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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-AssessmentofMTSSImplementation(SAM)Item 0=NotImplementing 1=Emerging/Developing 2=Operationalizing 3=Optimizing Rating
1.LeadershipDomain(Items1-5)1.TheprincipalisactivelyinvolvedinandfacilitatesMTSSimplementation
TheprincipaldoesnotactivelysupportMTSS.
TheprincipalcommunicatesanurgentdesiretoimplementMTSS,participatesinprofessionaldevelopmentonMTSS,andisestablishinganMTSSvision
andTheprincipalactivelysupportstheleadershipteamandstafftobuildcapacityforimplementation
andThePrincipalactivelysupportsdata-basedproblem-solvinguseattheschool
2.Aleadershipteamisestablishedthatincludes6-8memberswithcross-disciplinaryrepresentation(e.g.,principal,generalandspecialeducationteachers,contentareaexperts,instructionalsupportstaff,studentsupportpersonnel1)andisresponsibleforfacilitatingMTSSimplementation2
NoleadershipteamwithexplicitresponsibilityforleadingMTSSimplementationexists
Aleadershipteamexiststhatincludescross-disciplinaryrepresentation,
andTheleadershipteamhasexplicitexpectationsforfacilitatingMTSSimplementation,
andTheleadershipteammembershavethebeliefs,knowledge,andskillstoleadimplementationefforts
3.Theleadershipteamactivelyengagesstaffinongoingprofessionaldevelopmentandcoaching3necessarytosupportMTSSimplementation
Theleadershipteamdoesnothaveaneeds-basedplantoprovidestaffwithprofessionaldevelopmentorcoachingtosupportMTSSimplementation
Aneedsassessmentisconductedtogatherinformationonbeliefs,knowledge,andskillstodevelopaprofessionaldevelopmentplantosupportMTSSimplementation
andAprofessionaldevelopmentplaniscreatedbasedontheneedsassessmentandusedtoengagestaffinongoingprofessionaldevelopmentandcoaching
andOngoingprofessionaldevelopmentactivitiesareinformedbydatacollectedontheoutcomesofprofessionaldevelopmentandcoachingforcontinuousimprovement
4.AstrategicplanforMTSSimplementationisdevelopedandalignedwiththeschoolimprovementplan
NostrategicplanforMTSSimplementationexists
Leadershipteamisengagingdistrict,family,andcommunitypartnerstoidentifystakeholderneeds,resourcesfor,andbarrierstoMTSSimplementation
andAspartoftheschoolimprovementplanningprocessastrategicplanisdevelopedthatspecifiesMTSSimplementation4
andAstrategicplanforMTSSimplementationisupdatedasneededbasedonstudentoutcomeandimplementationfidelitydataaspartoftheschoolimprovementplanningprocess
5.TheleadershipteamisactivelyfacilitatingimplementationofMTSS5aspartoftheirschoolimprovementplanningprocess
TheleadershipteamisnotactivelyengagingineffortstofacilitateMTSSimplementation
Theleadershipteamengagesinactionplanningandhascreatedastrategicplantofacilitateimplementationofthecriticalelements6ofMTSS
andTheleadershipteamprovidessupporttoeducatorsimplementingthecriticalelementsofMTSSidentifiedinthestrategicplan
andTheleadershipteamusesdataonimplementationfidelityofthecriticalelementsofMTSStoengageindata-basedproblem-solvingforthepurposeofcontinuousschoolimprovement
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Self-AssessmentofMTSSImplementation(SAM)Item 0=NotImplementing 1=Emerging/Developing 2=Operationalizing 3=Optimizing Rating
2.BuildingtheCapacity/InfrastructureforImplementationDomain(Items6-16)6.Thecriticalelements6ofMTSSaredefinedandunderstoodbyschoolstaff
Noinformationonthecriticalelementsoftheschool’sMTSSisavailable
ThecriticalelementsofMTSSarebeingdefined
andThecriticalelementsofMTSSaredefinedandarecommunicatedtoschoolstaff
andThecurriculum,assessment,andinstructionalpracticesthatdefinetheschool’scriticalelementsofMTSScanbecommunicatedbyallschoolstaff
7.Theleadershipteamfacilitatesprofessionaldevelopmentandcoaching7forallstaffmembersonassessmentsanddatasourcesusedtoinformdecisions
Initialprofessionaldevelopmentisnotprovidedtoallstaffmembers
