self-assessment of mtss implementation...

SAMVersion2.0(LastrevisedOctober2015)Page-i

Self-AssessmentofMTSSImplementation(SAM)

OverviewofMTSS

Thisinstrumentisusedtomeasureschool-levelimplementationofaMulti-TieredSystemofSupports (MTSS).MTSS is a termused todescribeanevidence-basedmodelof educatingstudents that uses data and problem solving to integrate academic, behavior, and social-emotionalinstructionandinterventiontomaximizethesuccessofallstudents.Instructionand intervention is provided to students acrossmultiple tiers of intensity basedonneed.Staffmakedata-baseddecisionsinorderforresources(e.g.,time,staff,andevidence-basedstrategies) to reach thestudentsat theappropriate levels to increase theperformanceofALLstudentswiththegoalofachievingand/orexceedingproficiency.

Quality implementationofMTSS isassociatedwith increased likelihoodof instructionandinterventions leading to successful student outcomes. Thus, it is important for schools tomonitornotonly studentoutcomes,butalsohowassessments, instruction, interventions,and data-based problem-solving are put into place (i.e., the fidelity with which theseelements are implemented). Successful implementation is influenced by many factorswithin and around the school system (e.g., professional development, administrativesupport,datasystems,staffmemberperceptions,successfuladaptation,etc.).Asameasureofschool-levelimplementationofanMTSS,thefocusofthisinstrumentisonthenecessaryactions andactivities to successfully implement and sustain the critical elementsofMTSSwithfidelity.ThecriticalelementsofMTSSreferredtothroughouttheinstrumentinclude:

• Curriculumstandards• Assessmentsusedtoinforminstruction• Multipletiersofinstructionandintervention• Data-basedproblem-solvingusedtomakedecisions

To promote a common understanding, staff that complete the instrument are urged todiscusstheelementsofMTSSandhowtheyrelatetocomponentsoftheirschool’ssystemfor educating all students. MTSS should not be thought of as a separate initiative orprogramthatmustbeimplemented.Rather,MTSSprovidesaframeworkfortheintegrationof academic, behavior, and social-emotional supports. Other initiatives such asimplementationof educational policies and regulations, newassessment systems, or newinstructional strategiesalsoshouldbeconsidered in thecontextofhowthey fitwithinanMTSS. MTSS provides a framework for implementing educational practices to ensureacademic,behavioral,andsocial-emotionalsuccessofallstudents.

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DirectionsforCompletingtheInstrumentandUsingtheData

The school leadership team that has responsibility for allocating resources to improvestudent learning should complete this instrument. Completion involves a three-stepprocess:

1. Each team member should review the SAM instrument and Endnotesindependentlyandthinkhows/he,personally,wouldrespondtoeachitem.

2. After reviewing the SAM items independently, the team members shouldcome together to discuss their responses and reach agreement on whichanswer best represents the current status of implementation at theirschool.Endnotesprovideadditionalclarifying informationordefinitions thatthe team should utilize, especially as team members are first becomingfamiliar with the SAM instrument. Endnotes provide critical information forensuring the SAM instrument is completed accurately and results in validscores.RecordconsensusscoresontheSAMScoringSheet.TheScoringSheethasabbreviatedlanguageandshouldonlybeusedtorecordresponsesandtoprovideavisualrepresentationofitemswithhigherandlowerscores.

3. UsetheSAMinstrumentandtheScoringSheetdatatoinformyouractionplan(anoptionalplanningtemplateisprovided)toimproveMTSSimplementation.

Rate each item on a scale from 0-3 (0 = Not Started; 1 = Emerging/Developing; 2 =

Operationalizing;3=Optimizing)usingthedefinitionprovidedforeachrating.

Superscript numbers (e.g., 2) correspond with endnotes that provide additional clarifyinginformationordefinitionsrelevanttothecontentwithintheitem.

Thereare39itemsorganizedintosixdomains:

1) LeadershipLeadership is key to successful implementation of any large-scale innovation. Thebuilding principal, assistant principal(s), and school leadership team are critical toimplementing MTSS at the school level. They engage staff in ongoing professionaldevelopmentfor implementingMTSS,planstrategically forMTSS implementation,andmodel a data-based problem-solving process for school improvement. The schoolprincipal also supports the implementation of MTSS by communicating a vision andmission to school staff,providing resources forplanningand implementing instructionandintervention,andensuringthatstaffhavethedataneededfordata-basedproblem-solving.

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2) BuildingtheCapacity/InfrastructureforImplementationSchool-widecapacityandinfrastructurearerequiredinordertoimplementandsustainMTSS. This capacity and infrastructure usually includes ongoing professionaldevelopmentandcoachingwithanemphasisondata-basedproblem-solvingandmulti-tieredinstructionandintervention;schedulingthatallowsstafftoplanandimplementinstructionandintervention;andprocessesandproceduresforengagingindata-basedproblem-solving.

3) CommunicationandCollaborationOngoingcommunicationandcollaborationareessential for successful implementationof MTSS. Many innovations fail due to a lack of consensus, to a lack of feedback toimplementerstosupportcontinuousimprovement,andtonotinvolvingstakeholdersinplanning. In addition to including stakeholders in planning and providing continuousfeedback,itisalsoimportanttobuildtheinfrastructuretocommunicateandworkwithfamilies and other community partners. These practices increase the likelihood thatinnovativepracticeswillbeimplementedandsustained.

4) Data-BasedProblem-SolvingThe use of data-based problem-solving to make educational decisions is a criticalelementofMTSSimplementation.This includestheuseofdata-basedproblem-solvingforstudentoutcomesacrosscontentareas,gradelevels,andtiers,aswellastheuseofproblem-solving to address barriers to school wide implementation of MTSS. Whileseveral models for data-based problem-solving exist, the four-step problem-solvingapproachevaluated inthis instrument includes:1)definingthegoalsandobjectivestobe attained, 2) identifying possible reasons why the desired goals are not beingattained,3)developingaplanforandimplementingevidence-basedstrategiestoattainthegoals,and4)evaluatingtheeffectivenessoftheplan.

