NDE and the University of Nevada, Reno presented multi‑year results on Dec. 10 showing that schools with high‑fidelity implementation of Multi‑Tiered Systems of Support (MTSS) reported measurable improvements in discipline and early evidence of gains in attendance and academics.

Dr. Ashley Greenwald (UNR Nevada PBIS Technical Assistance Center) summarized longitudinal analyses comparing higher‑implementing schools with lower‑implementing ones. The external evaluator found statistically significant differences in several disciplinary categories — confirmed bullying and cyberbullying incidents, alcohol and substance reports, and racial discrimination — favoring high‑fidelity implementers. "Schools that have high implementation report better outcomes, from their discipline data across all of the big factors that Nevada watches," Greenwald said.

NDE Deputy Superintendent Christy McGill and Director Felicia Battle framed the MTSS work as systemic: building leadership teams, data‑based problem solving, universal screenings, progress monitoring and evidence‑based practices across tiers. Dr. Brandy March, Clark County’s MTSS director, described district use of the Tiered Fidelity Inventory (TFI), coaching, principal collaboratives and an opt‑in elementary/middle support model. Clark reported 41 recognized MTSS schools this year and a notable rise in statewide recognition overall.

Greenwald emphasized the limits of the analysis to date: most federal grant funding drove behavior‑focused implementation in prior years and the available public (school‑level) data are aggregated; more sensitive student‑level analyses are pending under new data‑sharing arrangements. "Once we have student‑level data, we anticipate seeing more robust academic outcomes," she said.

NDE also reported a transition from competitive federal grants to state funds to sustain MTSS and expand the program to additional districts and schools. Board members asked for annual reports and datasets; UNR said a five‑year longitudinal report is available and that more detailed student‑level analysis is planned.

Why it matters: The MTSS evidence supports system investments that reduce exclusionary discipline and increase attendance; those operational gains free teacher and administrator time for instruction and may lift academic outcomes over time.

What's next: NDE will continue expanding MTSS with state support, pursue student‑level data agreements for finer analysis and provide more public reporting on fidelity and outcomes.