Thestaffengagesininitial,job-embeddedprofessionaldevelopmentfocusingon:• Purposeandadministrationofassessmenttools
• Roleofassessment/datasourcesinmakinginstructionaldecisions
• Reviewofcurrentassessments/datasourcesbeingutilizedandthosebeingconsidered
• Analyzingandusingassessmentresultstoimproveinstruction
• Usingvarioustypesofdatatoinforminstructionalpracticestomeettheneedsofdiverselearners
• Communicatingandpartneringwithfamiliesaboutdataandassessmentpractices
andThestaffengagesinongoingprofessionaldevelopmentandcoachingrelatedtotheadministrationofassessmentsandinterpretationofthedata/datasources.Professionaldevelopmentincludes:• Changesorupdatesto
assessments/datasources• Changestodatacollection,
tracking,andanalysis• Ongoingcoachingon
instructionalpracticesandinterpretingassessmentresults
andTheleadershipteamanalyzesfeedbackfromstaffaswellasoutcomesinordertoidentifyprofessionaldevelopmentandcoachingneedsintheareaofassessment/datasourcesinsupportofcontinuousimprovement
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Self-AssessmentofMTSSImplementation(SAM)Item 0=NotImplementing 1=Emerging/Developing 2=Operationalizing 3=Optimizing Rating
8.Theleadershipteamfacilitatesprofessionaldevelopmentandcoaching7forstaffmembersondata-basedproblem-solvingrelativetotheirjobroles/responsibilities
Professionaldevelopmentdoesnotfocusondata-basedproblem-solving
Initialprofessionaldevelopmentondata-basedproblem-solvingisprovidedthatincludesthefollowingelements:• Rationaleforuseofdata-based
problem-solving• Problem-solvingstepsto
addressschool-wide,classroom,small-group,andindividualstudentneeds
• Rolesandresponsibilitiesforteammembersengagingindata-basedproblem-solving
andOngoingprofessionaldevelopmentandcoachingondata-basedproblem-solvingisdeliveredthatincludesthefollowingelements:• Differentiationofprofessional
developmentbasedonstaffroles/responsibilities
• Coaching• Modeling,practice,and
collaborativefeedbackonproblem-solvingsteps
• Supportforcollaborationandteamingskills
andDataonuseofproblem-solvingskillsandapplicationareusedtoinformcontinuousimprovementofprofessionaldevelopmentandcoachingefforts
9.Theleadershipteamfacilitatesprofessionaldevelopmentandcoaching7forallstaffonmulti-tieredinstructionandinterventionrelativetotheirjobroles/responsibilities
Noexplicitconnectiontomulti-tieredinstructionandinterventionisevidentinprofessionaldevelopmentprovided
Initialprofessionaldevelopmentonmulti-tieredinstructionandinterventionisprovidedthatincludesthefollowingelements:• Rationaleforandmodelingof
instructionalandinterventiondesignanddelivery(e.g.,CommonCoreStateStandards,instructionalroutine,Tier1PositiveBehaviorSupports,lessonplanningforactivestudentengagement)
• ConnectionsaremaderegardinghowthepracticesarealignedwithandintegratedintoMTSS
• Howdatainformsinstructionandinterventiondesignanddeliverythatreflectsstudentdiversityandresultsinlearningopportunitiesforallstudents8
andOngoingprofessionaldevelopmentandcoachingonmulti-tieredinstructionandinterventionisprovidedthatincludesthefollowingelements:• Differentiationofprofessional
developmentandcoachingbasedonstaffroles/responsibilities
• Coaching• Modelingof,practiceof,and
collaborativefeedbackon,evidence-basedpractices
andTheleadershipteamregularlyusesdataonstudentneedsandfidelityofhowevidence-basedpracticesareimplementedtocontinuouslyimproveprofessionaldevelopmentandcoachingefforts
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Self-AssessmentofMTSSImplementation(SAM)Item 0=NotImplementing 1=Emerging/Developing 2=Operationalizing 3=Optimizing Rating
10.Coaching7isusedtosupportMTSSimplementation
NocoachingisprovidedtobuildstaffcapacitytoimplementthecriticalelementsofMTSS
InitialcoachingisoccurringthatisfocusedprimarilyonfacilitatingormodelingthecomponentsofMTSS