5) Three-TieredInstructional/InterventionModelThe three-tiered instructional/interventionmodel is another critical element ofMTSSimplementation. In a typical system, Tier 1 includes the instruction delivered to allstudents;Tier2includessupplementalinstructionorinterventionprovidedtostudentsnot meeting benchmarks; and Tier 3 includes intensive, small-group or individualinterventions for students facing significant barriers to learning the skills required forschool success. It is important to consider academic, behavior, and social-emotionalinstructionandinterventionswhenexaminingthisdomain.

6) Data-EvaluationGiven the importanceofdata-basedproblem-solvingwithinanMTSSmodel, theneedfor a data and evaluation system is clear. In order to do data-based problem-solving,school staff need to understand and have access to data sources that align with thepurposes of assessment. Procedures andprotocols for administering assessments anddata use allow school staff to use student data to make educational decisions. Inaddition to student data, data on the fidelity of MTSS implementation allow schoolleadership to examine the current practices and make changes to increaseimplementation.

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Acknowledgements

The Florida Problem Solving/Response to Intervention (PS/RtI) Project and Florida’s PositiveBehavior Support:MTSS (FLPBS:MTSS) Project would like to thank the following groups fortheireffortsonthisinstrument:

FloridaPS/RtIProjectstaff

Florida’sPBS:MTSSProjectstaff

MembersoftheSAMExpertReviewPanel

ParticipantsintheSAMCognitiveInterviewProcess

SomeitemsontheSAMwereadaptedfromtheRtIImplementationRubric:SchoolLevelbytheColoradoDepartmentofEducation

Pleaseciteas:Stockslager,K.,Castillo,J.,Brundage,A.,Childs,K.,&Romer,N.(2016).Self-Assessmentof

MTSS(SAM).Florida’sProblemSolving/ResponsetoInterventionProjectandFlorida’sPositiveBehaviorInterventionandSupportProject,UniversityofSouthFlorida

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Self-Assessm

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entofM

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Item

0=NotIm

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1=Em

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2=Ope

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ento

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finecoachingactivities

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dulesp

rovide

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equa

tetimefortrainings

andcoachingsu

pport

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ono

tinclude

tim

eallocatedto

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naldevelop

men

tan

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rMTSS

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andSche

dulesinclude

timefor

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ingcoachingsu

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andSche

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nelto

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ad

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inister

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administeringassessmen

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dulesinclude

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ents

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toallstud

ents(e

.g.,

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andSche

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timeto

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uentprogress

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itorin

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ceivingTier2and

3

servicesass

pecifie

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orm

onthlyassessm

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nelto

administeradd

ition

alassessm

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ents)

acrosscon

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tiers

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edto

engageindata-ba

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prob

lem-solving

13.Sched

ulesprovide

ad

equa

tetimeform

ultip

le

tiersofe

vide

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tion

tooccur

Themastersched

uleis

develope

dwith

outstude

nt

dataand

doe

snotinclud

etim

eform

ulti-tie

red

interven

tions

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uleis

develope

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gstud

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ata

andinclud

estimeform

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tieredinterven

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emastersched

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plem

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atched

to

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)

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emastersched

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roup

ings

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0=NotIm

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erging

/Develop

ing

2=Ope

ration

alizing

3=Optim

izing

Rating

14.Sched

ulesprovide

ad

equa

tetimeforstaffto

engageincollabo

rativ

e,data-

basedprob

lem-solvingand

de

cisio

n-making

Themastersched

uledo

es

notp

rovide

opp

ortunitie

sfor

collabo

rativ

e,data-ba

sed

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lem-solvingand

de

cisio

n-makingtooccur

Themastersched

uleprovides

oppo

rtun

itiesto

engagein

collabo

rativ

e,data-ba

sed

prob

lem-solvingand

decision

-makingtooccur

andTh

emastersched

uleprovides

sufficien

ttim

eforthe

processto

occurw

ithfide

lity

andTh

emastersched

uleprovides

oppo

rtun

itiesfo

rcollabo

rativ

e,

data-based

problem

-solvingand

de

cisio

n-makingtooccurinse

ttings

suchas:

• Lead

ershipte

amm

eetin

gs

• Grad

e-levelm

eetin

gs

• Crossg

rade

-levelm

eetin

gs

• Cross-de

partmen

talm

eetin

gs

• Professio

nalLearningCo

mmun

ity

meetin

gs

15.Processes,p

rocedu

res,

andde

cisio

n-rules9are

establish

edfo

rdata-ba

sed

prob

lem-solving

Nosy

stem

aticprocesses,

proced

ures,o

rdecision

-rulesa

reestab

lishe

d

Processes,procedu

res,and

de

cisio

n-rulesn

eede

dtoengage

indata-ba

sedprob

lem-solving

arede

velope

dan

dexisting

structuresand

resourcesa

re

incorporated

andThe

step

sofp

roblem

-solving;

proced

uresfo

raccessin

g,

subm

itting,and

usin

gda

ta;and

de

cisio

n-rulesn

eede

dtom

ake

reliablede

cisio

nsare

commun

icated

tostaff1

0

andDa

ta-based

problem

-solving

processes,procedu

res,and

de

cisio

n-rulesa

rere

fined

based

on

dataand

feed

backfrom

staff,

sche

dulecha

nges,and

resource

availability

16.R

esou

rces11availableto

supp

ortM

TSS

implem

entatio

nare

iden

tifiedan

dallocated

Noprocessexistsfor

map

pingand

allocatin

gresourcesa

vailableto

supp

ortM

TSS

implem

entatio

n

Lead

ershipte

amm

embe

rsare

gatheringinform

ationon

the

person

nel,fund

ing,m

aterials,

andothe

rresou

rcesavailableto

supp

ortM

TSSim

plem

entatio

n

andRe

sourceinventoriesa

re

establish

edusin

gthegathered

inform

ationon

thepe

rson

nel,

fund

ing,m

aterials,and

other

resourcesa

vailabletosu

pport

MTSSim

plem

entatio

n

andplan

sforallocatin

gthe

resourcesa

reestab

lishe

d

andExistingresourcem

apsa

nd

resourceallocatio

nsareupd

ated

at

leasta

nnua

llybased

onstud

ent

need

,availablepe

rson

nel,fund

ing,

materials,and

otherre

sources

SAMVersio

n2.0(Lastrevise

dOctob

er201

5)Page-6

Self-Assessm

entofM

TSSIm

plem

entation

(SAM)

