SPS MTSS Innovation Configuration Map

Transcription

1 SPS MTSS Innovation Configuration Map The IC Map which follows is intended to be used as a tool to guide schools and teams in improving their MTSS practices. Users are encouraged to first, identify current practices for each element and then, to develop an action plan that will enable them to move to the next level of practice. The closer schools and teams are to demonstrating the practices as outlined in column a, the closer they are to demonstrating best practice. This tool is to be used to aid in the application of the continuous improvement process around these MTSS components and is intended to be an ongoing process across time. This tool is NOT to be used to evaluate schools and staff regarding the implementation of these practices. Component: a b c d e Leadership and Empowerment Consensus Building and Commitment A process is in place for providing information for all stakeholders to achieve and maintain support for building-wide culturally responsive MTSS implementation. School leadership, staff, and families actively support and participate in a systemic model of MTSS, its implementation and its monitoring and evaluation. School policies and teacher and student handbooks are reviewed annually and updated to reflect the MTSS framework and practices. A process is in place for providing information for all stakeholders to achieve and maintain support for buildingwide culturally responsive MTSS implementation. Activities for school leadership, staff and families to support and participate in a systemic model of MTSS are being developed. School policies and teacher and student handbooks have been reviewed within the last year but have not yet been updated. A process is in place for providing information for all stakeholders to achieve and maintain support for building- wide culturally responsive MTSS implementation. Consensus building activities continue. School policies and teacher and student handbooks have not been reviewed nor updated. School leadership and staff discuss how MTSS could fit within their school and are beginning to develop a common understanding and definition of MTSS. Stakeholder input is being gathered. Consensus of staff has not been determined. School policies and teacher and student handbooks have not been reviewed nor updated. Mission, Vision, Values and Goals The framework, principles and beliefs of MTSS are integrated into the school s mission, vision and beliefs. This has been communicated with all stakeholders. The framework, principles and beliefs of MTSS are integrated into the school s mission, vision and beliefs. This has not yet been communicated with all stakeholders. The framework, principles and beliefs of MTSS are in the process of being integrated into the school s mission, vision and beliefs. The work to integrate the framework, principles and beliefs of MTSS into the school s mission, vision and beliefs has not yet begun.

2 Alignment of Resources School leadership frequently reviews and adjusts allocation of resources (time, materials and staff) for MTSS implementation, monitoring and evaluation as part of a continuous cycle of improvement. School leadership reviews and adjusts allocation of resources for MTSS implementation, monitoring and evaluation as part of a continuous cycle of improvement at least semiannually. School leadership frequently reviews and adjusts allocation of resources for MTSS implementation, monitoring and evaluation as part of a continuous cycle of improvement at least annually. School leadership is developing a plan to review and adjust allocation of resources for MTSS implementation, monitoring and evaluation as part of a continuous cycle of improvement. No plan for allocation of resources has been considered. MTSS Leadership Team A culturally proficient MTSS leadership team exists at the building level and includes representation from building administration and staff including: Internal coach and/or interventionist(s) MTSS coordinator School counselor School psychologist Teacher leader(s) Administrator or designee A culturally proficient MTSS leadership team exists at the building level and includes representation from building administration and staff including: Internal coach, interventionist(s), and/or MTSS coordinator School counselor School psychologist Teacher leader(s) Administrator or designee A culturally proficient MTSS leadership team exists at the building level and monthly meetings may be conducted, but membership is still being adjusted and negotiated with programs, to ensure that the leadership team has the appropriate membership, authority, and program commitment to lead a successful MTSS implementation. A culturally proficient MTSS leadership team is in the process of being created at the building level by conducting activities such as holding an initial meeting, developing expectations for participation, and identifying relevant program involvement. No MTSS leadership team exists at the building level. The team meets regularly at least two times per month to review implementation data (i.e. IC map progress) and student performance data. The team meets at least once per month to review implementation data (i.e. IC map progress) and student performance data. Team does not regularly review implementation or student progress data. Communication A written communication plan is in place and has been implemented to ensure that stakeholders, including district leadership, staff and external partners are regularly kept informed regarding MTSS implementation progress and its impact on student learning. A written communication plan is in place. Consistent communication has occurred with internal stakeholders to ensure they are kept informed regarding MTSS implementation progress and its impact on student learning. Communication with external stakeholders occurs at least on an annual basis. A communication plan has been developed to ensure that stakeholders, including district leadership, staff and external partners are kept informed regarding MTS implementation progress and its impact on student learning. Since the plan has not yet been fully implemented, communication across groups is sporadic and inconsistent. A communication plan has not been developed. Stakeholders are not kept informed about MTSS implementation progress and its impact on student learning.