andCoachingactivitiesareexpandedtoinclude:• Opportunitiestopractice• Collaborativeandperformancefeedback
andDataonprofessionaldevelopment,implementationfidelity,andstudentoutcomesareusedtorefinecoachingactivities
11.Schedulesprovideadequatetimefortrainingsandcoachingsupport
SchedulesdonotincludetimeallocatedtoprofessionaldevelopmentandcoachingforMTSS
Schedulesincludetimeallocatedfortrainings
andSchedulesincludetimeforongoingcoachingsupport
andSchedulespermitpersonneltoaccessadditionaltrainingandcoachingsupportthatisdifferentiatedbasedontheirneeds
12.Schedulesprovideadequatetimetoadministeracademic,behaviorandsocial-emotionalassessmentsneededtomakedata-baseddecisions
Schedulesdonotincludetimeallocatedtoadministeringassessmentsneededtomakedecisionsacrosstiers
Schedulesincludetimeforacademic,behaviorandsocial-emotionalassessmentsadministeredtoallstudents(e.g.,universalscreening)
andSchedulesincludetimetoadministermorefrequentprogressmonitoringassessmentstostudentsreceivingTier2and3servicesasspecified(e.g.,weeklyormonthlyassessments)
andSchedulespermitpersonneltoadministeradditionalassessment(e.g.,diagnosticassessments)acrosscontentareasandtiersneededtoengageindata-basedproblem-solving
13.Schedulesprovideadequatetimeformultipletiersofevidence-basedinstructionandinterventiontooccur
Themasterscheduleisdevelopedwithoutstudentdataanddoesnotincludetimeformulti-tieredinterventions
Themasterscheduleisdevelopedutilizingstudentdataandincludestimeformulti-tieredinterventions
andThemasterschedulefacilitateseffectiveimplementationofmulti-tieredinterventionsmatchedtostudentneedsbycontentareaandintensity(Tier1,Tier2,Tier3)
andThemasterscheduleallowsforflexiblestudentgroupings
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Self-AssessmentofMTSSImplementation(SAM)Item 0=NotImplementing 1=Emerging/Developing 2=Operationalizing 3=Optimizing Rating
14.Schedulesprovideadequatetimeforstafftoengageincollaborative,data-basedproblem-solvinganddecision-making
Themasterscheduledoesnotprovideopportunitiesforcollaborative,data-basedproblem-solvinganddecision-makingtooccur
Themasterscheduleprovidesopportunitiestoengageincollaborative,data-basedproblem-solvinganddecision-makingtooccur
andThemasterscheduleprovidessufficienttimefortheprocesstooccurwithfidelity
andThemasterscheduleprovidesopportunitiesforcollaborative,data-basedproblem-solvinganddecision-makingtooccurinsettingssuchas:• Leadershipteammeetings• Grade-levelmeetings• Crossgrade-levelmeetings• Cross-departmentalmeetings• ProfessionalLearningCommunity
meetings
15.Processes,procedures,anddecision-rules9areestablishedfordata-basedproblem-solving
Nosystematicprocesses,procedures,ordecision-rulesareestablished
Processes,procedures,anddecision-rulesneededtoengageindata-basedproblem-solvingaredevelopedandexistingstructuresandresourcesareincorporated
andThestepsofproblem-solving;proceduresforaccessing,submitting,andusingdata;anddecision-rulesneededtomakereliabledecisionsarecommunicatedtostaff10
andData-basedproblem-solvingprocesses,procedures,anddecision-rulesarerefinedbasedondataandfeedbackfromstaff,schedulechanges,andresourceavailability
16.Resources11availabletosupportMTSSimplementationareidentifiedandallocated
NoprocessexistsformappingandallocatingresourcesavailabletosupportMTSSimplementation
Leadershipteammembersaregatheringinformationonthepersonnel,funding,materials,andotherresourcesavailabletosupportMTSSimplementation
andResourceinventoriesareestablishedusingthegatheredinformationonthepersonnel,funding,materials,andotherresourcesavailabletosupportMTSSimplementationandplansforallocatingtheresourcesareestablished
andExistingresourcemapsandresourceallocationsareupdatedatleastannuallybasedonstudentneed,availablepersonnel,funding,materials,andotherresources
