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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.
SAMVersion2.0(LastrevisedOctober2015)Page-ii
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.
SAMVersion2.0(LastrevisedOctober2015)Page-iii
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.
SAMVersion2.0(LastrevisedOctober2015)Page-iv
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
SAMVersio
n2.0(Lastrevise
dOctob
er201
5)Page-1
Self-Assessm
entofM
TSSIm
plem
entation
(SAM)
Item
0=NotIm
plem
enting
1=Em
erging
/Develop
ing
2=Ope
ration
alizing
3=Optim
izing
Rating
1.Leade
rshipDom
ain(Items1-5)
1.The
prin
cipa
lisa
ctively
involved
inand
facilitates
MTSSim
plem
entatio
n
Theprincipa
ldoe
snot
activ
elysupp
ortM
TSS.
Theprincipa
lcom
mun
icatesan
urgentdesire
toim
plem
ent
MTSS,participatesinprofessiona
lde
velopm
ento
nMTSS,and
is
establish
ingan
MTSSvisio
n
andTh
eprincipa
lactivelysupp
orts
thelead
ershipte
amand
staffto
buildcap
acity
forimplem
entatio
n
andTh
ePrincipa
lactivelysupp
orts
data-based
problem
-solvinguseat
thescho
ol
2.Alead
ershipte
amis
establish
edth
atinclud
es6-8
mem
berswith
cross-
disciplinaryrepresen
tatio
n(e.g.,principa
l,gene
raland
specialedu
catio
nteache
rs,
conten
tareaexpe
rts,
instructiona
lsup
portstaff,
stud
entsup
portpersonn
el1 )
andisrespon
siblefo
rfacilitatingMTSS
implem
entatio
n2
Nolead
ershipte
amwith
explicitrespon
sibilityfo
rlead
ingMTSS
implem
entatio
nexists
Alead
ershipte
amexiststha
tinclud
escross-disc
iplinary
represen
tatio
n,
andTh
elead
ershipte
amhas
explicitexpe
ctationsfo
rfacilitatin
gMTSSim
plem
entatio
n,
andTh
elead
ershipte
amm
embe
rs
haveth
ebe
liefs,kno
wledge,and
skillstolead
implem
entatio
nefforts
3.The
lead
ershipte
am
activ
elyen
gagess
taffin
ongo
ingprofessio
nal
developm
enta
ndcoa
ching
3 ne
cessarytosu
pportM
TSS
implem
entatio
n
Thelead
ershipte
amdoe
sno
thaveane
eds-ba
sedplan
toprovide
staffw
ith
professio
naldevelop
men
tor
coachingto
supp
ortM
TSS
implem
entatio
n
Ane
edsa
ssessm
entisc
ondu
cted
togathe
rinformationon
beliefs,
know
ledge,and
skillstode
velop
aprofessio
naldevelop
men
tplan
tosu
pportM
TSSim
plem
entatio
n
andAprofessio
naldevelop
men
tplan
iscreated
based
onthene
eds
assessmen
tand
usedtoengage
staffinon
goingprofessio
nal
developm
enta
ndcoa
ching
andOngoingprofessiona
lde
velopm
enta
ctivitiesare
inform
edbyda
tacollected
onthe
outcom
esofp
rofessiona
lde
velopm
enta
ndcoa
chingfor
continuo
usim
provem
ent
4.Astrategicplan
forM
TSS
implem
entatio
nisde
velope
dan
daligne
dwith
thescho
ol
improvem
entp
lan
Nostrategicplan
forM
TSS
implem
entatio
nexists
Lead
ershipte
amisengaging
distric
t,family,and
com
mun
ity
partne
