4. A strategic plan for MTSS implementation is developed and aligned with the school improvement plan No strategic plan for MTSS implementation exists Leadership team is engaging district, family, and community partners to identify stakeholder needs, resources for, and barriers to MTSS implementation and As part of the school improvement planning process a strategic plan is developed that specifies MTSS implementation 4 and A strategic plan for MTSS implementation is updated as needed based on student outcome and implementation fidelity data as part of the school improvement planning process 5. The leadership team is actively facilitating implementation of MTSS 5 as part of their school improvement planning process The leadership team is not actively engaging in efforts to facilitate MTSS implementation The leadership team engages in action planning and has created a strategic plan to facilitate implementation of the critical elements6 of MTSS and The leadership team provides support to educators implementing the critical elements of MTSS identified in the strategic plan and The leadership team uses data on implementation fidelity of the critical elements of MTSS to engage in data-based problem-solving for the purpose of continuous school improvement 2. Building the Capacity/Infrastructure for Implementation Domain (Items 6-16) 6. The critical elements 6 of MTSS are defined and understood by school staff No information on the critical elements of the school’s MTSS is available The critical elements of MTSS are being defined and The critical elements of MTSS are defined and are communicated to school staff and The curriculum, assessment, and instructional practices that define the school’s critical elements of MTSS can be communicated by all school staff
7. The leadership team facilitates professional development and coaching 7 for all staff members on assessments and data sources used to inform decisions Initial professional development is not provided to all staff members The staff engages in initial, professional development focusing on: Purpose and administration of assessment tools Role of assessment/data sources in making instructional decisions Review of current assessments/data sources being utilized and those being considered Analyzing and using assessment results to improve instruction Using various types of data to inform instructional practices to meet the needs of diverse learners Communicating and partnering with families about data and assessment practices and The staff engages in ongoing professional development and coaching related to the administration of assessments and interpretation of the data/data sources. Professional development includes: Changes or updates to assessments/data sources Changes to data collection, tracking, and analysis Ongoing coaching on instructional practices and interpreting assessment results and The leadership team analyzes feedback from staff as well as outcomes in order to identify professional development and coaching needs in the area of assessment/data sources in support of continuous improvement embedded
9. The leadership team facilitates professional development and coaching 7 for all staff on multi-tiered instruction and intervention relative to their job roles/responsibilities No explicit connection to multi-tiered instruction and intervention is evident in professional development provided Initial professional development on multi-tiered instruction and intervention is provided that includes the following elements: Rationale for and modeling of instructional and intervention design and delivery (e.g., Common Core State Standards, instructional routine, Tier 1 Positive Behavior Supports, lesson planning for active student engagement) Connections are made regarding how the practices are aligned with and integrated into MTSS How data informs instruction and intervention design and delivery that reflects student diversity and results in learning opportunities for all students 8 and Ongoing professional development and coaching on instruction and intervention is provided that includes the following elements: Differentiation of professional development and coaching on staff roles/responsibilities Coaching Modeling of, practice of, and collaborative feedback on, evidence-based practices and The leadership team regularly uses data on student needs and fidelity of how evidence-based practices are implemented to continuously improve professional development and coaching efforts 10. Coaching 7 is used to support MTSS implementation No coaching is provided to build staff capacity to implement the critical elements of MTSS Initial coaching is occurring that is focused primarily on facilitating or modeling the components of MTSS and Coaching activities are expanded to include: Opportunities to practice Collaborative and performance feedback and Data on professional development, implementation fidelity, and student outcomes are used to refine coaching activities
11. Schedules provide adequate time for trainings and coaching support Schedules do not include time allocated to professional development and coaching for MTSS Schedules include time allocated for trainings and Schedules include time for ongoing coaching support and Schedules permit personnel to access additional training and coaching support that is differentiated based on their needs 12. Schedules provide adequate time to administer academic, behavior and social-emotional assessments needed to make data-based decisions Schedules do not include time allocated to administering assessments needed to make decisions across tiers Schedules include time for academic, behavior and assessments administered to all students (e.g., universal screening) and Schedules include time to administer more frequent progress monitoring assessments to students receiving Tier 2 and 3 services as specified (e.g., weekly or monthly assessments) and Schedules permit personnel to administer additional assessment (e.g., diagnostic assessments) across content areas and tiers needed to engage in data-based 13. Schedules provide adequate time for multiple tiers of evidence-based instruction and intervention to occur The master schedule is developed without student data and does not include time for multi-tiered interventions The master schedule is developed utilizing student data and includes time for multi-tiered interventions and The master schedule facilitates effective implementation of interventions matched to student needs by content area and intensity (Tier 1, Tier 2, Tier 3) and The master schedule allows for flexible student groupings