Item

0=NotIm

plem

enting

1=Em

erging

/Develop

ing

2=Ope

ration

alizing

3=Optim

izing

Rating

3.Com

mun

icationandCo

llabo

ratio

nDo

main(Item

s17-20

)

17.Staff

12haveconsen

sus

anden

gageinM

TSS

Implem

entatio

n13

Staffa

renotprovide

dop

portun

itiesto

gain

unde

rstand

ingofth

ene

ed

forM

TSS

Staffa

reprovide

dop

portun

ities

togainun

derstand

ingofth

ene

edfo

rMTSS

andStaffh

asopp

ortunitie

stogain

unde

rstand

ingofitsrelevan

ceto

theirrolesand

respon

sibilitie

s

andStaffh

asopp

ortunitie

sto

provideinpu

tonho

wto

implem

ent

MTSS

18.Staffareprovided

dataon

MTSSim

plem

entatio

nfid

elity

an

dstud

ento

utcomes14

Staffa

renotprovide

dan

yda

tare

gardingMTSS

implem

entatio

nfid

elity

nor

stud

ento

utcomes

Staffa

rera

rely(1

x/year)

provided

dataregardingMTSS

implem

entatio

nfid

elity

an

dstud

ento

utcomes

Staffa

rere

gularly

(2x/year)

provided

dataregardingMTSS

implem

entatio

nfid

elity

an

dstud

ento

utcomes

Staffa

refreq

uently(3

x+/yea

r)provided

dataregardingMTSS

implem

entatio

nfid

elity

an

dstud

ento

utcomes

19.The

infrastructureexiststo

supp

ortthe

scho

ol’sgoa

lsfor

familyand

com

mun

ity

engagemen

t15 inMTSS

Familyand

com

mun

ity

engagemen

tis:notdefined

an

dmon

itoredwith

data;

notlinkedtosc

hoolgoa

lsin

SIP/MTSSplan

;an

dproced

uresfo

rfacilitating2-way

commun

icationdo

notexist

Familyand

com

mun

ity

engagemen

tare1ofthe

follo

wing3:

• de

fined

and

mon

itoredwith

da

ta

• linkedtosc

hoolgoa

lsin

SIP/MTSSplan

•

supp

ortedbyprocedu

resfor

facilitating2-way

commun

ication

Familyand

com

mun

ityengagem

ent

are2ofth

efollo

wing3:

• de

fined

and

mon

itoredwith

data

• linkedtosc

hoolgoa

lsin

SIP/MTSSplan

•

supp

ortedbyprocedu

resfor

facilitating2-waycom

mun

ication

exists

Familyand

com

mun

ityengagem

ent

areallo

fthe

follo

wing:

• de

fined

and

mon

itoredwith

data

• linkedtosc

hoolgoa

lsin

SIP/MTSSplan

•

supp

ortedbyprocedu

resfor

facilitating2-waycom

mun

ication

exist

20.Edu

catorsactivelyen

gage

familiesinM

TSS

Staffd

ono

neofthe

follo

wing:

• activ

elyen

gagefa

milies

thatre

presen

tthe

diverse

popu

latio

nofth

escho

ol

• en

gagefa

miliesin

prob

lemso

lvingwhe

ntheirc

hildrenneed

additio

nalsup

ports

• provideintensiveou

treach

tounrespo

nsivefamilies

16

• increaseth

eskillso

ffamiliesto

supp

ortthe

irchildren’se

ducatio

n

Staffd

o1ofth

efollo

wing4:

• activ

elyen

gagefa

miliesth

at

represen

tthe

diverse

popu

latio

nofth

escho

ol

• en

gagefa

miliesinproblem

solvingwhe

ntheirchildren

need

add

ition

alsu

pports


treachto

un

respon

sivefamilies

• increaseth

eskillso

ffam

iliesto

supp

ortthe

irchildren’s

education

Staffd

o2or3ofthe

follo

wing4:

• activ

elyen

gagefa

miliesth

at

represen

tthe

diversepop

ulation

ofth

escho

ol

• en

gagefa

miliesinproblem

solvingwhe

ntheirchildrenne

ed

additio

nalsup

ports


treachto

un

respon

sivefamilies

• increaseth

eskillso

ffam

iliesto

supp

ortthe

irchildren’s

education

Staffd

oallo

fthe

follo

wing:

• activ

elyen

gagefa

miliesth

at

represen

tthe

diversepop

ulation

ofth

escho

ol

• en

gagefa

miliesinproblem

solvingwhe

ntheirchildrenne

ed

additio

nalsup

ports


treachto

un

respon

sivefamilies

• increaseth

eskillso

ffam

iliesto

supp

ortthe

irchildren’s

education

SAMVersio

n2.0(Lastrevise

dOctob

er201

5)Page-7

Self-Assessm

entofM

TSSIm

plem

entation

(SAM)

Item

0=NotIm

plem

enting

1=Em

erging

/Develop

ing

2=Ope

ration

alizing

3=Optim

izing

Rating

4.DataBa

sedProb

lemSolvingDom

ain(Item

s21-27

)