rsto
iden
tifystakeh
olde
rne
eds,re
sourcesfor,and
barrie
rs
toM
TSSim
plem
entatio
n
andAsparto
fthe
scho
ol
improvem
entp
lann
ingprocessa
strategicplan
isdevelop
edth
at
specifiesM
TSSim
plem
entatio
n4
andAstrategicplan
forM
TSS
implem
entatio
nisup
datedas
need
edbased
onstud
ento
utcome
andim
plem
entatio
nfid
elity
dataas
partofthe
scho
olim
provem
ent
plan
ningprocess
5.The
lead
ershipte
amis
activ
elyfacilitating
implem
entatio
nofM
TSS
5 as
partofthe
irscho
ol
improvem
entp
lann
ing
process
Thelead
ershipte
amisnot
activ
elyen
gagingineffo
rtsto
facilitateMTSS
implem
entatio
n
Thelead
ershipte
amengagesin
actio
nplan
ning
andha
screated
astrategicplan
tofa
cilitateim
plem
entatio
nof
thecriticalelemen
ts6 o
fMTSS
andTh
elead
ershipte
amprovide
ssupp
orttoed
ucatorsimplem
entin
gthecriticalelemen
tsofM
TSS
iden
tifiedinth
estrategicplan
andTh
elead
ershipte
amusesd
ata
onim
plem
entatio
nfid
elity
ofthe
criticalelemen
tsofM
TSStoengage
indata-ba
sedprob
lem-solvingfo
rthepu
rposeofcon
tinuo
ussc
hool
improvem
ent
SAMVersio
n2.0(Lastrevise
dOctob
er201
5)Page-2
Self-Assessm
entofM
TSSIm
plem
entation
(SAM)
Item
0=NotIm
plem
enting
1=Em
erging
/Develop
ing
2=Ope
ration
alizing
3=Optim
izing
Rating
2.BuildingtheCa
pacity/InfrastructureforIm
plem
entation
Dom
ain(Items6-16
)6.The
criticalelemen
ts6 of
MTSSarede
fined
and
un
derstood
byscho
olstaff
Noinform
ationon
the
criticalelemen
tsofthe
scho
ol’sM
TSSisavailable
Thecriticalelemen
tsofM
TSSare
beingde
fined
and
The
criticalelemen
tsofM
TSS
arede
fined
and
arecom
mun
icated
tosc
hoolstaff
andTh
ecurriculum
,assessm
ent,
andinstructiona
lpracticesth
at
defin
ethescho
ol’scriticalelemen
ts
ofM
TSScanbe
com
mun
icated
by
allschoo
lstaff
7.The
lead
ershipte
am
facilitatesprofessiona
lde
velopm
enta
ndcoa
ching
7 fora
llstaffm
embe
rson
assessmen
tsand
data
sourcesu
sedtoinform
de
cisio
ns
Initialprofessiona
lde
velopm
entisn
otprovide
dtoallstaffm
embe
rs
Thestaffe
ngagesininitial,job
-em
bedd
edprofessiona
lde
velopm
entfocusingon
:• Pu
rposean
dad
ministratio
nof
assessmen
ttoo
ls• Ro
leofa
ssessm
ent/da
ta
sourcesinmakinginstructiona
lde
cisio
ns
• Re
view
ofcurrent
assessmen
ts/datasources
beingutilizedan
dthosebe
ing
considered
• An
alyzingan
dusing
assessmen
tresultsto
improve
instruction
• Usin
gvario
usty
peso
fdatato
inform
instructiona
lpractices
tom
eetthe
needsofd
iverse
learne
rs
• Co
mmun
icatingan
dpa
rtne
ring
with
familiesabo
utdataan
dassessmen
tpractices
andTh
estaffe
ngagesinongoing
professio
naldevelop
men
tand
coachingre
latedtoth
ead
ministratio
nofassessm
entsand
interpretatio
nofth
eda
ta/data
sources.Professiona
ldevelop
men
tinclud
es:
• Ch
angeso
rupd
atesto
assessmen