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Self-AssessmentofMTSSImplementation(SAM)Item 0=NotImplementing 1=Emerging/Developing 2=Operationalizing 3=Optimizing Rating
3.CommunicationandCollaborationDomain(Items17-20)
17.Staff12haveconsensusandengageinMTSSImplementation13
StaffarenotprovidedopportunitiestogainunderstandingoftheneedforMTSS
StaffareprovidedopportunitiestogainunderstandingoftheneedforMTSS
andStaffhasopportunitiestogainunderstandingofitsrelevancetotheirrolesandresponsibilities
andStaffhasopportunitiestoprovideinputonhowtoimplementMTSS
18.StaffareprovideddataonMTSSimplementationfidelityandstudentoutcomes14
StaffarenotprovidedanydataregardingMTSSimplementationfidelitynorstudentoutcomes
Staffarerarely(1x/year)provideddataregardingMTSSimplementationfidelityandstudentoutcomes
Staffareregularly(2x/year)provideddataregardingMTSSimplementationfidelityandstudentoutcomes
Staffarefrequently(3x+/year)provideddataregardingMTSSimplementationfidelityandstudentoutcomes
19.Theinfrastructureexiststosupporttheschool’sgoalsforfamilyandcommunityengagement15inMTSS
Familyandcommunityengagementis:notdefinedandmonitoredwithdata;notlinkedtoschoolgoalsinSIP/MTSSplan;andproceduresforfacilitating2-waycommunicationdonotexist
Familyandcommunityengagementare1ofthefollowing3:• definedandmonitoredwith
data• linkedtoschoolgoalsin
SIP/MTSSplan• supportedbyproceduresfor
facilitating2-waycommunication
Familyandcommunityengagementare2ofthefollowing3:• definedandmonitoredwithdata• linkedtoschoolgoalsin
SIP/MTSSplan• supportedbyproceduresfor
facilitating2-waycommunicationexists
Familyandcommunityengagementareallofthefollowing:• definedandmonitoredwithdata• linkedtoschoolgoalsin
SIP/MTSSplan• supportedbyproceduresfor
facilitating2-waycommunicationexist
20.EducatorsactivelyengagefamiliesinMTSS
Staffdononeofthefollowing:• activelyengagefamilies
thatrepresentthediversepopulationoftheschool
• engagefamiliesinproblemsolvingwhentheirchildrenneedadditionalsupports
• provideintensiveoutreachtounresponsivefamilies16
• increasetheskillsoffamiliestosupporttheirchildren’seducation
Staffdo1ofthefollowing4:• activelyengagefamiliesthat
representthediversepopulationoftheschool
• engagefamiliesinproblemsolvingwhentheirchildrenneedadditionalsupports
• provideintensiveoutreachtounresponsivefamilies
• increasetheskillsoffamiliestosupporttheirchildren’seducation
Staffdo2or3ofthefollowing4:• activelyengagefamiliesthat
representthediversepopulationoftheschool
• engagefamiliesinproblemsolvingwhentheirchildrenneedadditionalsupports
• provideintensiveoutreachtounresponsivefamilies
• increasetheskillsoffamiliestosupporttheirchildren’seducation
Staffdoallofthefollowing:• activelyengagefamiliesthat
representthediversepopulationoftheschool
• engagefamiliesinproblemsolvingwhentheirchildrenneedadditionalsupports
• provideintensiveoutreachtounresponsivefamilies
• increasetheskillsoffamiliestosupporttheirchildren’seducation
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Self-AssessmentofMTSSImplementation(SAM)Item 0=NotImplementing 1=Emerging/Developing 2=Operationalizing 3=Optimizing Rating
4.DataBasedProblemSolvingDomain(Items21-27)
21.Integrateddata-basedproblemsolving17forstudentacademic,behaviorandsocial-emotionaloutcomesoccursacrosscontentareas,gradelevels,andtiers18
Dataonacademic,behavior,andsocial-emotionaloutcomesmaybecollected,butdata-basedproblem-solvingdoesnotoccuracross:• academic,behaviorand
social-emotionalcontentareas
• anygradelevels• anytier
Data-basedproblemsolvingoccursacross1ofthefollowing4:• atleast2contentareas(e.g.,reading,behavior,social-emotional)
• atleast50%ofgradelevels• asingletier• onlyacademicoutcomesoronlybehaviorandsocial-emotionaloutcomes