14. Schedules provide adequate time for staff to engage in collaborative, problem-solving and decision-making The master schedule does not provide opportunities for collaborative, data-based problem-solving and decision-making to occur The master schedule provides opportunities to engage in collaborative, data-based problem-solving and to occur and The master schedule provides sufficient time for the process to occur with fidelity and The master schedule provides opportunities for collaborative, problem-solving and decision-making to occur in settings such as: Leadership team meetings Grade-level meetings Cross grade-level meetings Cross-departmental meetings Professional Learning Community meetings 15. Processes, procedures, and decision-rules 9 are established for data-based problem-solving No systematic processes, procedures, or decision-rules are established Processes, procedures, and decision-rules needed to engage in data-based problem-solving are developed and existing structures and resources are incorporated and The steps of problem-solving; procedures for accessing, submitting, and using data; and decision-rules needed to make reliable decisions are communicated to staff 10 and Data-based problem-solving processes, procedures, and are refined based on data and feedback from staff, schedule changes, and resource availability making
16. Resources 11 available to support MTSS implementation are identified and allocated No process exists for mapping and allocating resources available to support MTSS implementation Leadership team members are gathering information on the personnel, funding, materials, and other resources available to support MTSS implementation and Resource inventories are established using the gathered information on the personnel, funding, materials, and other resources available to support MTSS implementation and plans for allocating the resources are established and Existing resource maps and resource allocations are updated at least annually based on student need, available personnel, funding, materials, and other resources 3. Communication and Collaboration Domain (Items 17-20) 17. Staff 12 have consensus and engage in MTSS Implementation 13 Staff are not provided opportunities to gain understanding of the need for MTSS Staff are provided opportunities to gain understanding of the need for MTSS and Staff has opportunities to gain understanding of its relevance to their roles and responsibilities and Staff has opportunities to provide input on how to implement MTSS 18. Staff are provided data on MTSS implementation fidelity and student outcomes 14 Staff are not provided any data regarding MTSS implementation fidelity nor student outcomes Staff are rarely (1x/year) provided data regarding MTSS implementation fidelity and student outcomes Staff are regularly (2x/year) provided data regarding MTSS implementation fidelity and student outcomes Staff are frequently (3x+/year) provided data regarding MTSS implementation fidelity and student outcomes
19. The infrastructure exists to support the school’s goals for family and community engagement 15 in MTSS Family and community engagement is: not defined and monitored with data; not linked to school goals in SIP/MTSS plan; and procedures for facilitating 2-way communication do not exist Family and community engagement are 1 of the following 3: defined and monitored with data linked to school goals in SIP/MTSS plan supported by procedures for facilitating 2-way communication Family and community engagement are 2 of the following 3: defined and monitored with data linked to school goals in SIP/MTSS plan supported by procedures for facilitating 2-way communication exists Family and community engagement are all of the following: defined and monitored with data linked to school goals in SIP/MTSS plan supported by procedures for facilitating 2-way communication exist 20. Educators actively engage families in MTSS Staff do none of the following: actively engage families that represent the diverse population of the school engage families in problem solving when their children need additional supports provide intensive outreach to unresponsive families16 increase the skills of families to support their children’s education Staff do 1 of the following 4: actively engage families that represent the diverse population of the school engage families in problem solving when their children need additional supports provide intensive outreach to unresponsive families increase the skills of families to support their children’s education Staff do 2 or 3 of the following 4: actively engage families that represent the diverse population of the school engage families in problem solving when their children need additional supports provide intensive outreach to unresponsive families increase the skills of families to support their children’s education Staff do all of the following: actively engage families that represent the diverse population of the school engage families in problem solving when their children need additional supports provide intensive outreach to unresponsive families increase the skills of families to support their children’s education 4. Data Based Problem Solving Domain (Items 21-27)