ts/datasources
• Ch
angestoda
tacollection,
tracking,and
ana
lysis
•
Ongoingcoa
chingon
instructiona
lpracticesand
interpretin
gassessmen
tresults
andTh
elead
ershipte
amana
lyzes
feed
backfrom
staffa
swellas
outcom
esinorderto
iden
tify
professio
naldevelop
men
tand
coachingneedsinth
eareaof
assessmen
t/da
taso
urcesinsupp
ort
ofcon
tinuo
usim
provem
ent
SAMVersio
n2.0(Lastrevise
dOctob
er201
5)Page-3
Self-Assessm
entofM
TSSIm
plem
entation
(SAM)
Item
0=NotIm
plem
enting
1=Em
erging
/Develop
ing
2=Ope
ration
alizing
3=Optim
izing
Rating
8.The
lead
ershipte
am
facilitatesprofessiona
lde
velopm
enta
ndcoa
ching
7 forstaffmem
bersonda
ta-
basedprob
lem-solving
relativ
etoth
eirjob
roles/respon
sibilitie
s
Professio
naldevelop
men
tdo
esnotfo
cuso
nda
ta-based
prob
lem-solving
Initialprofessiona
ldevelop
men
ton
data-ba
sedprob
lem-solvingis
provided
thatinclud
esth
efollowingelem
ents:
• Ra
tiona
lefo
ruseofd
ata-ba
sed
prob
lem-solving
• Prob
lem-solvingstep
sto
addresss
choo
l-wide,
classroo
m,small-g
roup
,and
individu
alstud
entn
eeds
• Ro
lesa
ndre
spon
sibilitie
sfor
team
mem
bersengagingin
data-based
problem
-solving
andOngoingprofessiona
lde
velopm
enta
ndcoa
chingon
data-
basedprob
lem-solvingisdelivered
thatinclud
esth
efollowing
elem
ents:
• Diffe
rentiatio
nofprofessiona
lde
velopm
entb
ased
onstaff
roles/respon
sibilitie
s•
Coaching
• Mod
eling,practice,and
collabo
rativ
efeed
backon
prob
lem-solvingstep
s•
Supp
ortforcollabo
ratio
nan
dteam
ingskills
andDa
taonuseofproblem
-solving
skillsa
ndapp
licationareused
to
inform
con
tinuo
usim
provem
ento
fprofessio
naldevelop
men
tand
coachingeffo
rts
9.The
lead
ershipte
am
facilitatesprofessiona
lde
velopm
enta
ndcoa
ching
7 fora
llstaffo
nmulti-tie
red
instructionan
dinterven
tion
relativ
etoth
eirjob
roles/respon
sibilitie
s
Noexplicitconn
ectio
nto
multi-tie
redinstructionan
dinterven
tioniseviden
tin
professio
naldevelop
men
tprovided
Initialprofessiona
ldevelop
men
ton
multi-tie
redinstructionan
dinterven
tionisprovided
that
includ
esth
efollowingelem
ents:
• Ra
tiona
lefo
rand
mod
elingof
instructiona
land
interven
tion
desig
nan
dde
livery(e.g.,
Common
CoreStateStan
dards,
instructiona
lrou
tine,Tier1
Po
sitiveBe
haviorSup
ports,
lesson
plann
ingfora
ctive
stud
ente
ngagem
ent)
• Co
nnectio
nsarem
ade
regardingho
wth
epractices
arealigne
dwith
and
integrated
intoM
TSS
• Ho
wdatainform
sinstructio
nan
dinterven
tionde
signan
dde
liverythatre
flectss
tude
nt
diversity
and
resultsinlearning
oppo
rtun
itiesfo
rallstud
ents8
andOngoingprofessiona
lde
velopm
enta
ndcoa
chingon
multi-tie
redinstructionan
dinterven
tionisprovided
that
includ
esth
efollowingelem
ents:
• Diffe
rentiatio