3 Collaboration Collaboration Structure All administrators and teaching staff have: a collaboration team (or PLC) team norms developed data-based decision-making protocols are in place to guide the work and followed trained in culturally responsive practices All administrators and teaching staff have: a collaboration team (or PLC) team norms developed data-based decision-making protocols are in place to guide the work, but are not consistently practiced trained in culturally responsive practices Most administrators and teaching staff have a collaboration team with norms and some teams follow data-based decisionmaking protocols. A few administrators and teaching staff have an identified collaboration team. Norms for behavior and protocols are being developed. No collaborative teams have been established. Collaboration Time *job alike, grade level, or department PLC Dedicated collaboration time* during the regular contractual day is available and utilized on a weekly basis. Dedicated collaboration time* during the regular contractual day is available and utilized on a bi-weekly basis. Dedicated collaboration time* during the regular contractual day is available and utilized on a monthly basis. No dedicated collaboration time* during the regular contractual day is available. Collaboration Process and Content The collaboration process directly impacts teacher practice in the classroom, helping each teacher and teacher team clarify what to teach, how to assess, and how to improve culturally responsive There is on-going reflection, coaching and feedback between team members using multiple sources of data. The collaboration process directly impacts teacher practice in the classroom, helping each teacher and teacher team clarify what to teach, how to assess, and how to improve culturally responsive There is on-going reflection, coaching and feedback between team members using data. The collaboration process impacts teacher practice in the classroom, helping each teacher and teacher team clarify what to teach, how to assess, and how to improve culturally responsive Peer coaching and feedback are minimal. The collaboration discussion is in general terms and may not help to clarify instructional content, strategies, or assessment. Classroom practices may not be impacted. Peer coaching and feedback do not occur. The collaboration discussion depends on the individual teachers involved. It may or may not be focused on instruction and classroom practice. Data are not considered.

4 Component: a b c d e Curriculum Enacted and Learned Curriculum Administrators and teachers regularly engage in professional learning focused on 21 st century skills. Administrators and teachers sometimes engage in professional learning focused on 21 st century skills. Administrators and teachers rarely engage in professional learning focused on 21 st century skills. Administrators and teachers do not engage in professional learning focused on 21 st century skills. 21 st century skills: Students have the opportunity to learn all applicable 21 st century skill standards. Students have the opportunity to learn most of the applicable 21 st century skill standards. Students have the opportunity to learn some of the applicable 21 st century skill standards. Students have the no opportunity to learn applicable 21 st century skill standards. Common Core Math & English Language Arts Next Generation Science Standards Social & Emotional Learning Competencies English Language Proficiency Standards Health & Fitness Standards Culturally Responsive Instruction. The distribution of emphasis (e.g., allocation of time) spent on the 21 st century skill standards match the evidencebased recommendations for the grade level and content area. The enacted curriculum reach the maximum levels of depth of knowledge (DOK) called for in the Common Core State Standards for English/Language Arts and Mathematics The distribution of emphasis (e.g., allocation of time) spent on 21 st century skill standards match the evidence-based recommendations for the grade level and content area most of the time. The enacted curriculum sometimes reaches the maximum levels of depth of knowledge (DOK) called for in the Common Core State Standards for English/Language Arts and Mathematics. The distribution of emphasis (e.g., allocation of time) spent on the 21 st century skill standards at times match the evidence- based recommendations for the grade level and content area. The enacted curriculum rarely reaches the maximum levels of depth of knowledge (DOK) called for in the Common Core State Standards for English/Language Arts and Mathematics. The distribution of emphasis (e.g., allocation of time) spent on the 21 st century skill standards does not match the evidence- based recommendations for the grade level and content area. The enacted curriculum does not reach the maximum levels of depth of knowledge (DOK) called for in the Common Core State Standards for English/Language Arts and Mathematics.

