Self Assessment of MTSS Implementation

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1 Overview of MTSS This instrument is designed to measure school level implementation of a Multi Tiered System of Support (MTSS). MTSS is a term used to describe an evidence based model of educating students that uses data based problem solving to integrate academic and behavioral instruction and intervention. The integrated instruction and intervention is delivered to students across multiple tiers based on student need. Need driven decisionmaking seeks to ensure that resources (e.g., time, staff, evidence based strategies) reach the appropriate students at the appropriate levels to accelerate the performance of ALL students to achieve and/or exceed proficiency. Educators who complete the instrument are encouraged to discuss the critical elements of MTSS and how the various components of their system comprise their MTSS for the purpose of facilitating the development of a common language and common understanding of MTSS. The MTSS framework should not be thought of as a separate initiative or program that must be implemented. Many existing terms and initiatives share the common elements (e.g., Positive Behavior Support [PBS], Problem Solving/Response to Intervention [PS/RtI]). Other initiatives such as implementation of Common Core State Standards new assessment systems, or new instructional strategies also should be considered in the context of how they fit within MTSS. Directions for Completing the Instrument This instrument is designed to be completed by school leadership team members. For the purpose of completing this measure, the school leadership team is the team that has responsibility for making decisions about allocating resources to support staff in improving the outcomes of students. Team members should be provided the opportunity to review the items independently and think about their perspectives regarding each of the components being assessed. After thinking about the items independently, the team should come together to reach consensus regarding what the team feels best represents the current status of implementation of an integrated, MTSS in the school. Once consensus is reached for all items, an identified team member should enter the information using the electronic survey hyperlink provided to the school contact. Each item is to be rated on a scale from using the definitions found in the following table:

2 The school does not have the consensus or infrastructure to implement the components of an MTSS model The school is building consensus/buy in and designing the infrastructure to implement an MTSS model The school implements the structures designed during the Developing stage and works to build consistency and integrity The MTSS model is embedded with integrity. The focus is on how effective the model is and changes are based on data This instrument contains 4 items organized within the following six domains: ) Leadership Leadership is an integral part to successful implementation of any large scale innovation. The building principal/assistant principal and school leadership team are critical to implementing MTSS at the school level. They engage staff in continuous professional development related to implementing MTSS, strategically plan for MTSS implementation, model a problem solving process for school improvement. School principals also support the implementation of MTSS by communicating a mission and vision to school staff, providing resources for planning and implementing instruction and intervention, and ensuring that staff have educational data necessary to engage in data based problem solving. ) Building the Capacity/Infrastructure for Implementation When engaging in a large scale innovation, such as implementing an MTSS model, the need for building school wide capacity and infrastructure is critical. There is typically a need for ongoing professional development and coaching with an emphasis on databased problem solving and implementing a multi tiered instruction and intervention model, scheduling that allows staff to engage in planning and implementing instruction and intervention, and processes and procedures for engaging in databased problem solving. ) Communication and Collaboration Previous research and experiences in large scale implementation suggests that many innovations fail to be implemented due to a lack of consensus, lack of feedback to implementers to support continuous improvement, and not involving stakeholders in planning. In addition to including stakeholders in planning and providing continuous feedback, it is also important to build the infrastructure to communicate and collaborate with families and other community partners. These practices, often neglected in large scale educational implementation efforts, increase the likelihood that innovative practices will be implemented and sustained.

