processes are aligned. Staff who work across buildings—such as counselors, specialists, and BCBAs—can participate more effectively when SST structures are familiar. Most importantly, consistent SST processes help ensure that students are identified early, matched to appropriate supports, and monitored thoughtfully over time.

Observing SSTs Across the District

In our observations across schools, several consistent strengths emerged. SST conversations were student-centered and grounded in care. Teams drew on both quantitative data (such as academic performance and attendance) and qualitative insights from educators who knew students well. In elementary schools especially, the presence of the referring teacher contributed to focused, efficient problem-solving.

At the same time, there were differences in how SSTs were organized and facilitated. Some meetings were tightly structured and highly actionable, with clear next steps and follow-up plans. Others blended student-specific discussions with broader coordination or systems-level conversations. These differences highlighted opportunities to clarify the purpose and structure of SSTs while respecting school-level context.

School-Level Feedback: Building from Strengths

Following each observation, we prepared a brief report for the school.  

Each report intentionally highlighted:

• Practices that were working well and should be sustained
• Specific areas where clarity or structure could strengthen the process
• Approaches worth sharing across the district

This strengths-based framing was essential. Many of the most effective SST practices were already happening somewhere in Braintree. The opportunity was to surface, refine, and scale them.

From Individual Practices to Districtwide Coherence

After completing school-level reports, we synthesized findings into a districtwide summary. Every recommendation in the final report was grounded in practices already observed within Braintree schools—adapted thoughtfully for elementary, middle, and high school contexts.

Recommendations focused on strengthening core SST elements, including:

• A consistent referral process that clearly documents concerns, strategies already tried, and relevant data
• Meaningful teacher involvement, with adaptations for secondary settings
• Predictable meeting agendas that balance understanding student needs with action planning
• Clear documentation of next steps, responsibilities, and timelines
• Built-in follow-up to monitor student progress and adjust supports as needed

Sharing and Supporting Implementation

District leadership reviewed the recommendations before they were shared with principals in grade-band groupings: elementary, middle, and high school. This structure allowed school leaders to engage deeply with guidance that was relevant to their specific contexts.

Principals were able to see their own strengths reflected in the recommendations, learn from peer schools, and consider how to adapt shared practices within their buildings. The process emphasized alignment, not compliance.

Strengthening What Already Exists

As a result of this work, Braintree Public Schools now has stronger, more consistent, and better-aligned SST processes across the district. Teams are better equipped to use data effectively, clarify action steps, and monitor student progress over time. Alignment across schools supports smoother transitions for students and clearer expectations for staff.

Perhaps most importantly, the work reinforced a shared understanding that effective SSTs are not just meetings—they are decision-making processes at the center of MTSS.

A Closing Reflection

Districts do not need to start from scratch to strengthen their student support systems. Often, the most powerful improvements come from taking a structured look at existing practice, identifying what is working, and intentionally aligning systems around those strengths.  

Braintree’s experience illustrates how focused observation, reflection, and collaboration can strengthen SST processes—and, in turn, support MTSS in delivering meaningful outcomes for students.