North Carolina Department of Public Instruction Multi-Tiered System of Support (MTSS) Critical Component Practice Profile CRITICAL COMPONENT: LEADERSHIP AND SHARED RESPONSIBILITY The core elements of leadership include creating an empowering culture, clear communication, ongoing staff support and effective team building. LEADERSHIP & SHARED RESPONSIBILITY: LEADERSHIP PROVIDES STAFF ONGOING SUPPORT The on-going staff support occurs based on district level planning. CC: LSR1 EXPECTED ACCEPTABLE UNACCEPTABLE IMPLEMENTATION VARIATION VARIATION There is a formal, long-term, implementation plan tied directly to the principles and practices that support the sustained implementation of a multi-tiered support system. There is an implementation plan tied to the principles and practices that support a multi-tiered support system, but the plan lacks long-term, intentional, and/or systematic planning. A plan for sustainability is not evident. The implementation plan is not tied to the principles and practices that support a multi-tiered support system, and the plan lacks longterm, intentional, systematic planning. A plan for sustainability is not evident. The MTSS *District Team uses data and input from staff and community collaborators to determine professional development needs. The team plans and supports professional development for developing expertise specific to both academic and behavior to meet the needs of learners at each tier of support. The MTSS District Team plans professional development based on perceived needs. Data and input from staff and community collaborators is not used to plan professional development. There is a limited plan for developing expertise specific to academic and behavior to meet the needs of learners at each tier of support. The MTSS District Team focuses professional development on managerial/administrative issues and not on data and input from staff and community collaborators. There is not a plan for developing expertise specific to academic and behavior to meet the needs of learners at each tier of support. Coaching and feedback are provided on a Coaching and feedback is provided Coaching and feedback is rarely, or 1 North Carolina Department of Public Instruction Multi-Tiered System of Support (MTSS) Critical Component Practice Profile regular basis. intermittently. never, provided. The MTSS District Team works to build consensus by enhancing the capacity to be actively involved in decision making and leading from within the district/school. Staff feedback is elicited and the MTSS District Team is working on a plan to actively engage staff in decision-making. There are no activities or time allocated for group decisionmaking. LEADERSHIP AND SHARED RESPONSIBILITY: EFFECTIVE LEADERSHIP TEAMS CC: LSR2 EXPECTED ACCEPTABLE UNACCEPTABLE IMPLEMENTATION VARIATION VARIATION MTSS District Teams exist at all levels (e.g., district and school) that represent the demographics of the student population and include: ● Administration Implementing Staff (representative of all departments/grade spans) ● Families* ● Community Collaborators* *See the National Standards for Family/ School partnershipshttp://www.pta.org/1216.htm The roles and responsibilities of each leadership team member are clearly defined. MTSS District Team exists only at some levels or includes representation from some but not all of the following: No formal MTSS District team exists. ● ● Administration Staff (representative of all departments/grade spans) ● Families* ● Community Collaborators* *See the National Standards for Family/ School partnershipshttp://www.pta.org/1216.htm Roles and responsibilities are assumed but No clear roles are identified for how not clearly defined. each leadership team member will support implementation. 2 North Carolina Department of Public Instruction Multi-Tiered System of Support (MTSS) Critical Component Practice Profile The MTSS District Team meets on a regular basis and works through the action plan or goals of district-level MTSS implementation. Team works with stakeholders, schools, and families to achieve goals. The MTSS District Team meets and to engages in formal problem solving regarding using district/school data. Data and action planning is shared with some but not all stakeholders using easily understood language. The MTSS District Team does not meet to engage in formal problemsolving using discuss or problemsolve district/school data; or the MTSS District Team meets to engage in formal problem solving using district/school data, however, this data and action items are not shared with stakeholders. The MTSS Team has attended some regional or local MTSS training and has worked to ensure new team members and new staff is aware of implementation efforts and training opportunities. The MTSS Team does not attend regional or local MTSS training. The District Team meets regularly with a structured agenda, to engage in formal problem solving, using district/school data. Data and action planning is then shared with stakeholders using easily understood language. The MTSS Team regularly attends regional or local MTSS training and ensures new team members and new staff is aware of implementation efforts and training opportunities. LEADERSHIP AND SHARED RESPONSIBILITY: LEADERSHIP ESTABLISHES OPEN PATHWAYS OF COMMUNICATION CC: LSR3 EXPECTED ACCEPTABLE UNACCEPTABLE IMPLEMENTATION VARIATION VARIATION MTSS District Team creates a communication plan that provides information and data on a formal and frequent basis in a manner that is easily understood to communicate with district, Communication within the District Team and with community collaborators about MTSS is planned but does not occur frequently or as planned. No clear or consistent communication plan is in place to support implementation. 3 North Carolina Department of Public Instruction Multi-Tiered System of Support (MTSS) Critical Component Practice Profile school and community. Using clear language, the team openly shares data. Implications for instruction are discussed with all levels within the school, with families, and the community, including the celebration of improved indicators of success. The data are shared but implications for instruction are not discussed openly or the data is shared at all levels within the school, but not with families and the community. The data is shared only when it is positive and/or if it is required by law/regulation. LEADERSHIP AND SHARED RESPONSIBILITY: CREATING AN EMPOWERING CULTURE CC:LSR 3 EXPECTED IMPLEMENTATION ACCEPTABLE VARIATION UNACCEPTABLE VARIATION MTSS District Team, all staff, families, and community collaborators have developed knowledge of and come to consensus regarding implementation. The District Team has a common understanding of the need to build knowledge and consensus around implementation and has developed a plan. The District Team has shared information regarding the initiative but has not begun to build consensus among stakeholders or develop a plan. The MTSS District Team, all staff, and families have shared responsibility for data-based decision making and problem solving to improve academic and behavioral achievement. The MTSS District Team takes responsibility for data-based decision making and problem solving for improved academic and behavioral achievement. Family and full staff involvement occurs informally. There is no acknowledged responsibility for shared data based decision-making and problem solving to improve academic and behavioral achievement. 4 North Carolina Department of Public Instruction Multi-Tiered System of Support (MTSS) Critical Component Practice Profile The master schedule provides sufficient time for core, supplemental and intensive instruction. It is protected from all controllable interruptions and all staff monitor to ensure that planned time is actualized. The master schedule provides sufficient time for core, supplemental and intensive instruction and it’s left up to the individual staff members to ensure that planned time is actualized. The master schedule does not include specific, adequate time for core, supplemental and intensive instruction. * District should be interpreted “school” when being applied in a Charter School setting. 5