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
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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.
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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.
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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.
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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.
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