5 Component: a b c d e Instruction: Universal Tier Foundational Core *SEL integration and instruction is aligned with 5 core competencies All students have access to high quality, 21 st century skill based universal tier instruction: Social Emotional Learning* Academics Most students have access to high quality, 21 st century skill based universal tier instruction: Social Emotional Learning* Academics Some students have access to high quality, 21 st century skill based universal tier instruction: Social Emotional Learning* Academics Access to high quality universal tier instruction is intermittent or absent. Staff are still developing instructional units and lessons designed to meet core academic and social emotional learning targets. Behavioral Framework *includes training and implementation on effective behavior support strategies at the school-wide, specific setting, classroom, and individual student level; designed to meet the needs of all students A school-wide behavior management plan* is established and frequently re-evaluated to encourage pro-social, positive interactions amongst staff and students. The plan includes all of the following elements: Expectations for behavior are defined by a building based team with staff input Appropriate student behavior is taught Positive behaviors are publicly acknowledged Problem behaviors have clear consequences Student behavior is monitored and staff receive regular feedback A school wide behavior management plan* is established and 1-2 times per year revisited to encourage pro-social, positive interactions amongst staff and students. The plan includes most of the following elements: Expectations for behavior are defined by a building based team with staff input Appropriate student behavior is taught Positive behaviors are publicly acknowledged Problem behaviors have clear consequences Student behavior is monitored and staff receive regular feedback A school wide behavior management plan* is in the process of being created OR The existing plan is under review. The proposed plan or revision includes consideration for: Expectations for behavior are defined by a building based team with staff input Appropriate student behavior is taught Positive behaviors are publicly acknowledged Problem behaviors have clear consequences Student behavior is monitored and staff receive regular feedback A common, school wide behavior management plan* is not in place.

6 Articulation of teaching and learning (in and across grade levels) *ELA and Math common core; next generation science; health and fitness standards; English Language Proficiency standards In each of the Core academic content areas*, there is articulation within grade levels so that students have highly similar experiences, shared expectations, and common language, regardless of their assigned teacher. AND there is articulation of teaching and learning from one grade to another. In most of the Core academic content areas*, there is articulation within grade levels so that students have highly similar experiences, shared expectations, and common language, regardless of their assigned teacher. AND there is articulation of teaching and learning from one grade to another. In most of the Core academic content areas*, there is articulation within grade levels so that students have highly similar experiences, shared expectations, and common language, regardless of their assigned teacher. OR there is articulation of teaching and learning from one grade to another. In one of the Core academic content areas*, there is articulation within grade levels so that students have highly similar experiences, shared expectations, and common language, regardless of their assigned teacher. OR there is articulation of teaching and learning from one grade to another. There is no articulation of teaching and learning goals from the Core content areas* within grade levels. AND there is no articulation of teaching and learning from one grade to another. Differentiation of Instruction All teachers differentiate instruction within universal tier Teachers always use multiple sources of data to identify student needs and inform Teachers frequently use flexible grouping arrangements within and across classrooms in order to provide scaffolding and extensions academically; model and reinforce social learning competencies. Most teachers differentiate instruction within universal tier Teachers use multiple sources of data to identify student needs and inform Teachers often use flexible grouping arrangements within and across classrooms in order to provide scaffolding and extensions academically; model and reinforce social learning competencies. Some teachers differentiate instruction within universal tier Teachers use 1-2 data sources to identify student needs and inform Teachers sometimes use flexible grouping arrangements within and across classrooms in order to provide scaffolding and extensions academically; model and reinforce social learning competencies. A few teachers differentiate instruction within universal tier Teachers use a single source of data to identify student needs and inform Teachers infrequently use flexible grouping arrangements within and across classrooms in order to provide scaffolding and extensions academically; model and reinforce social learning competencies. Differentiation of instruction based on data does not occur. All students receive the same