21. Integrated data-based problem solving 17 for student academic, behavior and social-emotional outcomes occurs across content areas, grade levels, and tiers 18 Data on academic, behavior, and social-emotional outcomes may be collected, but data-based does not occur across: academic, behavior and social-emotional content areas any grade levels any tier Data-based problem solving occurs across 1 of the following 4: at least 2 content areas (e.g., reading, behavior, at least 50% of grade levels a single tier only academic outcomes or only behavior and outcomes Data-based problem solving occurs across 2 of the following 3: at least 3 content areas at least 75% of grade levels at least two tiers Data-based problem solving occurs across all of the following: across all content areas all grade levels all tiers 22. Across all tiers, data are used to identify the difference or “gap” between expected and current student outcomes relative to academic, behavior and social- emotional goals The gap between expected and current student outcomes is not identified The gap between expected and current outcomes is identified, and The gap between expected and current outcomes is identified, and is associated with academic, behavior and social-emotional goals and The gap between expected and current outcomes is identified relative to academic, behavior and social-emotional goals and is used to identify the appropriate level (tier) of instruction/intervention 23. Academic, behavior and data are used to identify and verify reasons why 19 students are not meeting expectations Reasons why students are not meeting expectations are not identified Reasons why students are not meeting expectations are identified and Data are used to verify the reasons why students are not meeting expectations and The reasons why students are not meeting expectations span multiple reasons related to instruction and the learning environment of why students struggle and are verified using a range of assessment methods
24. Specific instructional/intervention plans are developed and implemented based on verified reasons why students are not meeting academic, behavior and social-emotional expectations Instructional/ intervention plans are not developed Instructional/intervention plans are developed and Instruction/Intervention plans consistently specify what will be done, by who, when it will occur, and where with enough detail to be implemented 20 and Instructional/intervention plans consistently are developed based on verified reasons students are not meeting expectations 25. Student progress specific to academic, behavior and social-emotional goals specified in intervention plans are monitored Progress monitoring does not occur and student progress is not evaluated Plans for monitoring progress toward expected student outcomes are developed and In most cases data are collected to monitor student progress and intervention fidelity and Changes are made to instruction/intervention based on student responses
26. Data-based informs how patterns of student performance across diverse groups (e.g., racial/ethnic, cultural, language proficiency, disability status) are addressed Patterns of student performance across diverse groups are not identified Data on student outcomes are collected and Patterns of student performance across diverse groups are identified and Data on student outcomes informs how MTSS implementation efforts are impacting different groups of students 27. Resources for and barriers 21 to the implementation of MTSS are addressed through a data-based problem solving process Data-based problem solving of resources for and barriers to implementation of MTSS does not occur School leadership discusses resources for and barriers to implementation of MTSS School leadership discusses resources for and barriers to implementation of MTSS and does one of the following: collects data to assess implementation levels develops action plans to increase implementation School leadership discusses resources for and barriers to implementation of MTSS and does both of the following: collects data to assess implementation levels develops action plans to increase implementation 5. Three Tiered Instructional /Intervention Model Domain (Items 28-33) (Items in this section alternate between addressing academic, behavior and social-emotional practices.)
28. Tier 1 (core) academic practices exist that clearly identify learning standards 22, school-wide expectations 23 for instruction that engages students, and assessments 24 Tier 1 elements are not developed and/or clearly defined Tier 1 elements incorporate 1 of the following 4: clearly defined learning standards school-wide expectations for instruction and engagement link to behavior and content/instruction assessments/data sources Tier 1 elements incorporate 2 or 3 of the following 4: clearly defined learning standards school-wide expectations for instruction and engagement link to behavior and content/instruction assessments/data sources Tier 1 elements incorporate all of the following: clearly defined learning standards school-wide expectations for instruction and engagement link to behavior and content/instruction assessments/data sources 29. Tier 1 (core) behavior and social-emotional practices exist that clearly identify school-wide expectations, social-emotional skills instruction, classroom management practices 25, and school-wide behavior and social-emotional data 26 Tier 1 strategies are not developed and/or clearly defined Tier 1 strategies incorporate 1 of the following 4: clearly defined school-wide expectations classroom management practices link to Tier 1 academic content/instruction accessing school-wide behavior and data sources Tier 1 strategies incorporate 2 or 3 of the following 4: clearly defined school-wide expectations classroom management practices link to Tier 1 academic content/instruction accessing school-wide behavior and social-emotional data Tier 1 strategies incorporate all of the following: clearly defined school-wide expectations classroom management practices link to Tier 1 academic content/instruction accessing school-wide behavior and social-emotional data