21.Integrated

data-ba

sed

prob

lemso

lving

17 forstude

nt

acad

emic,b

ehaviora

nd

social-emotiona

loutcomes

occursacrossc

ontentareas,

grad

elevels,and

tiers1

8

Dataonacad

emic,b

ehavior,

andsocial-emotiona

lou

tcom

esm

aybecollected

,bu

tdata-ba

sedprob

lem-

solvingdo

esnotoccur

across:

• acad

emic,b

ehaviora

nd

social-emotiona

lcon

tent

areas

• an

ygrad

elevels

• an

ytie

r

Data-based

problem

solving

occursacross1

ofthe

follo

wing

4:

• atleast2

con

tentareas(e

.g.,

read

ing,beh

avior,social-

emotiona

l)• atleast5

0%ofg

rade

levels

• asin

gletie

r• on

lyacade

micoutcomesor

onlybeh

aviora

ndso

cial-

emotiona

loutcomes

Data-based

problem

solvingoccurs

across2ofthe

follo

wing3:

• atleast3

con

tentareas

• atleast7

5%ofg

rade

levels

• atleasttwotie

rs

Data-based

problem

solvingoccurs

acrossallofth

efollo

wing:

• acrossallconten

tareas

• allgrade

levels

• alltiers

22.A

crossa

lltie

rs,d

ataare

used

toiden

tifythe

diffe

renceor“gap”between

expe

cted

and

currentstud

ent

outcom

esre

lativ

eto

acad

emic,b

ehaviora

nd

social-e

motiona

lgoa

ls

Thegapbe

tweenexpe

cted

an

dcurren

tstude

nt

outcom

esisnotiden

tified

Thegapbe

tweenexpe

cted

and

curren

toutcomesisiden

tified,

andTh

egapbe

tweenexpe

cted

and

curren

toutcomesisiden

tified,

andisassociated

with

acade

mic,

beha

viorand

social-emotiona

lgoa

lsan

dTh

egapbe

tweenexpe

cted

and

curren

toutcomesisiden

tified

relativ

etoacade

mic,be

haviorand

social-emotiona

lgoa

lsan

disused

toiden

tifytheap

prop

riatelevel

(tier)ofinstructio

n/interven

tion

23.A

cade

mic,b

ehaviora

nd

social-e

motiona

ldataare

used

toiden

tifyan

dverify

reason

swhy19stud

entsare

notm

eetin

gexpe

ctations

Reason

swhystud

entsare

notm

eetin

gexpe

ctationsare

notide

ntified

Reason

swhystud

entsarenot

meetin

gexpe

ctationsare

iden

tified

andDa

taareusedtoverifyth

ereason

swhystud

entsarenot

meetin

gexpe

ctations

andTh

ereason

swhystud

entsare

notm

eetin

gexpe

ctationssp

an

multip

lere

ason

srelated

to

instructionan

dthelearning

environm

ento

fwhystud

ents

struggleand

areverified

usin

ga

rangeofassessm

entm

etho

ds

24.Spe

cific

instructiona

l/intervention

plan

saredevelop

edand

im

plem

entedba

sedon

verifiedreason

swhy

stud

entsarenotm

eetin

gacad

emic,b

ehaviora

nd

social-emotiona

lexpe

ctations

Instructiona

l/interven

tion

plan

sarenotdevelop

ed

Instructiona

l/interventionplan

sarede

velope

dan

dInstruction/Interven

tionplan

sconsisten

tlysp

ecifywha

twillbe

done

,bywho

,whe

nitwilloccur,

andwhe

rewith

eno

ughde

tailtobe

implem

ented

20

andInstructiona

l/intervention

plan

scon

sistentlyaredevelop

ed

basedon

verified

reason

sstude

nts

areno

tmeetin

gexpe

ctations

SAMVersio

n2.0(Lastrevise

dOctob

er201

5)Page-8

Self-Assessm

entofM

TSSIm

plem

entation

(SAM)

Item

0=NotIm

plem

enting

1=Em

erging

/Develop

ing

2=Ope

ration

alizing

3=Optim

izing

Rating

25.Stude

ntprogresss

pecific

toacade

mic,b

ehaviora

nd

social-emotiona

lgoa

lsspecified

ininterven

tion

plan

sarem

onito

red

Prog

ressm

onito

ringdo

es

noto

ccurand

stud

ent

prog

ressisnotevaluated

Plan

sform

onito

ringprog

ress

towardexpe

cted

stud

ent

outcom

esaredevelop

ed

andInm

ostcasesdataare

collected

tom

onito

rstude

nt

prog

ressand

interven

tionfid

elity

andCh

angesa

rem

adeto

instruction/interven

tionba

sedon

stud

entrespo

nses

26.D

ata-ba

sedprob

lem-

solvinginform

show

patterns

ofstud

entp

erform

ance

acrossdiversegroup

s(e.g.,

racial/ethnic,cultural,social-

econ

omic,lan

guage

proficiency,disa

bilitystatus)

aread

dressed

Patternsofstude

nt

performan

ceacrossd

iverse

grou

psarenotiden

tified

Dataonstud

ento

utcomesare

collected

an

dPatternsofstude

nt

performan

ceacrossd

iversegroup

sareiden

tified

andDa

taonstud

ento

utcomes

inform

show

MTSS

implem

entatio

neffortsa

re

impa

ctingdiffe

rentgroup

sof

stud

ents

27.R

esou

rcesfo

rand

barrie

rs

21to

theim

plem

entatio

nof

MTSSaread

dressedthrough

ada

ta-based

problem

solving

process

Data-based

problem

solving

ofre

sourcesforand

barrie

rs

toim

plem

entatio

nofM

TSS

doesnotoccur

Scho

ollead

ershipdisc

usses

resourcesforand

barrie

rsto

im

plem

entatio

nofM

TSS

Scho

ollead

ershipdisc

usses

resourcesforand

barrie

rsto

im

plem

entatio

nofM

TSSan

ddo

es

oneofth

efollo

wing:

