Resources for Employees

• Writing SMART Goals

• Flowcharts/Checklists Folder
• MTSS/504/IEP Document (print on legal size paper)
• NC MTSS Glossary of Terms
• NCDPI Education Acronyms

• School MTSS Handbook (optional)

At this level, schools will be using an early warning system to track attendance, behavior, and academic data in one location.  A standard treatment protocol approach will be used to match students to Supplemental/Tier II interventions.

MTSS contacts at each school will be notified and trained on the early warning system and on the standard treatment protocol.

Each school will create a core plan for math and reading at each grade level (or by department in high school).  Core plans will be documented in google drive using the UCPS Core Plan Template.

• Problem Solving Steps

• Literacy
• Math
• Behavior/SEL/Attendance
• Dual Language Immersion
  • Spanish
    • Intervention in DLI - Spanish
    • DLI Spanish Instructional Resources Matrix
    • mClass Lectura Placement Pathway

• • Mandarin
    • Intervention in DLI - Mandarin
    • DLI Mandarin Instructional Resources Matrix

Students who have been matched to interventions through standard treatment protocol will be tracked at this level.

• Individual student plans will be created in Infinite Campus.
  • Infinite Campus "How to"
• Progress monitoring data should be collected for each student.
• All student data will be tracked in Infinite Campus except for DLI students in a Mandarin program.
  • UCPS Individual Reading Plan in DLI - Mandarin
• MTSS teams should view individual student data and group data when making decisions.
• The intervention needs to be delivered in addition to core instruction.

Procedures for Communication with Parents

• Parents must be notified, in writing, that their student requires intervention beyond Core (Tier 1)
• The parent must be provided this information using the “Parent/Guardian Notification of Intervention”.
• A copy of this notification(s) must be retained in the student’s cumulative folder.
• A parent/guardian notification must be sent each time the intensity of intervention increases from core to supplemental and supplemental to intensive.
• A parent letter must also be sent each time the student successfully responds to intervention – intensive to supplemental and supplemental to core.
• While these written notifications are required at any time a change occurs, it is highly recommended that local leadership consider syncing these notifications with parent-teacher conference times, progress reporting and/or report cards in order to consistently manage, supervise and ensure that this important parent communication is occurring.
• Parent Letter - English - Notification
• Parent Letter - Spanish - Notification
• Parent Letter - English - Invitation
• Parent Letter - Spanish - Invitation
• Parent Letter - Speech Support - English/Spanish

Procedures for additional screenings

• If the team is anticipating moving a student from supplemental support to intensive support, then screen the student for hearing and vision.
• Referral for Vision Screening
• Referral for Hearing Screening
• If needed, Screening Consent - English
• If needed, Screening Consent - Spanish 
• If needed, Screening Consent - Russian

Optional forms

• Tier 2/Supplemental Support Checklist
• Parent/Teacher Conference Notes
• Meeting Minutes

Additional Information for Behavior Concerns

Check out the Behavior Support Website!

Items No Longer Necessary

• Checklist for all students receiving an intervention.
• Cumulative folder alert (instead, the new parent letter is required to be filed in the cumulative folder each time it is sent)
• Powerschool Custom Screen

During each level of intervention

• The problem-solving team must consider whether the student’s lack of progress is the result of a suspected disability. If a disability is suspected, the student must be referred to the IEP Team and interventions must continue concurrently while the issue of a suspected disability is resolved.
• A parent has the right to request, in writing, an evaluation for special education at any time. If the parent makes this request, the student must be referred to the IEP Team while interventions continue.
• Parents must be notified, in writing, regarding the student’s response to intervention at each level (tier). The “Parent Notification of Intervention” must be used, and a copy retained in the student’s cumulative file.

Students who have not made adequate progress with supplemental instruction/intervention may be considered for intensive instruction/intervention. An individual problem-solving team will meet to address each situation. If a child is moved to intensive instruction/intervention, an individual plan will need to be developed for that child. Parents must be invited to assist in the development of the individual plan.

Intensive instruction/intervention needs to be delivered in addition to core and supplemental instruction.

• Individual student plans will be created in Infinite Campus.
  • Infinite Campus "How to"
• Progress monitoring data should be collected for each student.
• All student data will be tracked in Infinite Campus except for DLI students in a Mandarin program.
  • UCPS Individual Reading Plan in DLI - Mandarin
• MTSS teams should view individual student data and group data when making decisions.

Procedures for Communication with Parents

• Parents must be notified, in writing, that their student requires intervention beyond Core (Tier 1)
• The parent must be provided this information using the “Parent Letter - Invitation”.
• A copy of this notification(s) must be retained in the student’s cumulative folder.
• A parent/guardian notification must be sent each time the intensity of intervention increases from core to supplemental and supplemental to intensive.
• A parent letter must also be sent each time the student successfully responds to intervention – intensive to supplemental and supplemental to core.
• While these written notifications are required at any time a change occurs, it is highly recommended that local leadership consider syncing these notifications with parent-teacher conference times, progress reporting and/or report cards in order to consistently manage, supervise and ensure that this important parent communication is occurring.
• Parent Letter - English - Invitation
• Parent Letter - Spanish - Invitation

• Parent Letter - Speech Support - English/Spanish

Other Required Documents

• Social-Developmental-Health History - parent fills out - Updated January 2024
• Social-Developmental-Health History Spanish - parent fills out
• Referral for Vision Screening - (if older than 12 months)
• Referral for Hearing Screening (if older than 12 months)
• Classroom Observation Form (2 observations - see below)
  • Observation of student during intervention by subject expert and if the student is EL, an EL expert
  • Observation of student during classroom instruction  by subject expert and if the student is EL, an EL expert

If the student is being referred for an evaluation:

Complete a plan review in ECATS.  Type in the notes that the team wishes to refer the student for an evaluation.  Create a document.  Create a history.  Immediately give this information to your EC chair/lead at the school.  The 90 day window begins when the decision is made.  Fill out the EC Referral Information form found on the EC website.  