Data-basedproblemsolvingoccursacross2ofthefollowing3:• atleast3contentareas• atleast75%ofgradelevels• atleasttwotiers
Data-basedproblemsolvingoccursacrossallofthefollowing:• acrossallcontentareas• allgradelevels• alltiers
22.Acrossalltiers,dataareusedtoidentifythedifferenceor“gap”betweenexpectedandcurrentstudentoutcomesrelativetoacademic,behaviorandsocial-emotionalgoals
Thegapbetweenexpectedandcurrentstudentoutcomesisnotidentified
Thegapbetweenexpectedandcurrentoutcomesisidentified,
andThegapbetweenexpectedandcurrentoutcomesisidentified,andisassociatedwithacademic,behaviorandsocial-emotionalgoals
andThegapbetweenexpectedandcurrentoutcomesisidentifiedrelativetoacademic,behaviorandsocial-emotionalgoalsandisusedtoidentifytheappropriatelevel(tier)ofinstruction/intervention
23.Academic,behaviorandsocial-emotionaldataareusedtoidentifyandverifyreasonswhy19studentsarenotmeetingexpectations
Reasonswhystudentsarenotmeetingexpectationsarenotidentified
Reasonswhystudentsarenotmeetingexpectationsareidentified
andDataareusedtoverifythereasonswhystudentsarenotmeetingexpectations
andThereasonswhystudentsarenotmeetingexpectationsspanmultiplereasonsrelatedtoinstructionandthelearningenvironmentofwhystudentsstruggleandareverifiedusingarangeofassessmentmethods
24.Specificinstructional/interventionplansaredevelopedandimplementedbasedonverifiedreasonswhystudentsarenotmeetingacademic,behaviorandsocial-emotionalexpectations
Instructional/interventionplansarenotdeveloped
Instructional/interventionplansaredeveloped
andInstruction/Interventionplansconsistentlyspecifywhatwillbedone,bywho,whenitwilloccur,andwherewithenoughdetailtobeimplemented20
andInstructional/interventionplansconsistentlyaredevelopedbasedonverifiedreasonsstudentsarenotmeetingexpectations
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Self-AssessmentofMTSSImplementation(SAM)Item 0=NotImplementing 1=Emerging/Developing 2=Operationalizing 3=Optimizing Rating
25.Studentprogressspecifictoacademic,behaviorandsocial-emotionalgoalsspecifiedininterventionplansaremonitored
Progressmonitoringdoesnotoccurandstudentprogressisnotevaluated
Plansformonitoringprogresstowardexpectedstudentoutcomesaredeveloped
andInmostcasesdataarecollectedtomonitorstudentprogressandinterventionfidelity
andChangesaremadetoinstruction/interventionbasedonstudentresponses
26.Data-basedproblem-solvinginformshowpatternsofstudentperformanceacrossdiversegroups(e.g.,racial/ethnic,cultural,social-economic,languageproficiency,disabilitystatus)areaddressed
Patternsofstudentperformanceacrossdiversegroupsarenotidentified
Dataonstudentoutcomesarecollected
andPatternsofstudentperformanceacrossdiversegroupsareidentified
andDataonstudentoutcomesinformshowMTSSimplementationeffortsareimpactingdifferentgroupsofstudents
27.Resourcesforandbarriers21totheimplementationofMTSSareaddressedthroughadata-basedproblemsolvingprocess
Data-basedproblemsolvingofresourcesforandbarrierstoimplementationofMTSSdoesnotoccur
SchoolleadershipdiscussesresourcesforandbarrierstoimplementationofMTSS
SchoolleadershipdiscussesresourcesforandbarrierstoimplementationofMTSSanddoesoneofthefollowing:• collectsdatatoassessimplementationlevels
• developsactionplanstoincreaseimplementation
SchoolleadershipdiscussesresourcesforandbarrierstoimplementationofMTSSanddoesbothofthefollowing:• collectsdatatoassessimplementationlevels
• developsactionplanstoincreaseimplementation
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Self-AssessmentofMTSSImplementation(SAM)Item 0=NotImplementing 1=Emerging/Developing 2=Operationalizing 3=Optimizing Rating
5.ThreeTieredInstructional/InterventionModelDomain(Items28-33)(Itemsinthissectionalternatebetweenaddressingacademic,behaviorandsocial-emotionalpractices.)28.Tier1(core)academicpracticesexistthatclearlyidentifylearningstandards22,school-wideexpectations23forinstructionthatengagesstudents,andschool-wideassessments24