7 Instruction: Targeted Evidence-Based Intervention *foundational core is fully implemented After the sufficiency of the universal tier instruction has been evaluated*, all selected targeted interventions are evidence- based and matched with student needs. ALL students, based on need, have access to targeted interventions. After the sufficiency of the universal tier instruction has been evaluated*, some selected targeted interventions are evidence- based and matched with student needs. ALL students, based on need, have access to targeted interventions. The sufficiency of the universal tier instruction has not been evaluated* prior to the selection of interventions AND some targeted interventions are not evidence- based and matched with student needs. Only general education students have access to targeted interventions. Targeted interventions are not identified. Fidelity *type, frequency, intensity, & duration Written procedures are in place to monitor the fidelity of implementation of targeted level interventions and these interventions are implemented with fidelity, in accordance with established guidelines.* Written procedures are in place to monitor the fidelity of implementation of targeted level interventions and these interventions are sometimes implemented with fidelity, in accordance with established guidelines.* Written procedures are in place to monitor the fidelity of implementation of targeted level interventions. These procedures are rarely used to monitor fidelity. There are no procedures in place to monitor the fidelity of implementation of targeted level interventions. Instruction and Group Size *demonstrated expertise or experience with the intervention Appropriately-trained* staff or service provider always lead targeted level interventions and group size is optimal for the age, needs of students and the intervention approach utilized. Appropriately trained* staff or service provider generally lead targeted level interventions OR group size may not be optimal for the age, needs of students and the intervention approach utilized. Appropriately trained* staff or service provider infrequently lead targeted level interventions AND group size is not optimal for the age, needs of students and the intervention approach. Untrained staff/volunteers or service providers lead interventions. Children are assigned to groups based on availability of staff/volunteers or service providers. Complements Universal Tier Instruction Targeted level interventions align well with and are in addition to Universal Tier Targeted level interventions generally align with and are in addition to Universal Tier Targeted level interventions loosely align with and are in addition to Universal Tier Targeted level interventions are used in place of Universal Tier

8 Instruction: Intensive Evidence-Based Intervention Evidence-based individualized intensive level interventions are developed/selected based upon the results of validated progress monitoring/ diagnostic assessment methods. They are more intensive (time, frequency, grouping, skill specific) than targeted interventions. ALL students, based on need, have access to intensive interventions. Evidence-based individualized intensive level interventions are developed/selected based upon the results of validated progress monitoring/ diagnostic assessment methods OR are more intensive (time, frequency, grouping, skill specific) than targeted interventions. ALL students, based on need, have access to intensive interventions. Intensive level interventions are not developed based upon evidenced based information OR not based upon the results of validated progress monitoring/ diagnostic assessment methods for individualizing instruction, AND are not more intensive than targeted interventions. Only general education students, based on need, have access to intensive interventions. Intensive level interventions are not available. Fidelity *type, frequency, intensity, & duration Written procedures are in place to monitor the fidelity of implementation of intensive level interventions and these interventions are implemented with fidelity, in accordance with established guidelines.* Written procedures are in place to monitor the fidelity of implementation of intensive level interventions and these interventions are sometimes implemented with fidelity, in accordance with established guidelines.* Written procedures are in place to monitor the fidelity of implementation of intensive level interventions. These procedures are rarely used to monitor fidelity. There are no procedures in place to monitor the fidelity of implementation of intensive level interventions. Instruction and Group Size * demonstrated expertise or experience with the intervention Appropriately-trained* general or special education staff or service provider always lead intensive level interventions and group size is limited to 1 to 2 students. Appropriately-trained* general or special education staff or service provider sometimes lead intensive level interventions OR group size may not be optimal (more than 2 students). Appropriately-trained* general or special education staff or service provider infrequently lead intensive level interventions AND group size is not optimal (more than 2 students) Untrained staff/volunteers lead interventions. Children are assigned to groups based on availability of staff/volunteers. Complements Universal Tier Instruction Intensive level interventions align well with and are in addition to Universal Tier instruction and may also be in addition to targeted intervention. Intensive level interventions generally align with and are in addition to Universal Tier instruction and may also be in addition to targeted intervention. Intensive level interventions loosely align with and are in addition to Universal Tier instruction may also be in addition to targeted intervention. Intensive level interventions are used in place of Universal Tier

9 Component: a b c d e Assessment Universal Screening Tools *National Center for Response to Intervention Evidence indicates that all screening tools for all grades are valid, reliable, and research or evidence based*. The measures are administered by trained individuals in a standardized fashion. Evidence indicates that most screening tools for most grades are valid, reliable, and research or evidence based. The measures are administered by trained individuals in a standardized fashion. Evidence indicates that most screening tools for most grades are valid, reliable, and research or evidence based. The measures are not always administered by trained individuals in a standardized fashion. Evidence indicates that screening tools lack technical adequacy and are not administered by trained individuals in a standardized fashion. The tools used are not screening tools. Universal Screening Screening is implemented for all students in all grades to identify the health and well-being of universal instruction and those students at risk for academic and/or behavior difficulties three times per year. Screening is implemented for all students in most grades to identify the health and wellbeing of universal instruction and those students at risk for academic and/or behavior difficulties three times per year. Screening is implemented for all students in most grades to identify the health and wellbeing of universal instruction OR those students at risk for academic and/or behavior difficulties three times per year. Screening is implemented for all students in one or two grades to identify the health and well-being of universal instruction OR those students at risk for academic and/or behavior difficulties three times per year. System-wide screenings are not utilized. Screening is completed only with selected students who have a history of academic and/or behavior challenges.

