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Multi-Tier System of Support

What is MTSS?
NC MTSS is a multi-tiered framework which promotes school improvement for ALL students through engaging, research-based academic and behavioral practices. MTSS employs a systemic means of problem-solving data (student outcomes and implementation data) and using that information to improve outcomes for ALL students and to provide needed supports to classroom teachers. In addition, MTSS offers systemic supports that allow for alignment of resources that results in a healthy school culture with common language, aligned teaming structures, purposeful communication, adequate professional development and coaching, and positive student outcomes.

The critical components of MTSS are:

1.    Leadership
2.    Data-based Problem Solving
3.    Data Evaluation
4.    Three Tiers Instruction/Intervention
5.    Building Capacity/Infrastructure for Implementation
6.    Communication and Collaboration

As an administrator, this means . . .
• I understand that MTSS is a school improvement framework that allows my leadership team to align district/school efforts that result in efficiency for the adults and effectiveness for students.

As a teacher, this means . . .
• I am provided needed supports through shared leadership roles, aligned teaming structures, defined communication loops, relevant professional development, adequate coaching, and purposeful scheduling to ensure my ability to teach ALL students.

As a parent, this means . . .
• My child attends a school where high expectations are the norm and resources are properly utilized to ensure those expectations are met.

As a student, this means . . .
• I attend a school where the teachers believe in my ability to succeed and have the skill set and resources to make it happen.

Who is impacted by MTSS?
MTSS is about students. It also involves administrators, teachers, and student services professionals collaborating to address the academic and behavioral concerns of students.

MTSS uses a team of educators to examine individual, classroom, and schoolwide data to make decisions on how to best meet the needs of all students.  Team members are selected based on their expertise and knowledge of students.  Through this process, teams identify students who require additional support in reading, math, writing, and/or behavior, and provides these students with research-based interventions and strategies that will facilitate their success.  Teams also identify students who make very limited progress even after receiving intensive support for a substantial period of time.  These students may be found eligible for additional services through the school-based SST, IEP, or Section 504 team.

WHY are we implementing MTSS?
Cumberland County is committed to MTSS as it is right for ALL students and needed to support ALL students academically and behaviorally in the general education setting in a changing world.  School improvement is needed to help teachers feel better about helping struggling students, improve instruction for all students and efficiently use the resources we have to move schools forward with growth for ALL.

When will MTSS be implemented?
Cumberland County Schools began to implement the MTSS process during the 2016-2017 school year.  The model will be rolled out over a three year period.  By 2018-2019, all schools will be implementing the model.

How do schools decide which students need interventions?
Strong core instruction (Tier 1) is the foundation of MTSS.  As a district, administrators, teachers, and student services professionals monitor student achievement in all subject areas.  However, we monitor especially careful in reading, math, and writing.  We also monitor other factors such as behavior and school attendance.  A variety of data sources are used (i.e., report cards, work samples, benchmarks, standardized assessments, etc.).

Grade-level classroom instruction will meet the needs of most students. However, some students may need additional support to be successful.  If a team determines through progress monitoring that a student needs more supplemental instruction (Tier II), a plan is developed that defines the supports that will be provided.  The plan will also outline how progress will be tracked to determine whether the interventions are successful.  If supplemental instruction does not remediate the concern, more intensive interventions (Tier III) will be implemented and documented.

What does it mean if my child is receiving interventions?
An intervention can be defined as additional instruction beyond what is already provided in the classroom. Interventions take place in small groups and target a specific area of need (i.e., vocabulary) rather than a broad content area (i.e., reading). The intensity of the intervention is determined by the size of the group, how many days per week the group meets, and for how many minutes the intervention lasts. Students with more significant needs will receive more intensive interventions. MTSS is not one-size-fits-all. Every school and every student is different. How student needs are met will vary from school to school, depending upon what the school already has in place and the resources that are available.

As a parent, how do I request that my student receive assistance through the MTSS model?
The team at your student’s school works hard to identify student needs and to design intervention plans that will lead to success. However, parents may raise concerns about their student’s progress at any time. Simply, contact your child’s teacher to request a meeting to discuss your concerns.

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Published by Shirley Carter on September 25, 2018
        

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