Kindergarten Website

First Grade Website

Second Grade Website

Third Grade Website 

Fourth Grade Website 

Fifth Grade Website

Definition 

NC MTSS is a multi-tiered framework which promotes school improvement  through engaging, research-based academic and behavioral practices. NC  MTSS employs a systems approach using data-driven problem solving to  maximize growth for all. 

North Carolina’s MTSS Critical Components 

Leadership 

Leadership is key to successful implementation of any large-scale innovation. The  building principal, assistant principal(s), and school leadership team are critical to  implementing MTSS at the school level. They engage staff in ongoing professional  development for implementing MTSS, plan strategically for MTSS implementation,  

and model a problem-solving process for school improvement. The school principal also supports the implementation of MTSS by communicating a vision and mission  to school staff, providing resources for planning and implementing instruction and intervention, and ensuring that staff have the data needed for data-based problem solving. 

Building the Capacity/Infrastructure for Implementation 

School-wide capacity and infrastructure are required in order to implement and  sustain MTSS. This capacity and infrastructure usually include ongoing professional  development and coaching with an emphasis on data-based problem-solving and  multi-tiered instruction and intervention; scheduling that allows staff to plan and  implement instruction and intervention; and processes and procedures for engaging  in data-based problem-solving. 

Communication and Collaboration 

Ongoing communication and collaboration are essential for successful  implementation of MTSS. Many innovations fail due to a lack of consensus, lack of  feedback to implementers to support continuous improvement, and not involving  stakeholders in planning. In addition to including stakeholders in planning and  providing continuous feedback, it is also important to build the infrastructure to  communicate and work with families and other community partners. These  practices increase the likelihood that innovative practices will be implemented and  sustained.

Data-Based Problem Solving 

The use of data-based problem-solving to make education decisions is a critical  element of MTSS implementation. This includes the use of data-based problem solving for student outcomes across content areas, grade levels, and tiers, as well as  the use of problem-solving to address barriers to school wide implementation of  MTSS. While several models for data-based problem-solving exist, the four step  problem-solving approach includes: 1) defining the goals and objectives to be  attained, 2) identify possible reasons why the desired goals are note being attained,  3) developing a plan for implementing evidence-based strategies to attain goals, 4)  evaluating the effectiveness of the plan. 

Three Tiered Instructional/Intervention Model 

The three-tiered instructional/intervention model is another critical element of  MTSS implementation. In a typical system, Tier 1 includes the instruction all  students get; Tier 2 includes supplemental instruction or intervention provided to  students not meeting benchmarks; and Tier 3 includes intensive, small group or  individual interventions for students showing significant barriers to learning the  skills required for school success. It is important to consider both academic and  social-emotional/behavioral instruction and interventions when examining this  domain.  

Data-Evaluation 

Given the importance of data-based problem-solving within an MTSS model, the  need for data and evaluation system is clear. In order to do data-based problem solving, school staff need to understand and have access to data sources that  address the purposes of assessment. Procedures and protocols for administering  assessments and data use allow school staff to use student data to make educational  decisions. In addition to student data, data on the fidelity of MTSS implementation  allow school leadership to examine the current practices and make changes for  improving MTSS implementation.  

(North Carolina’s critical components were adapted from collaboration with Florida’s MTSS work)

ESL Program

AIG Website

Mr. G's Website - Physical Education

Mrs. Fiedler's Website - Media Center

Mrs. Guay's Website - STEM