30. Tier 2 (supplemental) academic practices exist that include strategies addressing integrated common student needs, are linked to Tier 1 instruction27, and are monitored using assessments/data sources tied directly to the academic, behavior and social-emotional skills taught Tier 2 strategies are not developed and/or clearly defined Tier 2 strategies incorporate 1 of the following 4: common student needs link to Tier 1 instruction link to behavior and content/instruction assessments/data sources link directly to the skills taught Tier 2 strategies incorporate 2 or 3 of the following 4: common student needs link to Tier 1 instruction link to behavior and content/instruction assessments/data sources link directly to the skills taught Tier 2 strategies incorporate all of the following: common student needs, link to Tier 1 instruction link to behavior and content/instruction assessments/data sources link directly to the skills taught 31. Tier 2 (supplemental) behavior and social-emotional practices exist that address integrated common student needs, are linked to Tier 1 instruction28, and are monitored using assessments/data sources tied directly to the skills taught Tier 2 strategies are not developed and/or clearly defined Tier 2 strategies incorporate 1 of the following 4: common student needs link to Tier 1 instruction link to academic content/instruction assessments/data sources link directly to the skills taught Tier 2 strategies incorporate 2 or 3 of the following 4: common student needs link to Tier 1 instruction link to academic content/instruction assessments/data sources link directly to the skills taught Tier 2 strategies incorporate all of the following: common student needs link to Tier 1 instruction link to academic content assessments/data sources link directly to the skills taught
34. Staff understand and have access to academic, behavior and social-emotional data sources that address the following purposes of assessment: identify students at-risk academically, socially, and/or emotionally determine why student is at-risk monitor student academic and social-emotional growth/ progress inform academic and social-emotional instructional/intervention planning determine student attainment of academic, behavior and outcomes Staff do not understand and have access to academic, behavior and data sources or that address the purposes of assessment Staff learn the purposes of assessment within MTSS and the leadership team selects measures for the purposes of assessment across academic, behavior and social-emotional areas that are reliable, valid, and accessible, as well as culturally, linguistically, and developmentally appropriate and Staff engage in assessment with fidelity to: answer predetermined guiding/critical questions regarding student functioning/outcomes identify students who are at least 3-4 times/year determine why a student is monitor student growth/progress inform instructional/intervention planning determine student attainment of academic, behavior and social-emotional outcomes and The leadership team and/or staff collaboratively and systematically evaluate and refine (as needed) critical guiding questions and adjust assessment practices to ensure availability of accurate and useful data to inform instruction; assessment tools are evaluated for continued value, usefulness, and cultural, linguistic, and developmental appropriateness
35. Policies and procedures for decision-making are established for the administration of assessments, access to existing data sources, and use of data 31 No policies and procedures are in place The leadership team has policies and procedures for that include schedules for screening, use of diagnostic assessments, progress monitoring frequency, and criteria for determining tier(s) of support needed and Staff consistently administer assessments, access data sources and make data-based decisions using the policies and procedures for decision-making with fidelity and Adherence to and effectiveness of policies and procedures for decision-making are evaluated regularly for efficiency, usefulness, and relevance for students and staff, and data are used to make adjustments to the policies 36. Effective data tools 31 are used appropriately and independently by staff Staff do not have access to tools that efficiently provide data needed to answer problem solving questions for academic, behavior and social-emotional issues The leadership team ensures availability of tools that can track and graphically display academic, behavior and social-emotional data, and staff are trained on the use of the tools and on their responsibilities for data collection, entry and management and Staff use the data tools and are provided assistance as needed and Data tools are periodically assessed and the necessary changes are made in order to improve functionality, efficiency, and usefulness, and staff is proficient and independent with data tools and easily support new staff members 37. Data sources 31 are used to evaluate the implementation and impact of MTSS No data sources to evaluate implementation of the critical elements of MTSS have been identified The leadership team has identified data sources that will be used to evaluate implementation of the critical elements of MTSS 6 and The leadership team uses data sources to evaluate implementation and to make systemic improvements to the critical elements of MTSS and The Leadership team periodically conducts analyses to determine how implementation of critical elements of MTSS relate to positive student outcomes
38. Available resources are allocated effectively Resources are not allocated based on student need and the availability of time, available personnel, funding, and materials Resources are allocated based on student need and the relationship between the resources allocated and the outcomes of students is evaluated and Processes and criteria for resource allocation are refined based on strategies that result in improved student outcomes. 39. Data sources are monitored for consistency and accuracy in collection and entry procedures Data sources are not monitored for accuracy or consistency The leadership team ensures that staff understand the importance of accurate and consistent data collection practices and have provided professional development on policies and procedures for methods, types and frequency of data collection and The leadership team uses a protocol (e.g. email notifications for failure to take attendance, etc.) to monitor data consistency and accuracy and The leadership team periodically conducts analyses to determine consistency and accuracy of data