3 4) Data Based Problem Solving The use of data based problem solving to make educational decisions at a school, classroom, and student level is a critical component of MTSS implementation. This includes the use of data based problem solving for student outcomes across content areas, grade levels and tiers, as well as the use of problem solving to address barriers to school wide implementation of MTSS. While several models for data based problem solving exist, the four step problem solving approach evaluated in this instrument includes, ) defining the goals and objectives to be attained, ) identifying possible reasons why the desired goals are not being attained, ) developing and implementing evidence based strategies to attain the goals, and 4) evaluating the effectiveness of the plan. 5) Three Tiered Instructional/Intervention Model The three tiered instructional/intervention model is another critical component of MTSS implementation. In a typical model, Tier includes the instruction all students get; Tier includes additional, supplemental instruction or intervention provided to students not meeting benchmarks; and Tier includes intensive, small group or individual interventions provided to students exhibiting significant barriers to learning the skills required for school success. Within an MTSS model, it is critical to consider both academic and social emotional/behavioral instruction and interventions when examining this domain. 6) Data Evaluation As previously stated, the use of data based problem solving is a critical component of implementing MTSS. Given the importance of data based problem solving within an MTSS model, the need for a data and evaluation system becomes evident. In order to engage in data based problem solving, school staff need to understand and have access to data sources that address the four purposes of assessment (i.e., universal screening, diagnostic assessment, formative evaluation, and summative evaluation). An efficient and useful data management system, as well as procedures and decisionmaking protocols for administering assessments and using data, allows school staff to access student data and use it to make educational decisions. In addition to student data, data on the fidelity of MTSS implementation allows school leadership to examine the current status of MTSS implementation in the school and make systemic changes for improving implementation.

4 . Leadership Subscale (Questions with an asterisk (*) build from left to right so that a rating includes both and ). Principal is actively The principal promotes a vision for involved in and facilitates MTSS and communicates a sense MTSS implementation of urgency for implementation The principal is not aware of MTSS or does not support MTSS implementation The principal promotes a vision for MTSS with a sense of urgency and actively supports the leadership team and staff to build capacity for implementation The principal promotes a vision with a sense of urgency, actively supports the leadership team and staff to build capacity for implementation, allocates resources to professional development and implementation activities and demonstrates a commitment to data based problem solving. A leadership team is established that includes cross disciplinary representatives (e.g., principal, general and special education teachers, content experts, student support personal reps; approximately 6 8 members) and is responsible for facilitating MTSS implementation. No cross disciplinary team with explicit responsibility for leading MTSS implementation exists A leadership team exists that includes cross disciplinary representation, but there are no explicit expectations for the team s role in facilitating implementation of an MTSS A cross disciplinary leadership team exists with explicit expectations for facilitating MTSS implementation, but members require some professional development and support to lead implementation efforts (e.g., beliefs, knowledge, & skill development). A cross disciplinary leadership team exists with explicit expectations for facilitating MTSS implementation, and members have the beliefs, knowledge, and skills to lead implementation efforts.. The leadership team actively engages staff in continuous professional development and coaching necessary to support MTSS implementation* The leadership team does not have a plan to provide staff with professional development or coaching to support MTSS implementation A needs assessment is conducted to gather information on beliefs, values, knowledge, and skills to develop a professional development plan A professional development plan is developed based on the needs assessment and used to engage staff in ongoing professional development Ongoing professional development activities are informed by data collected on the outcomes of professional development for continuous improvement 4

5 4. A strategic plan for MTSS implementation is developed* No strategic plan for MTSS implementation exists Leadership team has initiated strategic planning by engaging district, family, and community partners to identify stakeholder needs, resources for, and barriers to MTSS implementation A strategic plan is developed based on an analysis of stakeholder needs and input that specifies the communication and collaboration, capacity building, and data to monitor MTSS implementation goals and activities that leadership team members and staff will engage in A strategic plan for implementing MTSS is updated based on data and other systemic changes that are occurring (e.g., Common Core State Standards implementation, teacher evaluation systems) 5. The leadership team is actively facilitating implementation of MTSS as part of their school improvement planning process* The leadership team is not actively engaging in efforts to facilitate MTSS implementation The leadership team is engaging in strategic action planning to facilitate implementation of the critical elements of an MTSS The leadership team is providing support to educators implementing the critical elements of an MTSS identified in the strategic plan The leadership team uses data on implementation fidelity of the critical elements of an MTSS to engage in data based problem solving for the purpose of continuous improvement. Building the for Capacity/Infrastructure Implementation Subscale (Questions with an asterisk* build from left to right so that a rating includes both & ) 6. Professional development and coaching provided to all staff members includes an emphasis on databased problem solving* Professional development does not focus on databased problemsolving Data on use of problem solving skills and application are used to inform continuous improvement of professional development and coaching efforts Initial professional development on data based problem solving is provided that includes the following elements: Rationale for and modeling of data based problem solving Problem solving process and procedures to address schoolwide, classroom, small group, and individual student needs Roles and responsibilities for team members engaging in databased problem solving Ongoing professional development and coaching on data based problem solving is delivered and includes the following elements: Differentiation based on staff roles/responsibilities Job embedded coaching Modeling of, practice of, and collaborative feedback on, problem solving steps Support for collaboration and teaming skills 5

