North Carolina State Policies
By July 1 2020, NC 1503-2.5(d)(11) requires that the following selected essential components of a multi-tiered system of support must be in place when considering identification of students with specific learning disabilities:
- A system of high-quality core instruction and scientific research-based intervention;
- Multiple tiers of instruction that vary in intensity, matched to student need;
- A systematic process of problem-solving/data-based decision making; and
- A comprehensive, balanced assessment system that includes: common formative assessments, interim/benchmark assessments, outcome assessments, universal screening, progress monitoring and diagnostic assessments.
Components of MTSS
MTSS is comprised of 6 critical components:
- Leadership and shared responsibilities
- Building capacity and infrastructure for implementation
- Communication and collaboration
- Three-tiered instruction and intervention model
- Data-based problem solving
NC MTSS addresses all students’ attendance, behavioral, social, emotional and academic needs through teaming structures that problem-solve multiple sources of data to remove barriers and address inequalities of student achievement. MTSS is not a quick fix or a temporary solution but is rather an opportunity for long-term change and development for schools valuing innovation and problem solving.
- Throughout the 2019-2020 school year, schools will participate in virtual trainings on MTSS Structures, Core Instruction, Interventions, and Identifying Specific Learning Disabilities via Canvas.
- MTSS will also be highlighted throughout district level meetings when necessary via: departmental meetings, SSO meetings, administrator meetings, cabinet meetings, CF meetings etc..
- Schools are required to train staff on MTSS and provide updates to their school improvement plans.