Tier1elementsarenotdevelopedand/orclearlydefined
Tier1elementsincorporate1ofthefollowing4:
• clearlydefinedlearningstandards
• school-wideexpectationsforinstructionandengagement
• linktobehaviorandsocial-emotionalcontent/instruction
• assessments/datasources
Tier1elementsincorporate2or3ofthefollowing4:
• clearlydefinedlearningstandards
• school-wideexpectationsforinstructionandengagement
• linktobehaviorandsocial-emotionalcontent/instruction
• assessments/datasources
Tier1elementsincorporateallofthefollowing:
• clearlydefinedlearningstandards
• school-wideexpectationsforinstructionandengagement
• linktobehaviorandsocial-emotionalcontent/instruction
• assessments/datasources
29.Tier1(core)behaviorandsocial-emotionalpracticesexistthatclearlyidentifyschool-wideexpectations,social-emotionalskillsinstruction,classroommanagementpractices25,andschool-widebehaviorandsocial-emotionaldata26
Tier1strategiesarenotdevelopedand/orclearlydefined
Tier1strategiesincorporate1ofthefollowing4:
• clearlydefinedschool-wideexpectations
• classroommanagementpractices
• linktoTier1academiccontent/instruction
• accessingschool-widebehaviorandsocial-emotionaldatasources
Tier1strategiesincorporate2or3ofthefollowing4:
• clearlydefinedschool-wideexpectations
• classroommanagementpractices• linktoTier1academiccontent/instruction
• accessingschool-widebehaviorandsocial-emotionaldata
Tier1strategiesincorporateallofthefollowing:
• clearlydefinedschool-wideexpectations
• classroommanagementpractices• linktoTier1academiccontent/instruction
• accessingschool-widebehaviorandsocial-emotionaldata
30.Tier2(supplemental)academicpracticesexistthatincludestrategiesaddressingintegratedcommonstudentneeds,arelinkedtoTier1instruction27,andaremonitoredusingassessments/datasourcestieddirectlytotheacademic,behaviorandsocial-emotionalskillstaught
Tier2strategiesarenotdevelopedand/orclearlydefined
Tier2strategiesincorporate1ofthefollowing4:
• commonstudentneeds• linktoTier1instruction• linktobehaviorandsocial-emotionalcontent/instruction
• assessments/datasourceslinkdirectlytotheskillstaught
Tier2strategiesincorporate2or3ofthefollowing4:
• commonstudentneeds• linktoTier1instruction• linktobehaviorandsocial-emotionalcontent/instruction
• assessments/datasourceslinkdirectlytotheskillstaught
Tier2strategiesincorporateallofthefollowing:
• commonstudentneeds,• linktoTier1instruction• linktobehaviorandsocial-emotionalcontent/instruction
• assessments/datasourceslinkdirectlytotheskillstaught
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Self-AssessmentofMTSSImplementation(SAM)Item 0=NotImplementing 1=Emerging/Developing 2=Operationalizing 3=Optimizing Rating
31.Tier2(supplemental)behaviorandsocial-emotionalpracticesexistthataddressintegratedcommonstudentneeds,arelinkedtoTier1instruction28,andaremonitoredusingassessments/datasourcestieddirectlytotheskillstaught
Tier2strategiesarenotdevelopedand/orclearlydefined
Tier2strategiesincorporate1ofthefollowing4:
• commonstudentneeds• linktoTier1instruction• linktoacademiccontent/instruction
• assessments/datasourceslinkdirectlytotheskillstaught
Tier2strategiesincorporate2or3ofthefollowing4:
• commonstudentneeds• linktoTier1instruction• linktoacademic
content/instruction• assessments/datasourceslink
directlytotheskillstaught
Tier2strategiesincorporateallofthefollowing:
• commonstudentneeds• linktoTier1instruction• linktoacademiccontent• assessments/datasourceslinkdirectlytotheskillstaught
32.Tier3(intensive)academicpractices29existthatincludeintegratedstrategiesthataredevelopedbasedonstudents’needs,arealignedwithTier1andTier2instructionalgoalsandstrategies,andaremonitoredusingassessments/datasourcesthatlinkdirectlytoskillstaught