6 7. Professional development and coaching provided to all staff includes an emphasis on multi tiered instruction and intervention* Professional development is provided but no visible connection to an MTSS is evident 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 Positive Behavior Supports) Connections are made regarding how the practices are aligned with and integrated into an MTSS Ongoing professional development and coaching on multi tiered instruction and intervention is provided that includes the following elements: Differentiation based on staff roles/responsibilities Job embedded coaching Modeling of, practice of, and collaborative feedback on, evidence based practices The leadership team regularly uses data on student needs and implementation fidelity of evidence based practices to inform continuous improvement of professional development and coaching efforts 8. Professional development and coaching provided to all staff members includes an emphasis on assessments used to inform decisions in an MTSS* Initial professional development is not provided to all staff members. The staff engages in jobembedded professional development focusing on: Purpose and administration of selected assessment tools Role of assessment in making instructional decisions Review of current assessments being utilized and those being considered Analysis and utilization of results to improve instruction Using various types of data to inform instructional practices Communicating & partnering with families about data and assessment practices The staff engages in ongoing professional development and coaching related to the administration of assessments and interpretation of the data. PD includes: Changes or updates to assessments Changes to data collection, tracking, and analysis Ongoing coaching on interpreting results and instructional practices The leadership team analyzes feedback and outcomes to identify professional development and coaching needs in the area of assessment in support of a continuous improvement cycle. 6

7 9. Job embedded coaching is used to support MTSS implementation * No job embedded coaching is provided to build educator capacity to implement the critical elements of an MTSS Initial job embedded coaching is occurring that is focused primarily on facilitating or modeling databased problem solving, professional development sessions, and instruction and intervention practices for the purpose of demonstrating the skills A range of job embedded coaching activities are occurring including: Facilitation and modeling Co facilitation Provision of opportunities to practice Collaborative and performance feedback Data on professional development, implementation fidelity, and student outcomes are used to refine jobembedded coaching activities. Schedules provide adequate time for multiple tiers of evidence based instruction and intervention to occur*. Schedules provide adequate time for educators to engage in collaborative data based problem solving* Schedules do not permit changes to instructional programming based on student needs identified by data. The master schedule is developed without student data and does not include time for multi tiered interventions The master schedule does not provide opportunities for collaborative databased problemsolving and decisionmaking to occur The master schedule is developed utilizing student data and includes time for multi tiered interventions, but interventions are limited in scope and intensity The master schedule provides infrequent opportunities to engage in collaborative data based problem solving and decisionmaking 7 The master schedule facilitates effective implementation of multi tiered interventions matched to student needs in terms of type (e.g., literacy, math, behavior) and intensity (Tier, Tier, Tier ), but does not allow for flexible groups The master schedule is established that includes regular collaborative data based problem solving and decisionmaking and provides sufficient time for the process to occur with fidelity The master schedule facilitates efficient and effective implementation of multi tiered interventions matched to student needs in terms of type (e.g., literacy, math, behavior) and intensity (Tier, Tier, Tier ), and allows for flexible groups The master schedule is established that provides varied opportunities for collaborative data based problem solving and decision making to occur in the following venues (as appropriate): Leadership team meetings Vertical articulation meetings Grade level meetings Cross departmental meetings

