NC MTSS: Building Common Language and Understanding
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Description
 Amy Jablonski: Director, Integrated Academic and Behavior Systems
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Responsiveness to
Instruction
(RtI)
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Intentional integration of academic (RtI) and behavior (PBIS) problem-solving frameworks
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Definition: NC MTSS is a multi-tiered framework that 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.
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Vision: Every NC Pre K-12 public education system implements and sustains all components of a
Multi-Tiered System of Support to ensure college and career readiness for all students.
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Mission: NCDPI will prepare and support LEAs to implement a Multi-Tiered System of Support for
total school improvement by providing professional development, coaching and technical
assistance, research and evaluation, and communication and visibility that results in college and
career readiness for all students.
Positive Behavior
Intervention and Support
(PBIS)
MTSS is the most effective and efficient approach to improving school outcomes and student
performance thereby ensuring equitable access to a sound basic education
Feedback from the field
Effective problem
solving
Shift in Specific Learning Disability
Identification Procedures
Intensive Support
Supplemental Support
Differentiated Core
Tier I: Core
Who: All students are in Tier I
What: Evidence-based programs and practices demonstrated
to produce good outcomes for the majority of students
Effectiveness: If at least 80% of all students
in all subgroups are meeting benchmarks
in Tier I with no additional support
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NC schools have requested the collaboration
Teams simultaneously address academics and behaviors
Seamless system of instructional support
NC DPI policy shift in Specific Learning Disability (SLD) eligibility Identification Procedures
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MTSS is built on six critical components
Components can be found in district/school improvement plans
MTSS framework installs six critical components to address the needs of all staff to address the
needs of all students
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Focus on a layering of instructional support
Students receive more opportunity for time and practice with each layer of instructional support
Supplementing supports, not supplanting supports
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Who: All students are in Tier I (Core)
What: Evidence-based programs and practices demonstrated to produce good academic and
behavior outcomes for the majority of students
Effectiveness: If at least 80% of all students are meeting academic and behavior benchmarks in
Tier I alone
Subgroup analysis occurs
o Universal screening
o Triangulate data
o Compare like peer groups
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Tier II: Supplemental Instruction
Who: Students needing supplemental support in addition to
Tier I instruction (approx. 20% of students)
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What: Evidence-based programs and practices
Demonstrated to improving performance in Tier I
Effectiveness: If at least 70-80% of students
improve performance toward
Tier I standards
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Who: Students needing Tier II support in addition to Tier I instruction (approx. 20% of students)
What: Evidence-based programs and practices demonstrated to accelerate academic and behavior
performance in Core
Effectiveness: If at least 70-80% of students improve academic and behavior performance
(toward Tier I standards)
Subgroup analysis occurs
o Progress monitoring
o Triangulate data
o Compare like peer group in Tier II and Tier I instructional supports
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Tier III: Intensive Instruction
Who: Students needing intensive support in addition to Tier I
and Tier II instruction
(approx. 5% of students)
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What: Evidence-based programs and practices demonstrated
to improving performance
Effectiveness: If there is progress toward
performance in Tier I standards
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Topic 3
Impact on
NC School Systems
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Who: Students needing Tier III support in addition to Tier II and Tier I instruction
(approx. 5% of students)
What: Evidence-based programs and practices demonstrated to improve academic and behavior
performance
Effectiveness: Academic and behavior progress toward performance in Tier I
o Progress Monitoring data
o Triangulate data
o Compare like peer group
NC is the only state simultaneously implementing MTSS and making policy changes to SLD
identification supported by the reauthorization of IDEA 2004
Intentional collaboration across departments and initiatives is taking place to strengthen the
impact of the work of the agency
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MTSS Leadership and Policy Team created January 2014- comprised of Directors
5 year strategic plan constructed and utilized to guide implementation
Planning around Professional Development, Coaching & Technical Assistance, Research &
Evaluation, and Communication & Visibility
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Cohort 1 began Fall 2015
Cohort 2 begins January 2016
Statewide professional development strands offered for district and school leaders
2014-2015 Build infrastructure, common language, and problem-solve potential barriers
2015-2016 School Year Professional development and coaching for Cohort 1 & 2
2016-2017 School Year Professional development and coaching for Cohort 1, 2 & 3
2017-2018 School Year Professional development and coaching for Cohort 1, 2, 3 & 4
2018-2019 School Year Professional development and coaching for Cohort 1, 2, 3 & 4
2019-2020 School Year Continued professional development and coaching across the state
July 1, 2020 All K-12 use MTSS data as a component of eligibility decisions for SLD
(ability/achievement discrepancy eliminated)
Continued professional development and coaching will occur across the state for sustainers and new
adopters
Questions
Thank you
for listening
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