MTSS IN RCSS

NEXT STEPS

Supporting our
leaders during
implementation

PRINCIPAL MTSS SURVEY RESULTS

As principal, what criteria do you use to evaluate teaching and
learning in your school?

PRINCIPAL MTSS SURVEY RESULTS

What types of data did you use to answer the above question?
(What does your data tell you about the students in your school?)

PRINCIPAL MTSS SURVEY DATA

What kinds of issues/concerns/fr ustrations do you anticipate and/
or cur rently experience with regard to MTSS implementation?

PRINCIPAL MTSS SURVEY DATA

Please list, in priority order, fours ways our district MTSS team can
support you and your teachers as our district begins implementation
of the MTSS framework.

ESSENTIAL COMPONENTS OF MTSS

The North Carolina implementation team has identified SIX
essential components of MTSS implementation both at the
district level and the school level:
1. Leadership
2. Building Capacity/Infrastructure for Implementation
3. Communication and Collaboration
4. Data-Based Problem Solving
5. Three Tiered Instructional Inter vention Model
6. Data Evaluation
(North Carolinas critical components were adapted from collaboration
with Floridas MTSS work)

RANDOLPH COUNTY SCHOOL SYSTEM

MTSS FRAMEWORK
RCSS Six Critical
Components:
Leadership
Instr uction & Inter vention
Problem-Solving
Data/Assessment
Stakeholder Engagement
Implementation of
Evidence-Based Practices

ACTIVITY
MTSS TIERS

Randolph County School System MTSS

Non-Negotiables:
Culture of collaboration is embraced,
expected, and supported at the
district and school level.
District level standard protocols, in
the areas of academic and behavior
assessment, curriculum, intervention,
instruction, and operations are
established, implemented, and
supported with fidelity.
The focus of professional
development is expecting and
supporting the fidelity of
implementation of MTSS.
Results-driven leadership is expected
and supported.

WHY MTSS?
Until your
schools find ways
to addr ess the
social, emotional,
and health-r elated
challenges that
your kids face
ever y day,
academic excellence
is just a politically
cor r ect but highly
unlikely
goal (Jensen,
2009, p. 70).

Principals Role in Leading

Implementation of MTSS:
Models Problem-Solving Process
Expectation for Data-Based
Decision Making
Scheduling Data Days
Schedule driven by student needs
Instructional/Intervention Support
Intervention Sufficiency
Communicating Student Outcomes
Celebrating and Communicating
Success

You cant
change whats
in your
students bank
account, but
you can change
whats in their
emotional
account (Jens
en, 2009, p.
21).

WHAT DO WE BELIEVE?
2015-2016 MTSS District-Wide School Goal:
By June 2016, all schools in RCSS will complete exploration, consensus, and
r eadiness assessments with their staf fs in order to deter mine their schools needs for
the implementation of MTSS .All schools will be able to identify the ways in
which they meet the unique and diverse lear ning needs of all students in their
schools within the MTSS framework.
Belief is shared
Vision is ag reed upon
Implementation requirements are understood
What are our beliefs around student capacities for learning?
What are our beliefs around effective instr uction?
How do we feel about inter ventions for students?
Learning Difficulty vs. Learning Disability
Work Ethic vs. Learning (what are we measuring?)