MTSS Coalition

Welcome to the Humboldt County Office of Education Multi-Tiered Systems of Support

Multi-Tiered System of Supports (MTSS) is a term used to describe an evidence-based model of schooling that uses data-based problem-solving to integrate academic and behavioral instruction and intervention. The integrated instruction and intervention is delivered to students in varying intensities (multiple tiers) based on student need. “Need-driven” decision-making seeks to ensure that district resources reach the appropriate students (schools) at the appropriate levels to accelerate the performance of ALL students to achieve and/or exceed proficiency.

Northern California MTSS Coalition Coordinators

Peter Stoll, Ph.D.
pstoll@hcoe.org
707-845-2316

Haley Jones, M.A., N.C.S.P.
hjones@hcoe.org
707-834-8182

Services

• PBIS Consultation and Team Coaching
• Social Emotional Curriculum Consultation
• Classified and Certificated Staff Trainings
• School Wide Information System (SWIS) facilitation, training, and readiness support
• Professional Learning Community (PLC, Monthly)
• Restorative Practice Trainings and Support with Implementation

MTSS is an integrated, comprehensive framework that focuses on Common Core State Standards, core instruction, differentiated learning, student-centered learning, individualized student needs, and the alignment of systems necessary for all students’ academic, behavioral, and social success.

MTSS offers the potential to create needed systematic change through intentional design and redesign of services and supports that quickly identify and match the needs of all students in general education contexts.

The following core components are key aspects of MTSS frameworks:

1. High-quality, differentiated classroom instruction.
2. Systemic and sustainable change. MTSS principles promote continuous improvement processes at all levels of the system (district, school site, and grade/course levels). Collaborative restructuring efforts identify key initiatives, collect, analyze, review data, implement supports and strategies based on data are then refined as necessary to sustain effective processes.
3. Integrated data system. District and site staff collaborate to create an Integrated data collection system for continuous systemic improvement.
4. Positive behavioral support. District and school staff collaboratively select and implement schoolwide, classroom, and research-based positive behavioral supports for achieving important social and learning outcomes.