nofprofessiona
lde
velopm
enta
ndcoa
chingba
sed
onstaffroles/respo
nsibilitie
s•
Coaching
• Mod
elingof,p
racticeof,and
collabo
rativ
efeed
backon,
eviden
ce-based
practices
andTh
elead
ershipte
amre
gularly
usesdataon
stud
entn
eedsand
fid
elity
ofh
owevide
nce-ba
sed
practicesareim
plem
entedto
continuo
uslyim
proveprofessio
nal
developm
enta
ndcoa
chingefforts
SAMVersio
n2.0(Lastrevise
dOctob
er201
5)Page-4
Self-Assessm
entofM
TSSIm
plem
entation
(SAM)
Item
0=NotIm
plem
enting
1=Em
erging
/Develop
ing
2=Ope
ration
alizing
3=Optim
izing
Rating
10.C
oaching
7 isu
sedto
supp
ortM
TSS
implem
entatio
n
Nocoa
chingisprovided
to
buildstaffcap
acity
to
implem
entthe
critical
elem
entsofM
TSS
Initialcoa
chingisoccurringthat
isfocusedprim
arilyon
facilitatingorm
odelingthe
compo
nentso
fMTSS
andCo
achingactivitiesare
expa
nded
toinclud
e:
• Opp
ortunitie
stopractice
• Co
llabo
rativ
ean
dpe
rforman
cefe
edba
ck
andDa
taonprofessio
nal
developm
ent,im
plem
entatio
nfid
elity
,and
stud
ento
utcomesare
used
tore
finecoachingactivities
11.Sche
dulesp
rovide
ad
equa
tetimefortrainings
andcoachingsu
pport
Sche
dulesd
ono
tinclude
tim
eallocatedto
professio
naldevelop
men
tan
dcoachingfo
rMTSS
Sche
dulesinclude
timeallocated
fortrainings
andSche
dulesinclude
timefor
ongo
ingcoachingsu
pport
andSche
dulesp
ermitpe
rson
nelto
accessadd
ition
altrainingand
coachingsu
pporttha
tis
diffe
rentiatedba
sedon
theirn
eeds
12.Sched
ulesprovide
ad
equa
tetimetoadm
inister
acad
emic,b
ehaviora
nd
social-emotiona
lassessm
ents
need
edto
makeda
ta-based
de
cisio
ns
Sche
dulesd
ono
tinclude
tim
eallocatedto
administeringassessmen
ts
need
edto
makede
cisio
ns
acrosstiers
Sche
dulesinclude
timefor
acad
emic,b
ehaviora
ndso
cial-
emotiona
lassessm
ents
administered
toallstud
ents(e
.g.,
universalscreening)
andSche
dulesinclude
timeto
administerm
orefreq
uentprogress
mon
itorin
gassessmen
tsto
stud
entsre
ceivingTier2and
3
servicesass
pecifie
d(e.g.,weekly
orm
onthlyassessm
ents)
andSche
dulesp
ermitpe
rson
nelto
administeradd
ition
alassessm
ent
(e.g.,diagno
sticassessm
ents)
acrosscon
tentareasand
tiers
need
edto
engageindata-ba
sed
prob
lem-solving
13.Sched
ulesprovide
ad
equa
tetimeform
ultip
le
tiersofe
vide
nce-ba
sed
instructionan
dinterven
tion
tooccur
Themastersched
uleis
develope
dwith
outstude
nt
dataand
doe
snotinclud
etim
eform
ulti-tie
red
interven
tions
Themastersched
uleis
develope
dutilizin
gstud
entd
ata
andinclud
estimeform
ulti-
tieredinterven
tions
andTh
emastersched
ulefacilitates
effectiveim
plem
entatio
nofm
ulti-
tieredinterven
tionsm
atched
to
stud
entn
eedsbyconten
tareaan
dintensity
(Tier1
,Tier2
,Tier3
)
andTh
emastersched
uleallowsfor
flexiblestud
entg