• collectsd

atatoassess

implem

entatio

nlevels

• de

velopsactionplan

stoincrease

implem

entatio

n

Scho

ollead

ershipdisc

usses

resourcesforand

barrie

rsto

im

plem

entatio

nofM

TSSan

ddo

es

bothofthe

follo

wing:

• collectsd

atatoassess

implem

entatio

nlevels

• de

velopsactionplan

stoincrease

implem

entatio

n

SAMVersio

n2.0(Lastrevise

dOctob

er201

5)Page-9

Self-Assessm

entofM

TSSIm

plem

entation

(SAM)

Item

0=NotIm

plem

enting

1=Em

erging

/Develop

ing

2=Ope

ration

alizing

3=Optim

izing

Rating

5.ThreeTieredInstructional/Interven

tionMod

elDom

ain(Item

s28-33

)(Ite

msinthissectionalternatebe

tweenad

dressin

gacad

emic,b

ehaviora

ndso

cial-

emotiona

lpractices.)

28.Tier1

(core)acade

mic

practicesexistth

atclearly

iden

tifylearningstan

dards2

2 ,scho

ol-w

ideexpe

ctations23

forinstructio

nthatengages

stud

ents,and

scho

ol-w

ide

assessmen

ts24

Tier1elemen

tsarenot

develope

dan

d/orclearly

defin

ed

Tier1elemen

tsincorporate

1ofthe

follo

wing4:

• clearly

defined

learning

stan

dards

• scho

ol-w

ideexpe

ctationsfo

rinstructionan

den

gagemen

t•

linktobeh

aviora

ndso

cial-

emotiona

lconten

t/instruction

• assessmen

ts/datasources

Tier1elemen

tsincorporate

2or3

ofthe

follo

wing4:

• clearly

defined

learning

stan

dards

• scho

ol-w

ideexpe

ctationsfo

rinstructionan

den

gagemen

t•

linktobeh

aviora

ndso

cial-

emotiona

lcon

tent/in

struction

• assessmen

ts/datasources

Tier1elemen

tsincorporate

allo

fthe

follo

wing:

• clearly

defined

learning

stan

dards

• scho

ol-w

ideexpe

ctationsfo

rinstructionan

den

gagemen

t• linktobeh

aviora

ndso

cial-

emotiona

lcon

tent/in

struction

• assessmen

ts/datasources

29.Tier1

(core)beh

aviora

nd

social-emotiona

lpractices

existth

atclearlyiden

tify

scho

ol-w

ideexpe

ctations,

social-emotiona

lskills

instruction,classroom

man

agem

entp

ractices25,

andscho

ol-w

idebe

havior

andsocial-emotiona

ldata

26

Tier1strategiesarenot

develope

dan

d/orclearly

defin

ed

Tier1strategiesincorporate

1ofthe

follo

wing4:

• clearly

defined

scho

ol-w

ide

expe

ctations

• classroo

mm

anagem

ent

practices

• linktoTier1

acade

mic

conten

t/instruction

• accessingscho

ol-w

ide

beha

viorand

social-emotiona

lda

taso

urces


2or3ofthe

follo

wing4:

• clearly

defined

scho

ol-w

ide

expe

ctations

• classroo

mm

anagem

entp

ractices

• linktoTier1

acade

mic

conten

t/instruction

• accessingscho

ol-w

idebe

havior

andsocial-emotiona

ldata


allo

fthe

follo

wing:

• clearly

defined

scho

ol-w

ide

expe

ctations

• classroo

mm

anagem

entp

ractices

• linktoTier1

acade

mic

conten

t/instruction

• accessingscho

ol-w

idebe

havior

andsocial-emotiona

ldata

30.Tier2

(sup

plem

ental)

acad

emicpractices

existth

at

includ

estrategiesadd

ressing

integrated

com

mon

stud

ent

need

s,arelinked

toTier1

instruction2

7 ,an

dare

mon

itoredusing

assessmen

ts/datasources

tieddirectlyto

theacad

emic,

beha

viorand

social-

emotiona

lskillsta

ught


develope

dan

d/orclearly

defin

ed


1ofth

efollo

wing4:

• common

stud

entn

eeds

• linktoTier1

instruction

• linktobeh

aviora

ndso

cial-

emotiona

lcon

tent/in

struction

• assessmen

ts/datasourceslink

directlyto

theskillstau

ght


2or3

ofthe

follo

wing4:

• common

stud

entn

eeds

• linktoTier1

instruction

• linktobeh

aviora

ndso

cial-

emotiona

lcon

tent/in

struction

• assessmen

ts/datasourceslink

directlyto

theskillstau

ght


allo

fthe

follo

wing:

• common

stud

entn

eeds,

• linktoTier1

instruction

• linktobeh

aviora

ndso

cial-

emotiona

lcon

tent/in

struction

• assessmen

ts/datasourceslink

directlyto

theskillstau

ght

SAMVersio

n2.0(Lastrevise

dOctob

er201

5)Page-1

0

Self-Assessm

entofM

TSSIm

plem

entation

(SAM)

Item

0=NotIm

plem

enting

1=Em

erging

/Develop

ing

2=Ope

ration

alizing

3=Optim

izing

Rating

31.Tier2

(sup

plem

ental)

beha

viorand

social-

emotiona

lpracticesexistth

at

addressintegratedcommon

stud

entn

eeds,arelinked

to

Tier1instruction2

8 ,an

dare

mon

itoredusing

assessmen

ts/datasources

tieddirectlyto

theskills

taught


develope

dan

d/orclearly

defin

ed


1ofthe

follo

wing4:

• common

stud

entn

eeds

• linktoTier1

instruction

• linktoacade

mic

conten

t/instruction

• assessmen

ts/datasourceslink

directlyto

theskillstau

ght


2or3ofthe

follo

wing4:

• common

stud

entn

eeds

• linktoTier1

instruction

• linktoacade

mic

conten

t/instruction

• assessmen

ts/datasourceslink

directlyto

theskillstau

ght


allo

fthe

follo

wing:

• common

stud

entn

eeds

• linktoTier1

instruction

• linktoacade

miccon

tent

• assessmen

ts/datasourceslink

directlyto

theskillstau

ght

32.Tier3

(inten

sive)acade

mic

practices29

existth

atinclud

eintegrated

strategiesth

atare

develope

dba

sedon

stud

ents’n

eeds,arealigne

dwith

Tier1

and

Tier2

instructiona

lgoa

lsan

dstrategies,and

arem

onito

red

usingassessmen

ts/data

sourcestha

tlinkdirectlyto

skillstau

ght


develope

dan

d/orclearly

defin

ed


1ofth

efollo

wing4:

• de

velope

dba

sedon

stud

ents’

need

sacrossa

cade

mic,

beha

viorand

social-emotiona

ldo

mains

• aligne

dwith

Tier1

and

Tier2

instruction

• linktobeh

aviora

ndso

cial-

emotiona

lcon

tent/in

struction

• assessmen

ts/datasourcestha

tlinkdirectlyto

theskillstau

ght


2or3ofthe

follo

wing4:

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Pleaseciteas:

Stockslager,K.,Castillo,J.,Brun

dage,A

.,Ch

ilds,K.,&

Rom

er,N

.(20

16).Self-Assessmento

fMTSS(SAM

).Florida’sP

roblem

Solving/Respo

nseto

Interven

tionProjecta

ndFlorid

a’sP

ositiveBeh

aviorInterventionandSupp

ortP

roject,U

niversity

ofSou

thFlorid

a

SAMVersion2.0(LastrevisedOctober2015)-Page1

Self-AssessmentofMTSSImplementation(SAM)Endnotes

1. Instructional support staff may include: interventionists, coaches, behavioral specialists.Studentsupportpersonnelarecomprisedofschoolpsychologists,schoolcounselors,socialworkersandschoolnurses.

2. ResponsibilitiesforfacilitatingMTSSimplementationarenotlimitedto,butcaninclude:• Promoting a school-wide vision and mission for MTSS implementation, including the

developmentanddisseminationofaschool-wideimplementationplan• Allocating resources (e.g., time, personnel, materials) for the planning and delivery of

evidence-basedassessment,instructionandintervention• Providingongoingprofessionaldevelopmentandcoachingsupporttoschoolstaff• CollectingandanalyzingdataonMTSSimplementationefforts

3. Professionaldevelopmentandcoachingareongoingactivitiesthatdevelopthecapacityofstaff to implement MTSS. Efforts should be aligned with results of school needsassessmentsandmodifiedbasedontheresultsofprofessionallearning.

4. AstrategicplanforMTSSimplementationshouldaddressthefollowingcomponents(ataminimum):

• Communicationandcollaborationstrategies• Capacitybuildingtargetsandactivities• DatatomonitorimplementationfidelityofthecriticalelementsofMTSS

5. Different approaches to facilitating school-wide implementation of an MTSS model caninclude:

• The focuson a three-stagemodel of consensusbuilding, infrastructuredevelopment, andimplementationofpracticesconsistentwithanMTSSmodel

• The focus on a specific sets of activities related to successful implementation of adesignated model of service delivery (e.g., National Implementation Research Networkframework)

The approach to facilitating school-wide implementation of an MTSS model should beconnectedtotheSchool ImprovementPlan(SIP),aswellotherschool-wideplans. Ifyourdistrict/state has provide guidance on an approach to implementingMTSS, then schoolleadershipteamsshouldconsiderusingthespecifiedapproach.

6. CriticalelementsofMTSScommunicatedtostaffinclude:• Curriculumstandards• Assessmentdatausedtoinforminstruction• Multipletiersofinstructionandintervention• Data-basedproblem-solvingusedtomakedecisions

7. “Coaching” is defined as technical assistance and support provided to school staff toimprove implementationofcomponentsofanMTSSmodel (e.g.,engaging indata-basedproblem solving, use of assessment data, development of multi-tiered instruction andintervention),including:

• Co-planning• Modeling/demonstration

• Co-facilitation• Guidedpracticewithhighqualityfeedback


8. Independentpracticewithguidedreflection• Instructionand interventiondesignanddelivery that reflect studentdiversitymake learning relevant

and effective for all students by evaluating and accounting for diverse students’ culture,language,backgrounds,beliefs,knowledge,skillsandcontexts.Inaculturallyresponsiveschooleffectiveteachingandlearningoccurinaculturally-supported,learner-centeredcontext,wherestudentstrengthsareidentifiedandutilizedtopromotestudentoutcomesacrossalltiers.

9. Schoolswill need to establish and communicate theproblem solvingprocess tobeused,specificstepstobefollowed,andcriteriatousewhenmakingdecisions(e.g.,whatisgood,questionable,orpoorRtI?).Schoolsshouldconsiderdistrictandstateguidelineswhenavailable.

10. Processesandprocedures forproblemsolving,datacollectionanduse,anddecision-rulesinclude:• Specificguidelinesonthestepsofproblem-solvingtobeused• Documentationrequirements• Opportunities for engaging in data-based problem-solving (e.g., Professional

LearningCommunities,InterventionTeams)• Rolesandresponsibilitiesofparticipants

11. Resources encompass not only available monetary assets but also available personnel,instructionalmaterialsandtimethatwillfacilitatetheimplementationandsustainmentofanMTSSasaframeworkforsupportingallstudents.