10 Progress Monitoring Tools *National Center for Response to Intervention Evidence indicates that all progress monitoring tools for all grades are valid, reliable, and research or evidence based*. Progress monitoring procedures are in place and always followed. The measures are administered by trained individuals in a standardized fashion. Most progress monitoring instruments for most grades are valid, reliable, and research or evidence based*. Progress monitoring procedures are in place and always followed. The measures are administered by trained individuals in a standardized fashion. Most progress monitoring instruments for most grades are valid, reliable, and research or evidence based*. Progress monitoring procedures are in place and usually followed. The measures are not administered by trained individuals in a standardized fashion. Evidence indicates that progress monitoring instruments lack technical adequacy and are not administered by trained individuals in a standardized fashion. Progress monitoring materials used are not progress monitoring tools. Formative Assessment (Assessment for Learning) Teachers have a well-developed understanding of the learning progressions for the academic/behavioral domains they are responsible for teaching and consistently use this information during instructional and assessment planning. Teachers are collecting daily evidence of student learning and providing descriptive feedback to students based on the unit of academic/behavioral goals of the student. Data are used by student and teacher to inform teaching and learning, is un-graded, and occurs throughout each of the tiers of Teachers have a welldeveloped understanding of the learning progressions for the academic/behavioral domains they are responsible for teaching and consistently use this information during instructional and assessment planning. Teachers are collecting daily evidence of student learning and providing descriptive feedback to students based on the unit of academic/behavioral goals of the student. Data are not always used by student and teacher to inform teaching and learning, is sometimes graded, and occurs throughout each of the tiers of Teachers are developing an understanding of the learning progressions for the academic/behavioral domains they are responsible for teaching and are beginning to use this information during instructional and assessment planning. Teachers are sometimes collecting daily evidence of student learning based on the academic/behavioral goals of the student. Data are not always used by teacher to inform teaching, is often graded, and occurs throughout each of the tiers of Teachers have not developed an understanding of the learning progressions for the academic/behavioral domains they are responsible for teaching. Teachers are rarely collecting daily evidence of student learning based on the academic/behavioral goals of the student. Data are often not used by teacher to inform teaching, is often graded, OR does not occur throughout each of the tiers of Only summative data are used to inform

11 Component: a b c d e Data-Based Decision-Making Continuous Improvement Process All staff members are actively involved and have been trained in a continuous improvement process of needs assessment, planning, implementation, and evaluation with a racial equity lens. They use it consistently to guide decisions related to academics and behavior. Some staff members are actively involved and have been trained in a continuous improvement process of needs assessment, planning, implementation, and Evaluation with a racial equity lens. They use it consistently to guide decisions related to academics and behavior. Few staff members are actively involved and have been trained in a continuous improvement process of needs assessment, planning, implementation, and evaluation with a racial equity lens. They inconsistently use it to guide decisions related to academics and behavior. There is a loosely defined continuous improvement process that may or may not be used to make decisions. Staff make decisions individually without implementing a standard process.