roup
ings
SAMVersio
n2.0(Lastrevise
dOctob
er201
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Self-Assessm
entofM
TSSIm
plem
entation
(SAM)
Item
0=NotIm
plem
enting
1=Em
erging
/Develop
ing
2=Ope
ration
alizing
3=Optim
izing
Rating
14.Sched
ulesprovide
ad
equa
tetimeforstaffto
engageincollabo
rativ
e,data-
basedprob
lem-solvingand
de
cisio
n-making
Themastersched
uledo
es
notp
rovide
opp
ortunitie
sfor
collabo
rativ
e,data-ba
sed
prob
lem-solvingand
de
cisio
n-makingtooccur
Themastersched
uleprovides
oppo
rtun
itiesto
engagein
collabo
rativ
e,data-ba
sed
prob
lem-solvingand
decision
-makingtooccur
andTh
emastersched
uleprovides
sufficien
ttim
eforthe
processto
occurw
ithfide
lity
andTh
emastersched
uleprovides
oppo
rtun
itiesfo
rcollabo
rativ
e,
data-based
problem
-solvingand
de
cisio
n-makingtooccurinse
ttings
suchas:
• Lead
ershipte
amm
eetin
gs
• Grad
e-levelm
eetin
gs
• Crossg
rade
-levelm
eetin
gs
• Cross-de
partmen
talm
eetin
gs
• Professio
nalLearningCo
mmun
ity
meetin
gs
15.Processes,p
rocedu
res,
andde
cisio
n-rules9are
establish
edfo
rdata-ba
sed
prob
lem-solving
Nosy
stem
aticprocesses,
proced
ures,o
rdecision
-rulesa
reestab
lishe
d
Processes,procedu
res,and
de
cisio
n-rulesn
eede
dtoengage
indata-ba
sedprob
lem-solving
arede
velope
dan
dexisting
structuresand
resourcesa
re
incorporated
andThe
step
sofp
roblem
-solving;
proced
uresfo
raccessin
g,
subm
itting,and
usin
gda
ta;and
de
cisio
n-rulesn
eede
dtom
ake
reliablede
cisio
nsare
commun
icated
tostaff1
0
andDa
ta-based
problem
-solving
processes,procedu
res,and
de
cisio
n-rulesa
rere
fined
based
on
dataand
feed
backfrom
staff,
sche
dulecha
nges,and
resource
availability
16.R
esou
rces11availableto
supp
ortM
TSS
implem
entatio
nare
iden
tifiedan
dallocated
Noprocessexistsfor
map
pingand
allocatin
gresourcesa
vailableto
supp
ortM
TSS
implem
entatio
n
Lead
ershipte
amm
embe
rsare
gatheringinform
ationon
the
person
nel,fund
ing,m
aterials,
andothe
rresou
rcesavailableto
supp
ortM
TSSim
plem
entatio
n
andRe
sourceinventoriesa
re
establish
edusin
gthegathered
inform
ationon
thepe
rson
nel,
fund
ing,m
aterials,and
other
resourcesa
vailabletosu
pport
MTSSim
plem
entatio
n
andplan
sforallocatin
gthe
resourcesa
reestab
lishe
d
andExistingresourcem
apsa
nd
resourceallocatio
nsareupd
ated
at
leasta
nnua
llybased
onstud
ent
need
,availablepe
rson
nel,fund
ing,
materials,and
otherre
sources
SAMVersio
n2.0(Lastrevise
dOctob
er201
5)Page-6
Self-Assessm
entofM
TSSIm
plem
entation
(SAM)
Item
0=NotIm
plem
enting
1=Em
erging
/Develop
ing
2=Ope
ration
alizing
3=Optim
izing
Rating
3.Com
mun
icationandCo
llabo
ratio
nDo
main(Item
s17-20
)
17.Staff
12haveconsen
sus
anden
gageinM
TSS
Implem
entatio