12. Staff refers to employees at the school that will be impacted by or will be involved inimplementation of MTSS. This will always include administration, teachers, otherprofessional (e.g. studentsupportservicespersonnel)andpara-professionalsupportstaff.The degree towhich other employees (e.g. bus drivers, cafeteriaworkers, administrativesupportstaff,facilitiesstaff)areincludedmaybedeterminedbytheirlevelofinvolvementwith/implementationofMTSScomponentsattheindividualschoollevel.

13. Efforts to engage staff should align with district and state guidance regarding MTSSimplementation to facilitate staff understanding of connections between school, district,andstateinitiatives.

14. Dataonstudentoutcomes,school-level implementationfidelity,thecapacityofeducatorsto implement, and commitment from staff are needed to inform implementation. Staffrolesandresponsibilitieswilldrivethespecificdatatheyneedtoinformimplementation.

15. Familyandcommunityengagementistheactiveandmeaningfulpartnershipthateducatorsbuildandmaintainwithstudents’ familiesandthebroadercommunityforthepurposeofsupportingstudentlearning.

16. Intensiveoutreachtounresponsivefamiliesreferstoadditionalactivitiesundertakenbytheschool to engage families of students who need additional supports, but who are notengaging with the school's typical outreach practices (e.g. letters and phone callshome). Intensiveoutreach isan individualizedapproach requiring informationgatheringandproblemsolvingtoidentifyoutreachstrategiesthataremorelikelytobesuccessfulforafamily.


17. Data-based problem solving refers to a multi-step process that includes examiningperformance related to goals/expectations (Problem Identification), understandingvariables causing problems (Problem Analysis), selecting/designing and implementingstrategies to lessen barriers and achieve goals (Instruction/Intervention Delivery), andmonitoringeffectiveness(Monitoring/Evaluation)

18. Data-basedproblem-solvingshouldoccur(a)acrosscontentareas(reading,math,science,behavior, social-emotional andother relevant content areas for a school) (b)within andacrossgradelevels(e.g.,horizontalmeetingsfor6th,7th,8th,aswellasverticalmeetingsfor6ththrough8th),and(c)acrosstiers(performancedatainresponsetoinstructionusedtoengage in problem-solving for all students [Tier 1], for some students receivingsupplementalinstruction[Tier2],andforstudentsreceivingindividualizedsupport[Tier3]).

19. Reasons why students are not meeting expectations are sometimes referred to ashypothesesorbarrierstolearning.Thebigideaisthatschoolsidentifypotentialcurriculum,instruction, environmental (e.g., peer distractions, classroom management issues), andlearner (e.g., skill deficits) for why the student is not meeting expectations and collectdata/informationtodeterminewhichreasonsarecontributingtotheproblem.

20. Specificinstruction/interventionplansincludeinformationoutlining:• Thegoaloftheintervention/actionplan• What intervention or action steps (e.g., curriculum adjustments, instructional processes

andprocedures)willbeputinplace• Howoften(daily/weekly/etc.)theinterventionwillbeutilized• Howlongeachsessionistobeimplemented• Whoisresponsibleforinterventionimplementationandsupport• Whereandwhentheinterventionwillhappen• Planformonitoringinstruction/interventionfidelityandprogresstowardsidentifiedgoals• Timeframe(dates)forperiodicreviewofprogressmonitoringdataanddecisionpoints

21. Structured problem solving is utilized to identify resources that can be used to facilitate

implementation and barriers that are hindering implementation for the purpose ofdevelopingspecificactionplanstoincreaseimplementationlevels.

22. Prioritylearningstandardsarecurriculumstandardsthatdefinewhatstudentsshouldknowand be able to do for a given content area and grade level (e.g., Common Core StateStandards;statespecificstandards,Social-EmotionalLearningStandards).

23. Expectationsforinstructionoftenincludeelementsrelatedtotheinstructionalroutine(e.g.,whole-group, small-group, and independent practice), amount of time dedicated toinstruction,andwhichevidence-basedinstructionalstrategiesareused.

24. Both statewide assessments and formative assessments administered to all students areimportant to identify so that expectations for the data needed to inform decisions areconsistent.


25. Structuredinstructionofbehavioralexpectationsandsocialandemotionalskillsisprovidedto all students. Classroom routines include social and emotional learning principles andclassroom management strategies embedded into instruction. School climate andenvironments support studentwell-being. A small number of clearly defined school-wideexpectations that are positively stated are a foundational element of Tier 1 school-widebehaviorsupportsystem.

26. School-wide social-emotional behavior data may include Office Discipline Referrals, In-School Suspensions, Out-of-School Suspensions, and social-emotional screening datasourcesusedtoexaminetheeffectivenessofTier1behaviorandsocial-emotionalsupports.

27. Tier 2 interventions should be aligned with Tier 1 instructional goals and expectations,address high-probability barriers to achieving instructional goals and expectations, andincludeassessmentswhichmeasurespecificskills,generaloutcomes,andstudentprogress.

28. Tier 2 interventions should be aligned with school-wide behavior and social-emotionalexpectations, address high-probability barriers tomeeting instructional goals and studentwell-being, and include assessments that monitor student discipline incidents, social-emotionalskills,andwell-being.

29. Tier 3 interventions generally provide increased exposure (time in minutes) to qualityinstructionorintervention,morefocusedinstructionmatchedtostudentneed,andsmallergroupings.Additionally,Tier3 interventionsoftenaredevelopedduring individualstudentfocused problem-solving sessions. Importantly, Tier 3 interventions focused on academicissuesshouldbelinkedtoTier1and2instructionalcontentandprocessesandalsoshouldconsiderwhatbehavioralorsocial-emotionalsupportsareneededforsuccess.

30. Tier 3 interventions are matched to a student’s specific behavior and social-emotionalneedsandensurethestudenthasaccesstoTier1andTier2supports.Forafewstudentswithcomplexneeds, individualizedinterventionsmayinvolvewraparoundsupportsacrosssystems(e.g.,mentalhealth,education,medical, family,etc.). Individualized interventionsinclude specific prevention and consequence-based strategies based on assessmentinformation (i.e., Functional Behavior Assessment), andmay includemodifications to theclassroom environment or instruction, teaching new skills, and reinforcement of desiredbehaviorsaswellasarangeofsupportssuchasmentalhealthservices.

