District Teams: 

1. MTSS District Core Team – The MTSS Core Team is comprised of select professionals with training and interest in MTSS from within the District Office and School Settings who work together to set the standards for MTSS across the district.  It is a collaborative effort between the Division of Learning, School Support and Information Communication Systems/ Innovation Through Technology (including Curriculum and Instruction, School-Based Staff, Exceptional Student Education, School Psychology Counseling and Social Work and Professional Development).  This team completes an action plan yearly to review the MTSS process across the district, Self-Assessment of MTSS implementation (SAM) results, and district/school-wide data to strategically plan for the needs of the district during the upcoming year.  Specific tasks include developing training for the district, reviewing/analyzing data, problem-solving ways to support schools in areas of weakness, celebrating areas of strength, and overseeing the management system that is used for MTSS data (i.e. EDIS).    

2. MTSS Champions – MTSS Champions are selected representatives from each school that serve as leaders for school-based MTSS implementation of district standards.  These individuals act as liaisons between their schools and the MTSS District Core team and serve as facilitators for action planning.  Champions attend quarterly district meetings where they receive additional information and training on policies, procedures, and best practices in MTSS.  Additional time is given for collaboration, questions, and answers. The MTSS Champions are expected to be key stakeholders (experts) in MTSS in their buildings and to train the staff (administrators and faculty) in both school and district MTSS initiatives. 

School-Based Teams:

1. School-Based Core Teams (Tier 1) – School-based core teams serve as essential problem-solving teams for our schools and are often part of the leadership team in those buildings.  (In elementary schools, these teams are often referred to simply as “Core Teams.”  In secondary schools, these teams may also be referred to as “Student Assistance Teams” or “SAT.”)  School-based core teams are responsible for reviewing school-wide data on a scheduled basis (i.e. a minimum of 3 times yearly or more if needed).  These teams are typically made up of administrators, lead teachers/curriculum coaches, ESE liaisons, mental health professionals (e.g., counselors, social workers, school psychologists), and other team members specific to the school.  After reviewing the Tier I school-wide data three times per year, the School-Based Core Team is responsible for ensuring the health of core instruction.  Areas of concern are identified and problem-solving occurs in order to develop and implement needed interventions.

2. Child-talk / Grade level teams / PLCs (Tier 1 & Tier 2) - All schools must have designated problem-solving teams that review Tier 1 core instruction data as well as Tier 2 supplemental interventions and data. These teams must meet periodically (bi-weekly to monthly) to review data and develop/monitor interventions that are geared towards improving academic and behavioral success.  It is important that information regarding student concerns and/or implemented interventions be communicated with parents through written notification and/or parent/teacher conferences.      

3. Teacher Support Teams (TST) (Tier 3) - The Teacher Support Team or MTSS team is responsible for problem-solving at the individual student level for those requiring the most intensive level of intervention (Tier 3).  This team is comprised of parents/guardians, teachers, lead teacher/curriculum coach, school counselor, school psychologist, and any other individuals that are essential in problem-solving for the particular student.  Parents/guardians must be invited to participate in these meetings, as they are a critical team member. Some schools have designated days/times that they hold these meetings and others meet on an as-needed basis.  TST teams typically reconvene about every 8 weeks on students that are receiving Tier 3 interventions in order to review progress and to adjust/add interventions as needed.        

4. Administrative Review Team (ART) - This is the team that reviews all student information prior to referring on for an evaluation to consider Exceptional Student Education (ESE) eligibility and services.  This team, at minimum, should be comprised of one administrator, the school counselor, and the school psychologist.