12 Determination of the Sufficiency of Universal Tier Decision about the sufficiency of Universal Tier instruction are made using the results of universal screening data and other appropriate data at the system, grade and subgroup level. Decision about the sufficiency of Universal Tier instruction are made using the results of universal screening data and other appropriate data at the system, grade or subgroup level. Decision about the sufficiency of Universal Tier instruction are made using the results of universal screening data and other appropriate data at the system, grade or subgroup level. Decision about the sufficiency of Universal Tier instruction are made using the results of universal screening data and other appropriate data at the system, grade or subgroup level. Decisions about the sufficiency of the Universal Tier are not made. Only decisions about individual atrisk learners are made. When data suggest that less than 80% of the students at a particular level are not performing at or above defined benchmarks, the team identifies the needs of Universal Tier and potential barriers. An action plan which includes needed resources, outcome goal(s) and monitoring plan is developed to address these needs. As is necessary/ appropriate, at-risk needs are also addressed. When data suggest that at least 80% of the students at a particular level are performing at or above defined benchmarks, the team focuses planning on the needs of individual students whose performance is below defined benchmark. When data suggest that less than 80% of the students at a particular level are not performing at or above defined benchmarks, the team identifies the needs of Universal Tier and potential barriers. An action plan is developed to address these needs. As is necessary/ appropriate, at-risk needs are also addressed. When data suggest that at least 80% of the students at a particular level are performing at or above defined benchmarks, the team focus planning on the needs of individual students whose performance is below defined benchmark. When data suggest that less than 80% of the students at a particular level are not performing at or above defined benchmarks, the team develops an action plan. As is necessary/ appropriate, at-risk needs are also addressed. When data suggest that at least 80% of the students at a particular level are performing at or above defined benchmarks, the team focus planning on the needs of individual students whose performance is below defined benchmark. No action plan is developed when data suggest that less than 80% of the students at a particular level are not performing at or above defined benchmarks. Attention is focused on the needs of at-risk students. Determination of Responsiveness to Targeted and Intensive Levels of Intervention Decisions about responsiveness to intervention are made based upon the results of reliable and valid progress monitoring data to reflect the slope of improvement or final status at the end of targeted level intervention. Application of these decision making criteria are accurate. Decisions about responsiveness to intervention are at times made using the results of reliable and valid progress monitoring data to reflect the slope of improvement or final status at the end of targeted level intervention OR application of these decision making criteria are inaccurate. Decisions about responsiveness to intervention are rarely made using the results of reliable and valid progress monitoring data to reflect the slope of improvement or final status at the end of targeted level intervention AND implementation of these decision making criteria are inaccurate. Decisions about responsiveness to intervention are made using unreliable, inaccurate and invalid data. Decisions are made based upon opinion.

13 Data Analysis for Student Improvement All staff members have a full and complete understanding of how to analyze collected student data and how to interpret and report the results accurately and consistently. Staff consistently help students and their families understand the meaning and use of the data in relation to learning goals. Staff consistently use the results of the data analysis to inform their instruction and move learning forward. Most staff members have a full and complete understanding of how to analyze collected student data and how to interpret and report the results accurately and consistently. Staff help students and their families understand the meaning and use of the data in relation to learning goals. Staff use the results of the data analysis to inform their instruction and move learning forward. Some staff members have a full and complete understanding of how to analyze collected student data and how to interpret and report the results accurately and consistently. Staff sometimes help students and their families understand the meaning and use of the data in relation to learning goals. Staff sometimes use the results of the data analysis to inform their instruction and move learning forward. Most staff members can analyze some of the simplest data elements, but don t know how to interpret the results in relation to learning goals nor how to use this information to inform Staff members do not understand how to analyze data nor how to interpret the results. Decision Making Rules Teams have clearly documented and consistently follow decision rules across all tiers of instruction in both academic and behavior areas (for example, *implementing classroom interventions, *access to small group and individual supports *changing supports *intensifying supports *exiting supports) Teams generally follow documented decision rules across all tiers of instruction in both academic and behavior areas (for example, *implementing classroom interventions, *access to small group and individual supports *changing supports *intensifying supports *exiting supports) Teams inconsistently follow documented decision rules across all tiers of instruction in both academic and behavior areas (for example, *implementing classroom interventions, *access to small group and individual supports *changing supports *intensifying supports *exiting supports) Teams have informal or missing decision rules across all tiers of instruction in both academic and behavior areas (for example, *implementing classroom interventions, *access to small group and individual supports *changing supports *intensifying supports *exiting supports) No commonly agreed upon or understood decision rules for academics and behavior Data Use to Improve the System Multiple sources of quality implementation and outcome data are examined using structured protocol on an on-going basis. Resulting conclusions are used to improve the system. Multiple sources of quality implementation and outcome data are periodically examined using a structured protocol. Resulting conclusions are used to improve the system. Multiple sources of quality implementation and outcome data are rarely examined. Resulting conclusions are not typically used to improve the system. Implementation or outcome data are not examined.