8 . Critical Elements of an MTSS are defined and understood by the leadership team and school staff* No information on the critical elements of the school s MTSS is available The critical elements of an MTSS are in the process of being defined and communicated The critical elements of an MTSS are defined and communicated to school staff, including: Curriculum standards Assessments used to inform instruction Multiple tiers of instruction and intervention Data based problem solving used to make decisions The curriculum, assessment, and instructional practices that define the school s MTSS can be articulated by all staff. Processes, procedures, and decision rules are established for databased 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 being developed and existing structures and resources are being incorporated The steps of problem solving, procedures for accessing, submitting, and using data, and decision rules needed to make reliable decisions are established and communicated to staff, including: Specific steps to complete when engaging in data based problem solving Documentation requirements Venues for engaging in databased problem solving (e.g. Professional Learning Communities, Intervention Teams) Roles and responsibilities of participants Data based problem solving processes, procedures, and decision rules are adjusted based on data and feedback, schedule changes, and resource availability 8

9 4. Resources available to support MTSS implementation are identified* No process exists for mapping 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 Resource map(s) are established that include the personnel, funding, materials, and other resources available to support MTSS implementation Existing resource maps are updated at least annually based on available personnel, funding, materials, and other resources. Communication and Collaboration Subscale (Questions with an asterisk (*) build from left to right so that a rating includes both and ) 5. Stakeholders have consensus and engage in MTSS Implementation Stakeholders do not understand the need for MTSS and no effort to communicate with stakeholders exists. Leadership team is in the process of communicating with stakeholders to facilitate a shared understanding of the need for MTSS and how it is important to their specific roles and responsibilities Stakeholders understand the need for MTSS and how it is important for their roles and responsibilities but do not have opportunities for input in implementation. Stakeholders understand the need for MTSS and how it is important for their roles and responsibilities and have opportunities for input in implementation, 6. Stakeholders are provided data on MTSS implementation fidelity and student outcomes. Stakeholders are not provided any data regarding MTSS implementation or student outcomes. Stakeholders are rarely (/per year or less) provided data regarding MTSS implementation or student outcomes Stakeholders are regularly (+/year) provided data regarding MTSS implementation and student outcomes Stakeholders are regularly (+/year) provided data regarding MTSS implementation and student outcomes 7. The infrastructure exists to support family and community engagement in MTSS. Family and community engagement is not: defined and monitored with data; not linked to school goals in SIP/MTSS plan; nor do procedures facilitating way communications exist Family and community engagement is ( of the following): defined and monitored with data; linked to school goals in SIP/MTSS plan; or procedures facilitating way communications exist. Family and community engagement is ( of the following): defined and monitored with data; linked to school goals in SIP/MTSS plan; or procedures facilitating way communications exist. Family and community engagement is: defined and monitored with data; linked to school goals in SIP/MTSS plan; and procedures facilitating way communications exist. 9

10 8. Educators actively engage families in MTSS. Educators don t do any of following: engage families in problem solving when their child needs additional supports, provide intensive outreach to unresponsive families, or increase the skills of families to support their child s education. Educators do of the following: () engage families in problem solving when their child needs additional supports, () provide intensive outreach to unresponsive families, () and increase the skills of families to support their child s education. Educators do of the following: () engage families in problem solving when their child needs additional supports, () provide intensive outreach to unresponsive families, () increase families skills to support their child s education. Educators do all of the following: () engage families in problem solving when their child needs additional supports, () provide intensive outreach to unresponsive families, and () increase the skills of families to support their child s education. 4. Data Based Problem Solving Subscale (Questions with an asterisk (*) build from left to right so that a rating includes both and ) 9. Data based problem Data based problemsolving Data based problem solving Data based problem solving Data based problem solving solving for student does not occur occurs across of the following occurs across of the occurs across all of the outcomes occurs across content areas, grade levels, and tiers across content areas, grade levels, or tiers areas: content areas, grade levels, and tiers following areas: content areas, grade levels, and tiers following areas: content areas, grade levels, and tiers. Issues impacting implementation of an MTSS are resolved through a data based problem solving process Data based problem solving of issues impacting implementation of MTSS does not occur School leadership discusses issues impacting implementation of MTSS, but does not collect data to assess implementation levels nor develops action plans to increase implementation School leadership discusses issues impacting implementation of MTSS and does one of the following: collects data to assess implementation levels or develops action plans to increase implementation School leadership discusses issues impacting implementation of MTSS and does both of the following: collects data to assess implementation levels and develops action plans to increase implementation

