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District presents MTSS self‑assessment results; most elementary schools report implementation at 'operationalizing' level
Summary
District staff presented results from the MTSS (multi‑tiered systems of support) self‑assessment; most elementary schools rated themselves at the operational level and district teams outlined supports for lower‑scoring schools.
Charleston County School District staff reviewed results of a recent MTSS (multi‑tiered systems of support) self‑assessment at the Feb. 24 board meeting and described next steps to support schools that reported gaps in practice.
Doctor Clamp (strategic ed) said the SAM (Self Assessment of MTSS) and a related Tiered Fidelity Inventory provide schools with a rubric and evidence‑gathering process to measure how faithfully MTSS is implemented. “The teams in our buildings that complete the SAM or the self assessment do so individually, and they rate the school... and then the team comes back together to find consensus,” Clamp said.
Student support services director Megan Simmons presented aggregate results: 85% of elementary schools rated themselves at the “operationalizing” level, middle schools at 66%, and high schools at 73% for MTSS implementation. Principal Elizabeth Cackley of Oakland Elementary described regular weekly MTSS meetings and the use of progress‑monitoring tools (iReady, FastBridge) to guide tiered interventions: “Our MTSS team meets regularly. We meet weekly, to discuss data and make decisions based on this data, that's best for students.”
District staff said the assessment drives targeted technical assistance — professional development, walkthroughs and a menu of intervention options — to help schools improve fidelity to MTSS and accelerate student outcomes. Trustees asked for concrete examples and measures; staff said they will provide artifacts and outcome metrics (including a quadrant chart showing outcomes relative to spending) at the upcoming board workshop.
Why it matters: MTSS is the district’s primary framework for identifying academic and behavioral needs and organizing tiered interventions. Widespread implementation with fidelity is the district’s stated strategy for improving achievement for students who need additional support.
What’s next: The district will continue school data reviews, offer targeted supports for schools with lower implementation scores, and return to the board with additional evidence and outcome measures during the March workshop.