UCPS educators can access EC Referral Supports from the UCPS EC Resources Site.

1. Click the dropdown arrow beside EC Forms and Supports
2. Click EC Supports
3. Scroll down to the EC Referral Supports section.

There you will find an EC Referral Training Video and two accompanying documents.

Note the 90 timeline for a referral begins on the date the decision was made/put in writing.  Send any necessary documentation/data to your EC contact immediately.

UCPS SLD Worksheet - Blank

UCPS SLD Worksheet - Sample

Notes from EC Department

During the MTSS process: Going into referral, two MTSS observations need to be completed to put in the referral paperwork:  one in the Gen Ed classroom during the time of need and one during intervention.  The state recommends it is by someone knowledgeable of the intervention (how it should be taught).  These two observations help warrant the referral.

After Consent to Eval: one observation in the specific area of need.  Must be conducted by a person certified in the area of need (in Elementary, as long as it is a Gen Ed teacher or EC teacher, you are fine.)  This observation can be used for eligibility.  Behavior data can also be obtained, if needed, during this observation or in an additional observation. 

Optional forms

• Tier 3/Intensive Support Checklist
• Parent/Teacher Conference Notes
• Meeting Minutes

Additional Documents for Behavior Concerns

Check out the Behavior Support Website first!

Note that in order to complete an FBA/BIP, you will have to be trained.  Training opportunities and information can be found on the Behavior Support Website.

All FBA/BIP forms can also be found on the Behavior Support Website.

• Parental Consent for Screening (not needed for an observation)
• Parental Consent for Screening (Spanish) (not needed for an observation)
• Parental Consent for FBA/BIP

Additional Documents for Speech/Language Concerns

• Parental Consent for Screening
• Parental Consent for Screening (Spanish)

Additional Documents for Motor Concerns

• Parental Consent for Screening
• Parental Consent for Screening (Spanish)
• Motor Screening Observation Form

Additional Documents for English Language Learner Concerns

• Language Proficiency Screening
  • Language proficiency screening will be decided on a case-by-case basis.
    • Reach out to your school psychologist to discuss the need for a language proficiency screening
    • If the decision is made to screen, get consent, give the consent to the school psychologist.
    • If you do not have a school psychologist in your building, contact the district MTSS Administrator to discuss the need and what options exist
    • Screening Consent - English
    • Screening Consent - Spanish
    • Screening Consent - Russian (on page 2)

Items No Longer Necessary

• Cumulative folder alert (instead, the new parent letter is required to be filed in the cumulative folder each time it is sent)

During each level of intervention

• The problem-solving team must consider whether the student’s lack of progress is the result of a suspected disability. If a disability is suspected, the student must be referred to the IEP Team and interventions must continue concurrently while the issue of a suspected disability is resolved.
• A parent has the right to request, in writing, an evaluation for special education at any time. If the parent makes this request, the student must be referred to the IEP Team while interventions continue.
• Parents must be notified, in writing, regarding the student’s response to intervention at each level (tier). The “Parent Notification of Intervention” must be used, and a copy retained in the student’s cumulative file.

Complete a plan review and hold a meeting.  Type in the meeting notes the decision of the team. Immediately give this information to your EC chair/lead at the school.  The 90 day window begins when the decision is made.  Fill out the EC Referral Information form found on the EC website.  

UCPS educators can access EC Referral Supports from the UCPS EC Resources Site.

1. Click the dropdown arrow beside EC Forms and Supports
2. Click EC Supports
3. Scroll down to the EC Referral Supports section.

There you will find an EC Referral Training Video and two accompanying documents.

Note the 90 timeline for a referral begins on the date the decision was made/put in writing.  Send any necessary documentation/data to your EC contact immediately.

UCPS SLD Worksheet - Blank

UCPS SLD Worksheet - Sample

Continue providing intervention support during the testing window until an IEP has been created.

All Schools

MTSS EOY Procedures

Due by June 13, 2025

1. Update, review, and close out core plans.
2. Save a copy of the core plans for the current school year.
3. Email the core plans as attachments to Tara Todd.
4. Ensure all progress monitoring data has been entered in all student plans. If the plans are already closed out, and progress monitoring data is missing, then have teachers print the mClass/iReady/STAR reports for diagnostic and progress monitoring information and file those in the MTSS folder as well. 
5. Ensure all parent letters have been filed in the student’s cumulative folder and in the MTSS folder.
6. Complete student plan reviews including the creation of a document and the history. (Paper plans for DLI need to be closed out as well.)
7. Note somewhere for your own records:  continue, discontinue, modify - so that in the fall you know who to start with and on what tier for what subject.
8. Print the document and the history and file them in the student's MTSS folder.
9. Run the Area of Need Report for the school year (first day of school to last day of school).  Keep it handy for next year.  This is your list of all plans created for the current school year.
10. Alphabetize the MTSS folders and deliver them to the next school, if applicable (MTSS folders separated from cumulative folders).  Utilize this form for the folder transfer - new for 2025 EOY.

• Meeting Notes Problem Solving Team Version 1 (for the “lookback” group and those currently served but have been in for multiple years)
• Meeting Notes Problem Solving Team Version 2 (for the currently served group and those that have been in for multiple years)
• Essential Questions to Ask During Problem Solving
• Summary of Required Revisions to Local MTSS Written Documents
• NC DPI Complaint Investigation Final Report