11 . Data are used to identify the gap between expected and current student outcomes relative to replacement behaviors/learning goals The gap between expected and current student outcomes is not assessed The gap between expected and current outcomes is assessed, but the outcomes are not associated with replacement behaviors/learner goals (standards) The gap between expected and current outcomes is assessed, and is associated with a replacement behavior/learning goal The gap between expected and current outcomes is assessed relative to replacement behaviors/learning goals and is used to identify the focus of problem solving (i.e., Tier, Tier, or Tier ). Hypotheses are developed and verified for why students are not meeting expectations Hypotheses for why students are not meeting expectations are not generated Hypotheses for why students are not meeting expectations are generated, but data are not used to verify the hypotheses Hypotheses for why students are not meeting expectations are generated and data are used to verify hypotheses, but the hypotheses are not used to develop instruction/ intervention plans Hypotheses for why students are not meeting expectations are generated and data are used to verify hypotheses, and the hypotheses are used to develop instruction/ intervention plans. Concrete, specific instruction/intervention plans based on validated hypotheses are developed and implemented Concrete, specific instruction/interventi on plans are not developed Instruction/intervention plans are developed, but are not concrete and specific enough to be implemented nor based on verified hypothesis Instruction/intervention plans are developed and implemented, but include only one of the following: based on verified hypotheses, concrete and specific Concrete, specific instruction/intervention plans are developed and implemented and are based on verified hypotheses 4. Evaluating progress toward expected student outcomes for replacement behavior/learner goals Progress towards expected student outcomes is not planned or evaluated Plans for evaluating progress toward expected outcomes are developed, but data are not collected to evaluate progress towards expected outcomes A plan is developed and data are collected to evaluate progress towards expected outcome, but changes are not made to intervention based on student response A plan is developed, data are collected to evaluate progress towards expected outcomes, and changes are made to intervention based on student response

12 5. Three Tiered Instructional /Intervention Model Subscale (Questions with an asterisk (*) build from left to right so that a rating includes both and ) 5. Clearly identified Tier elements are Tier elements incorporate one of Tier elements incorporate two Tier elements incorporate all priority learning standards, school wide expectations for instruction that engages students, and schoolwide assessments for all students exist for Tier academic practices not developed and/or clearly defined the following components: clearly defined priority learning standards, school wide expectations for instruction and engagement, and assessments for all students clearly defined priority learning standards, school wide expectations for instruction and engagement, and assessments for all students three of the following components: clearly defined priority learning standards, school wide expectations for instruction & engagement, & assessments for all students 6. Clearly identified school wide expectations, classroom management practices, and schoolwide assessments for all students exist for Tier behavior practices Tier strategies are not developed and/or clearly defined Tier strategies incorporate one clearly defined school wide expectations, classroom management practices, and assessments for all students Tier strategies incorporate two clearly defined school wide expectations, classroom management practices, and assessments for all students Tier strategies incorporate all three of the following components: clearly defined school wide expectations, classroom management practices, and assessments for all students 7. Tier academic practices that include strategies addressing high probability student needs, that are linked to Tier instruction, & that are monitored using assessments tied directly to the skills taught exist Tier strategies are not developed and/or clearly defined Tier strategies incorporate one address high probability student needs, linked to Tier instruction, and assessments link directly to skills taught Tier strategies incorporate two address high probability student needs, linked to Tier instruction, and assessments link directly to skills taught Tier strategies incorporate all three of the following components: address highprobability student needs, linked to Tier, and assessments link directly to skills taught

