self-assessment of mtss implementation (sam) · sam version 2.0 (last revised october 2015) page -...

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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



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



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



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



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



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


facilitating2-waycommunicationexists

Familyandcommunityengagementareallofthefollowing:• definedandmonitoredwithdata• linkedtoschoolgoalsin


facilitating2-waycommunicationexist

20.EducatorsactivelyengagefamiliesinMTSS

Staffdononeofthefollowing:• activelyengagefamilies

thatrepresentthediversepopulationoftheschool

• engagefamiliesinproblemsolvingwhentheirchildrenneedadditionalsupports

• provideintensiveoutreachtounresponsivefamilies16

• increasetheskillsoffamiliestosupporttheirchildren’seducation

Staffdo1ofthefollowing4:• activelyengagefamiliesthat

representthediversepopulationoftheschool


• provideintensiveoutreachtounresponsivefamilies


Staffdo2or3ofthefollowing4:• activelyengagefamiliesthat





Staffdoallofthefollowing:• activelyengagefamiliesthat







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



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



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:





Tier1elementsincorporateallofthefollowing:





29.Tier1(core)behaviorandsocial-emotionalpracticesexistthatclearlyidentifyschool-wideexpectations,social-emotionalskillsinstruction,classroommanagementpractices25,andschool-widebehaviorandsocial-emotionaldata26

Tier1strategiesarenotdevelopedand/orclearlydefined

Tier1strategiesincorporate1ofthefollowing4:

• clearlydefinedschool-wideexpectations

• classroommanagementpractices

• linktoTier1academiccontent/instruction

• accessingschool-widebehaviorandsocial-emotionaldatasources

Tier1strategiesincorporate2or3ofthefollowing4:


• classroommanagementpractices• linktoTier1academiccontent/instruction

• accessingschool-widebehaviorandsocial-emotionaldata

Tier1strategiesincorporateallofthefollowing:


• classroommanagementpractices• linktoTier1academiccontent/instruction

• accessingschool-widebehaviorandsocial-emotionaldata

30.Tier2(supplemental)academicpracticesexistthatincludestrategiesaddressingintegratedcommonstudentneeds,arelinkedtoTier1instruction27,andaremonitoredusingassessments/datasourcestieddirectlytotheacademic,behaviorandsocial-emotionalskillstaught



• commonstudentneeds• linktoTier1instruction• linktobehaviorandsocial-emotionalcontent/instruction

• assessments/datasourceslinkdirectlytotheskillstaught


• commonstudentneeds• linktoTier1instruction• linktobehaviorandsocial-emotionalcontent/instruction



• commonstudentneeds,• linktoTier1instruction• linktobehaviorandsocial-emotionalcontent/instruction




31.Tier2(supplemental)behaviorandsocial-emotionalpracticesexistthataddressintegratedcommonstudentneeds,arelinkedtoTier1instruction28,andaremonitoredusingassessments/datasourcestieddirectlytotheskillstaught



• commonstudentneeds• linktoTier1instruction• linktoacademiccontent/instruction



• commonstudentneeds• linktoTier1instruction• linktoacademic

content/instruction• assessments/datasourceslink

directlytotheskillstaught


• commonstudentneeds• linktoTier1instruction• linktoacademiccontent• assessments/datasourceslinkdirectlytotheskillstaught

32.Tier3(intensive)academicpractices29existthatincludeintegratedstrategiesthataredevelopedbasedonstudents’needs,arealignedwithTier1andTier2instructionalgoalsandstrategies,andaremonitoredusingassessments/datasourcesthatlinkdirectlytoskillstaught



• developedbasedonstudents’needsacrossacademic,behaviorandsocial-emotionaldomains

• alignedwithTier1andTier2instruction


• assessments/datasourcesthatlinkdirectlytotheskillstaught









• linkedtobehaviorandsocial-emotionalcontent/instruction

• monitoredusingassessments/datasourcesthatlinkdirectlytotheskillstaught

33.Tier3(intensive)behaviorandsocial-emotionalpractices30includeintegratedstrategiesthataredevelopedbasedonstudents’needsandstrengths,arealignedwithTier1andTier2instructionalgoalsandstrategies,andaremonitoredusingassessments/datasourcesthatlinkdirectlytoskillstaught


Tier3strategiesincorporate1ofthefollowing4:• basedonstudents’needs

acrossacademic,behaviorandsocial-emotionaldomains


• linktoacademiccontent/instruction


Tier3strategiesincorporate2or3ofthefollowing4:• basedonstudents’needsacross

academic,behaviorandsocial-emotionaldomains




Tier3strategiesincorporateallofthefollowing:• basedonstudents’needsacross

academic,behaviorandsocial-emotionaldomains






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



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

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?

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