Tier3strategiesarenotdevelopedand/orclearlydefined
Tier3strategiesincorporate1ofthefollowing4:
• developedbasedonstudents’needsacrossacademic,behaviorandsocial-emotionaldomains
• alignedwithTier1andTier2instruction
• linktobehaviorandsocial-emotionalcontent/instruction
• assessments/datasourcesthatlinkdirectlytotheskillstaught
Tier3strategiesincorporate2or3ofthefollowing4:
• developedbasedonstudents’needsacrossacademic,behaviorandsocial-emotionaldomains
• alignedwithTier1andTier2instruction
• linktobehaviorandsocial-emotionalcontent/instruction
• assessments/datasourcesthatlinkdirectlytotheskillstaught
Tier3strategiesincorporateallofthefollowing:
• developedbasedonstudents’needsacrossacademic,behaviorandsocial-emotionaldomains
• alignedwithTier1andTier2instruction
• linkedtobehaviorandsocial-emotionalcontent/instruction
• monitoredusingassessments/datasourcesthatlinkdirectlytotheskillstaught
33.Tier3(intensive)behaviorandsocial-emotionalpractices30includeintegratedstrategiesthataredevelopedbasedonstudents’needsandstrengths,arealignedwithTier1andTier2instructionalgoalsandstrategies,andaremonitoredusingassessments/datasourcesthatlinkdirectlytoskillstaught
Tier3strategiesarenotdevelopedand/orclearlydefined
Tier3strategiesincorporate1ofthefollowing4:• basedonstudents’needs
acrossacademic,behaviorandsocial-emotionaldomains
• alignedwithTier1andTier2instruction
• linktoacademiccontent/instruction
• assessments/datasourcesthatlinkdirectlytotheskillstaught
Tier3strategiesincorporate2or3ofthefollowing4:• basedonstudents’needsacross
academic,behaviorandsocial-emotionaldomains
• alignedwithTier1andTier2instruction
• linktoacademiccontent/instruction
• assessments/datasourcesthatlinkdirectlytotheskillstaught
Tier3strategiesincorporateallofthefollowing:• basedonstudents’needsacross
academic,behaviorandsocial-emotionaldomains
• alignedwithTier1andTier2instruction
• linktoacademiccontent/instruction
• assessments/datasourcesthatlinkdirectlytotheskillstaught
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Self-AssessmentofMTSSImplementation(SAM)Item 0=NotImplementing 1=Emerging/Developing 2=Operationalizing 3=Optimizing Rating
6.Data-EvaluationDomain(Items34-39)34.Staffunderstandandhaveaccesstoacademic,behaviorandsocial-emotionaldatasourcesthataddressthefollowingpurposesofassessment:• identifystudentsat-risk
academically,socially,and/oremotionally
• determinewhystudentisat-risk
• monitorstudentacademicandsocial-emotionalgrowth/progress
• informacademicandsocial-emotionalinstructional/interventionplanning
• determinestudentattainmentofacademic,behaviorandsocial-emotionaloutcomes
Staffdonotunderstandandhaveaccesstoacademic,behaviorandsocial-emotionaldatasourcesorthataddressthepurposesofassessment
StafflearnthepurposesofassessmentwithinMTSSandtheleadershipteamselectsmeasuresforthepurposesofassessmentacrossacademic,behaviorandsocial-emotionalareasthatarereliable,valid,andaccessible,aswellasculturally,linguistically,anddevelopmentallyappropriate
andStaffengageinassessmentwithfidelityto:
• answerpredeterminedguiding/criticalquestionsregardingstudentfunctioning/outcomes
• identifystudentswhoareat-riskatleast3-4times/year
• determinewhyastudentisat-risk
• monitorstudentgrowth/progress
• informinstructional/interventionplanning
• determinestudentattainmentofacademic,behaviorandsocial-emotionaloutcomes
andTheleadershipteamand/orstaffcollaborativelyandsystematicallyevaluateandrefine(asneeded)criticalguidingquestionsandadjustassessmentpracticestoensureavailabilityofaccurateandusefuldatatoinforminstruction;assessmenttoolsareevaluatedforcontinuedvalue,usefulness,andcultural,linguistic,anddevelopmentalappropriateness
35.Policiesandproceduresfordecision-makingareestablishedfortheadministrationofassessments,accesstoexistingdatasources,anduseofdata31