13 8. Tier behavior practices that include strategies addressing high probability student needs, that are linked to Tier instruction, and that are monitored using assessments tied directly to the skills taught exist 9. Tier academic practices include strategies that are developed based on students needs, that are aligned with Tier and Tier instructional goals and strategies, and that are monitored using assessments that link directly to skills taught Tier strategies are not developed and/or clearly defined Tier strategies are not developed and/or clearly defined Tier strategies incorporate one address high probability student needs, linked to Tier, and assessments link directly to skills taught Tier strategies incorporate one developed based on students needs, developed to support Tier and Tier instruction, and assessments link directly to skills taught Tier strategies incorporate two address high probability student needs, linked to Tier, and assessments link directly to skills taught Tier strategies incorporate two developed based on students needs, developed to support Tier and Tier instruction, and assessments link directly to skills taught Tier strategies incorporate all three of the following components: address highprobability student needs, linked to Tier, and assessments link directly to skills taught Tier strategies incorporate all three of the following components: developed based on students needs, developed to support Tier and Tier instruction, and assessments link directly to skills taught. Tier behavior practices include strategies that are developed based on students needs, that are aligned with Tier and Tier instructional goals and strategies, and that are monitored using assessments that link directly to skills taught Tier strategies are not developed and/or clearly defined Tier strategies incorporate one developed based on students needs, developed to support Tier and Tier instruction, and assessments link directly to skills taught Tier strategies incorporate two developed based on students needs, developed to support Tier and Tier instruction, and assessments link directly to skills taught Tier strategies incorporate all three of the following components: developed based on students needs, developed to support Tier and Tier instruction, and assessments link directly to skills taught

14 6. Data Evaluations Subscale (Questions with an asterisk (*) build from left to right so that a rating includes both and ). Staff understand and Staff do not have access to data understand and have sources that address the access to data sources 4 purposes of that address the 4 assessment* purposes of assessment. Staff learn the 4 assessment purposes within an RtI framework and understand the need for various types of assessments: () universal screening & benchmarking () diagnostic/ prescriptive assessment () formative evaluation (progress monitoring) (4) summative evaluation (outcome) and school leadership teams reflect on their current assessments. They select measures for the 4 assessment purposes across content areas. Selected tools are: reliable, valid, accessible culturally, linguistically, and developmentally appropriate. Staff engages in assessments with fidelity and uses: screeners to identify students who are at risk at least 4 times/year diagnostics to pinpoint why a student is at risk formative assessments to monitor growth summative assessments to determine outcomes School leadership and/or staff collaboratively and systematically evaluate and adjust their assessment practices in an effort to have accurate and useful data that informs instruction. Staff evaluates assessment tools for their continued value, usefulness, and cultural, linguistic, and developmental appropriateness.. Decision making protocol established for the administration of assessments and use of data* No protocol in place School leadership outlines a decision making protocol that includes: when to screen students use of diagnostic assessments frequency of progress monitoring relative to intensity of instruction & intervention the criteria for receiving instruction across tiers Staff engages in assessments and follows the guidelines of the protocol. Assessments are: administered consistently and with fidelity within a designated timeline within the parameters of the protocol used appropriately School leadership and/or staff regularly evaluate the adherence to and effectiveness of their decision making protocol. They ensure the protocol is efficient, useful, and relevant for students and staff. Data are used to make any adjustments to the protocol. 4

15 . Data management system and access procedures established* No data management system for tracking and reporting academic and behavior data exists that includes the ability to display data graphically for efficient analysis of student progress. Leadership has selected a data management system for tracking and reporting academic and behavior data that includes the ability to display data graphically for efficient analysis of student progress and leadership outlines roles and responsibility for data collection, entry, and management. Staff are trained on the use and access of the data management system, including how to efficiently select the appropriate data needed to answer problem solving questions. The PS team(s) and staff are using the data management system. Staff are provided ongoing assistance on the datamanagement system. Periodic review and needed changes improve the functionality, efficiency, and usefulness of the data management. Staff is proficient and independent with data management. Staff assists and trains new members with ease. 4. Data sources used to evaluate fidelity of implementation* No data sources have been identified Leadership team members are exploring data sources available to inform MTSS implementation efforts Leadership team members have identified data sources that will be used to improve implementation of the critical elements of an MTSS: Curriculum standards Assessments used to inform instruction Multiple tiers of instruction and intervention Data based problem solving used to make decisions Leadership team members use data sources indicating the fidelity of implementation and student outcomes to make systematic changes for improvement of the critical elements of an MTSS. 5

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