• NC Multi-tiered System of Supports (NC MTSS)

    Overview: 

    Halifax County Schools implements the NC Multi-Tiered System of Supports (MTSS) across grades K-12. MTSS is a school improvement framework that encompasses academic, behavioral, and social-emotional instruction and support. NC MTSS employs a systems approach using data-driven problem-solving to maximize growth for all students.

    The Director of Elementary Education serves as the district MTSS coordinator and attends all Northeast MTSS Regional Implementers Meetings. Meeting attendees include the District MTSS, Behavior & SEL Coordinators, and guidance counselors as well as any other MTSS Implementers in the district/schools. The Office of Educational Equity, Integrated Academic and Behavior Systems facilitates the monthly meetings.  Currently, Mr. Osmond Lister is the DPI: Northeast IABS Regional Consultant, 252-312-5599 (Cell Phone), 984-236-2162 (Office Phone). The Elementary Director receives monthly update emails and shares them with the directors of Secondary Education and The Whole Child. The meeting structure consists of the following overview: Meeting Structure Outline *Virtual Meeting Times: 9:00-12:00 *Face to Face Meeting Times: 9:00-3:00 Meeting; meeting components include: Content Welcoming, Inclusion Activity & Optimistic Closure in every meeting to create positive and engaging participation. The Northeast IABS Regional Consultant assists with the facilitation of district and school Facilitated Assessment MTSS at the district (FAM-D) and Facilitated Assessment MTSS at the school level (FAM-S). 

    The MTSS roles and responsibilities for Integrated Academic Behavior Systems (fBS) and exceptional children (EC) are shared with the Director of Secondary Education (IABS) and the Director of Whole Child (EC). The District MTSS Coordinator shares the monthly meeting invite accordingly. As a result of meeting attendance, the information is shared with the district team as updates and communicated to principals and classroom teachers accordingly.  The district has access to an effective data system to make decisions about core, supplemental, and intensive support. The needs of students are addressed in three categories: Tier 1, Tier 2, & Tier 3. See the model below for an explanation of each tier. 

    It is the goal of the district that all students make adequate academic progress each year, and thereby, acquire the skills necessary for secondary education and career success.  To realize this goal, students who are at risk of academic failure and who are not successfully progressing toward grade promotion and graduation must be identified and provided additional assistance.  The principal is responsible for ensuring that students at risk are identified and that the school improvement team develops a plan to include a successful transition between grade spans for such students in compliance with G.S. 115C-105.41. 

    A. Identification of and Assistance to Students at Risk

    The Curriculum, Instruction, & Accountability Team (CIA Team) organizes available resources to implement a multi-tiered system of support (MTSS) that uses data-driven problem-solving and research-based instructional practices for all students.  In collaboration with DPI, the team establishes processes and standards for addressing concerns about student performance and for documenting student responses to research-based instruction and interventions within the NC MTSS.  Using information about the student’s response to instruction and/or interventions and other student performance data, school personnel are required to identify students at risk of academic failure as early as reasonably may be done, beginning in kindergarten.  School administrators and teachers address the needs of students identified as at risk of academic failure through the supports available in the NC MTSS and/or other processes established by the CIA Team.  The parents or guardians of such students are included, through oral or written communication or other means, in the implementation and review of academic and/or behavioral interventions for their children.

    MTSS Triangle

    Need to Know:

    NC MTSS Definition: NC MTSS is a school improvement framework that encompasses academic, behavioral, social, and emotional instruction and support. NC MTSS employs a systems approach using data-driven problem-solving to maximize growth for all.

    • Belief: We believe that NC MTSS is one of the most effective and efficient approaches to promote educational equity and improve district, school, and student outcomes.
    • Vision: Every NC Pre K - 12 public education system implements and sustains all components of a Multi-Tiered System of Support.
    • Mission: The Integrated Academic and Behavior Systems team will build the capacity of public school systems to implement and sustain a Multi-Tiered System of Support through the provision of professional development, coaching, technical assistance, and resources.

    NC MTSS Implementers Resources:

    NC MTSS FAQs:

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