14 Data Use to Improve the Universal Tier Clearly identified teams meet at regularly scheduled times to consider the impact of Universal Tier interventions using universal screening and other data and make recommendations for adjustments to the interventions based upon this analysis. Informal teams meet at regularly scheduled times to consider the impact of Universal Tier interventions using universal screening and other data and make recommendations for adjustments to the interventions based upon this analysis Informal teams meet intermittently to consider the impact of Universal Tier interventions using universal screening and other data. Teams have been identified to consider the impact of Universal Tier interventions using universal screening and other data. They have not yet met. No teams have been identified. Data Use to Improve Targeted/Intensive Intervention Clearly identified teams meet at regularly scheduled times to analyze data from groups/individuals receiving targeted/intensive intervention. Data are used from: *Diagnostic/functional assessment practices *Progress Monitoring/formative assessment The teams consider: Grouping decisions, fidelity of implementation, and makes recommendations for adjustments to the curriculum, instruction and intensity of support based on progress monitoring data. Informal teams meet at regularly scheduled times to analyze intervention data for groups/individuals receiving targeted/intensive intervention. Data are used from: *Diagnostic/functional assessment practices *Progress Monitoring The teams consider: Grouping decisions, fidelity of implementation, and makes recommendations for adjustments to the curriculum, instruction and intensity of support based on progress monitoring data. Informal teams meet intermittently to analyze intervention data for groups/individuals receiving targeted/intensive intervention. Data are used from: *Diagnostic/functional assessment practices *Progress Monitoring The teams sometimes consider: Grouping decisions, fidelity of implementation, and makes recommendations for adjustments to the curriculum, instruction and intensity of support based on progress monitoring data. A single individual reviews intervention data for groups/individuals receiving targeted/intensive intervention. Data used are from: Progress Monitoring The individual considers general effectiveness of the instruction; recommendations for adjustments are rarely made. A review of intervention data does not occur OR data are unavailable.

15 Component: a b c d e Integration and Sustainability Monitor and Ensure Implementation of MTSS There is a formal ongoing process with protocols and routines to monitor the fidelity of implementation, outcomes and sustainability of all principles and culturally responsive practices of MTSS to ensure that changes are positive for learner progress. Analysis of progression along each dimension of the IC map is used continuously to move the building toward full implementation. There is a formal ongoing process with protocols and routines to monitor the fidelity of implementation, outcomes and sustainability of all principles and culturally responsive practices of MTSS to ensure that changes are positive for learner progress. Analysis of progression along each dimension of the IC map is used to move the building toward full implementation. There is a formal ongoing process to monitor the fidelity of implementation, outcomes and sustainability of all principles and culturally responsive practices of MTSS to ensure that changes are positive for learner progress. Protocols and routines are being developed for use. Analysis of progression along each dimension of the IC map is beginning to determine baseline implementation status A formal process to monitor fidelity of implementation, outcomes and sustainability of MTSS practices using the Innovation Configuration Map is being developed. There is no process being developed for monitoring of the implementation of MTSS.

16 Professional Learning Plan for MTSS *Professional Learning standards: Learning Communities Leadership Resources Data Learning Designs Implementation There is a formal, long term professional learning plan for all staff members and administrators with all activities directly tied to practices that support the implementation and refinement of MTSS based upon local data. The plan aligns with the instructional vision of Seattle Public Schools and the district s Vision for Professional Learning. The plan reflects all 7 standards of professional learning. There is a formal, long term professional learning plan for all staff members and administrators with most activities directly tied to practices that support the implementation and refinement of MTSS based upon local data. The plan mostly aligns with the instructional vision of Seattle Public Schools and the district s Vision for Professional Learning. The plan reflects 6 out of 7 of the standards of professional learning. There is a formal, long term professional learning plan for selected staff members and administrators with most activities directly tied o practices that support the implementation and refinement of MTSS based upon local data. The plan somewhat aligns with the instructional vision of Seattle Public Schools and the district s Vision for Professional Learning. The plan reflects 5 out of 7 of the standards of professional learning. There is a short term professional learning plan for staff members and administrators with some activities directly tied to practices that support the implementation and refinement of MTSS based upon local data. The plan minimally aligns with the instructional vision of Seattle Public Schools and the district s Vision for Professional Learning. The plan reflects 4 out of 7 of the standards of professional learning. There is not a unified professional learning plan for staff members and administrators tied to MTSS. The plan does not align with the instructional vision of Seattle Public Schools and the district s Vision for Professional Learning. The plan reflects 3 or fewer of the standards of professional learning. Outcomes