Nopoliciesandproceduresareinplace
Theleadershipteamhaspoliciesandproceduresfordecision-makingthatincludeschedulesforscreening,useofdiagnosticassessments,progressmonitoringfrequency,andcriteriafordeterminingtier(s)ofsupportneeded
andStaffconsistentlyadministerassessments,accessdatasourcesandmakedata-baseddecisionsusingthepoliciesandproceduresfordecision-makingwithfidelity
andAdherencetoandeffectivenessofpoliciesandproceduresfordecision-makingareevaluatedregularlyforefficiency,usefulness,andrelevanceforstudentsandstaff,anddataareusedtomakeadjustmentstothepolicies
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Self-AssessmentofMTSSImplementation(SAM)Item 0=NotImplementing 1=Emerging/Developing 2=Operationalizing 3=Optimizing Rating
36.Effectivedatatools31areusedappropriatelyandindependentlybystaff
Staffdonothaveaccesstotoolsthatefficientlyprovidedataneededtoanswerproblemsolvingquestionsforacademic,behaviorandsocial-emotionalissues
Theleadershipteamensuresavailabilityoftoolsthatcantrackandgraphicallydisplayacademic,behaviorandsocial-emotionaldata,andstaffaretrainedontheuseofthetoolsandontheirresponsibilitiesfordatacollection,entryandmanagement
andStaffusethedatatoolsandareprovidedassistanceasneeded
andDatatoolsareperiodicallyassessedandthenecessarychangesaremadeinordertoimprovefunctionality,efficiency,andusefulness,andstaffisproficientandindependentwithdatatoolsandeasilysupportnewstaffmembers
37.Datasources31areusedtoevaluatetheimplementationandimpactofMTSS
NodatasourcestoevaluateimplementationofthecriticalelementsofMTSShavebeenidentified
TheleadershipteamhasidentifieddatasourcesthatwillbeusedtoevaluateimplementationofthecriticalelementsofMTSS6
andTheleadershipteamusesdatasourcestoevaluateimplementationandtomakesystemicimprovementstothecriticalelementsofMTSS
andTheLeadershipteamperiodicallyconductsanalysestodeterminehowimplementationofcriticalelementsofMTSSrelatetopositivestudentoutcomes
38.Availableresourcesareallocatedeffectively
Resourcesarenotallocatedbasedonstudentneedandtheavailabilityoftime,availablepersonnel,funding,andmaterials
Resourcesareallocatedbasedonstudentneed
andtherelationshipbetweentheresourcesallocatedandtheoutcomesofstudentsisevaluated
andProcessesandcriteriaforresourceallocationarerefinedbasedonstrategiesthatresultinimprovedstudentoutcomes.
39.Datasourcesaremonitoredforconsistencyandaccuracyincollectionandentryprocedures
Datasourcesarenotmonitoredforaccuracyorconsistency
Theleadershipteamensuresthatstaffunderstandtheimportanceofaccurateandconsistentdatacollectionpracticesandhaveprovidedprofessionaldevelopmentonpoliciesandproceduresformethods,typesandfrequencyofdatacollection
andTheleadershipteamusesaprotocol(e.g.emailnotificationsforfailuretotakeattendance,etc.)tomonitordataconsistencyandaccuracy
andTheleadershipteamperiodicallyconductsanalysestodetermineconsistencyandaccuracyofdata
Pleaseciteas:Stockslager,K.,Castillo,J.,Brundage,A.,Childs,K.,&Romer,N.(2016).Self-AssessmentofMTSS(SAM).Florida’sProblemSolving/Responseto
InterventionProjectandFlorida’sPositiveBehaviorInterventionandSupportProject,UniversityofSouthFlorida
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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
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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.
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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.
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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.
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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
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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?