31. District and states typically create or adopt datamanagement systems. They also specifyaccess and use requirements. School leaders should coordinate with district and stateleaders tounderstandrequirementsandestablishandcommunicateprocedures forusingthedatasystemat their school.Quality indicators fordatamanagementsystems include:real-timerelevantdataforacademic,behavior,andsocial-emotionalcontent,theabilitytographically represent data, provision of tiered intervention data, integrated academic,behavior,andsocial-emotionaldata,andthedataarecustomizableattheschoollevel.

SAMVersion2.0(LastrevisedOctober2015)

SAMScoringSheet

THISSCORINGSHEETHASABBREVIATEDLANGUAGEANDSHOULDONLYBEUSEDTORECORDANDDISPLAYRESPONSESRateeachitemonascalefrom0-3(0=NotStarted;1=Emerging/Developing;2=Operationalizing;3=Optimizing)

1.LeadershipDomain(Items1-5) Rating0-31.Theprincipalisactivelyinvolved 0 1 2 32.Aleadershipteamisestablished 0 1 2 33.Theleadershipteamactivelyengagesinongoingprofessionaldevelopment 0 1 2 34.AstrategicplanforMTSSimplementationisdeveloped 0 1 2 35.Theleadershipteamisactivelyfacilitatingimplementation 0 1 2 3

2.BuildingtheCapacity/InfrastructureforImplementationDomain(Items6-16) Rating0-36.ThecriticalelementsofMTSSaredefinedandunderstood 0 1 2 37.Professionaldevelopmentandcoachingprovidedtostaff 0 1 2 38.TheleadershipteamfacilitatesPDondata-basedproblem-solving 0 1 2 39.TheleadershipteamfacilitatesPDonmulti-tieredinstructionandintervention 0 1 2 310.CoachingisusedtosupportMTSSimplementation 0 1 2 311.Schedulesprovideadequatetimefortrainingandcoaching 0 1 2 312.Schedulesprovideadequatetimetoadministerassessments 0 1 2 313.Schedulesprovideadequatetimeformultipletiersofinstruction/interventions 0 1 2 314.Schedulesprovideadequatetimefordata-basedproblem-solving 0 1 2 315.Processes,procedures,anddecision-rulesareestablishedforDBPS 0 1 2 316.ResourcestosupportMTSSimplementationareidentifiedandallocated 0 1 2 3

3.CommunicationandCollaborationDomain(Items17-20) Rating0-317.StaffhaveconsensusandengageinMTSSImplementation 0 1 2 318.StaffareprovideddataonMTSSfidelityandstudentoutcomes 0 1 2 319.Theinfrastructureexiststosupportfamilyandcommunityengagement 0 1 2 320.EducatorsactivelyengagefamiliesinMTSS 0 1 2 3

4.Data-BasedProblem-SolvingDomain(Items21-27) Rating0-321.DBPSforstudentoutcomesoccursacrosscontentareas,gradelevels,andtiers 0 1 2 322.Acrosstiers,datausedtoidentify“gap”betweenexpectedandcurrentoutcomes 0 1 2 323.Dataareusedtoidentifyreasonswhystudentsarenotmeetingexpectations 0 1 2 324.Plansbasedonverifiedreasonswhystudentsarenotmeetingexpectations 0 1 2 325.Studentprogressspecifictoacademicorbehaviorgoalsaremonitored 0 1 2 326.Dataareusedtoaddressperformanceacrossdiversegroup 0 1 2 327.ResourcesforimplementationofMTSSareaddressedthroughdata-basedproblem-solving 0 1 2 3

5.ThreeTieredInstructional/InterventionModelDomain(Items28-33) Rating0-328.Tier1academicpracticesclearlyidentifylearningstandards 0 1 2 329.Tier1behaviorpracticesidentifyschool-wideexpectations 0 1 2 330.Tier2academicpracticesincludecommonstudentneeds,arelinkedtoTier1 0 1 2 331.Tier2behaviorpracticesincludecommonstudentneeds,arelinkedtoTier1 0 1 2 332.Tier3academicpracticesarebasedonstudents’needs,alignedwithTier1andTier2 0 1 2 333.Tier3behaviorpracticesarebasedonstudents’needs,alignedwithTier1andTier2 0 1 2 3

6.Data-EvaluationsDomain(Items34-39) Rating0-334.Staffunderstandandhaveaccesstodatasources 0 1 2 335.Policiesandproceduresfordecision-makingareestablished 0 1 2 336.Effectivedatatoolsareusedappropriatelyandindependentlybystaff 0 1 2 337.Datasourcesareusedtoevaluatethefidelityandimpact 0 1 2 338.Availableresourcesareallocatedeffectively 0 1 2 339.Datasourcesaremonitoredforconsistencyandaccuracy 0 1 2 3

SAMVersion2.0(LastrevisedOctober2015)

ActionPlanandGuidingQuestions

1. InwhichdomainsarethegreatestgapsincurrentandoptimalMTSSimplementation?2. WhichspecificitemsrepresentthegreatestgapsincurrentandoptimalMTSS

implementation?3. WhichspecificMTSSimplementationactionsoractivitieswillyourteamfocuson

improvingwithinyourschool?4. Whicharemostimmediatelyactionable?5. Whichwouldbemostimpactful?6. Whichwouldbemostfoundational(alignedwithwhereyouwanttobe)?

Youmaychoosetouseyourownactionplanningformortheoneprovidedbelow.

Action/Activity Whois

responsible?Whenwillitbestarted?

Whenwillitbecompleted?

When/howwillweevaluateit?

self-assessment of mtss implementation...

Documents