n13
Staffa
renotprovide
dop
portun
itiesto
gain
unde
rstand
ingofth
ene
ed
forM
TSS
Staffa
reprovide
dop
portun
ities
togainun
derstand
ingofth
ene
edfo
rMTSS
andStaffh
asopp
ortunitie
stogain
unde
rstand
ingofitsrelevan
ceto
theirrolesand
respon
sibilitie
s
andStaffh
asopp
ortunitie
sto
provideinpu
tonho
wto
implem
ent
MTSS
18.Staffareprovided
dataon
MTSSim
plem
entatio
nfid
elity
an
dstud
ento
utcomes14
Staffa
renotprovide
dan
yda
tare
gardingMTSS
implem
entatio
nfid
elity
nor
stud
ento
utcomes
Staffa
rera
rely(1
x/year)
provided
dataregardingMTSS
implem
entatio
nfid
elity
an
dstud
ento
utcomes
Staffa
rere
gularly
(2x/year)
provided
dataregardingMTSS
implem
entatio
nfid
elity
an
dstud
ento
utcomes
Staffa
refreq
uently(3
x+/yea
r)provided
dataregardingMTSS
implem
entatio
nfid
elity
an
dstud
ento
utcomes
19.The
infrastructureexiststo
supp
ortthe
scho
ol’sgoa
lsfor
familyand
com
mun
ity
engagemen
t15 inMTSS
Familyand
com
mun
ity
engagemen
tis:notdefined
an
dmon
itoredwith
data;
notlinkedtosc
hoolgoa
lsin
SIP/MTSSplan
;an
dproced
uresfo
rfacilitating2-way
commun
icationdo
notexist
Familyand
com
mun
ity
engagemen
tare1ofthe
follo
wing3:
• de
fined
and
mon
itoredwith
da
ta
• linkedtosc
hoolgoa
lsin
SIP/MTSSplan
•
supp
ortedbyprocedu
resfor
facilitating2-way
commun
ication
Familyand
com
mun
ityengagem
ent
are2ofth
efollo
wing3:
• de
fined
and
mon
itoredwith
data
• linkedtosc
hoolgoa
lsin
SIP/MTSSplan
•
supp
ortedbyprocedu
resfor
facilitating2-waycom
mun
ication
exists
Familyand
com
mun
ityengagem
ent
areallo
fthe
follo
wing:
• de
fined
and
mon
itoredwith
data
• linkedtosc
hoolgoa
lsin
SIP/MTSSplan
•
supp
ortedbyprocedu
resfor
facilitating2-waycom
mun
ication
exist
20.Edu
catorsactivelyen
gage
familiesinM
TSS
Staffd
ono
neofthe
follo
wing:
• activ
elyen
gagefa
milies
thatre
presen
tthe
diverse
popu
latio
nofth
escho
ol
• en
gagefa
miliesin
prob
lemso
lvingwhe
ntheirc
hildrenneed
additio
nalsup
ports
• provideintensiveou
treach
tounrespo
nsivefamilies
16
• increaseth
eskillso
ffamiliesto
supp
ortthe
irchildren’se
ducatio
n
Staffd
o1ofth
efollo
wing4:
• activ
elyen
gagefa
miliesth
at
represen
tthe
diverse
popu
latio
nofth
escho
ol
• en
gagefa
miliesinproblem
solvingwhe
ntheirchildren
need
add
ition
alsu
pports
• provideintensiveou
treachto
un
respon
sivefamilies
• increaseth
eskillso
ffam
iliesto
supp
ortthe
irchildren’s
education
Staffd
o2or3ofthe
follo
wing4:
• activ
elyen
gagefa
miliesth
at
represen
tthe
diversepop
ulation
ofth
escho
ol
• en
gagefa
miliesinproblem
solvingwhe
ntheirchildrenne
ed
additio
nalsup
ports
• provideintensiveou
treachto
un
respon
sivefamilies
• increaseth
eskillso
ffam
iliesto
supp
ortthe
irchildren’s
education
Staffd
oallo
fthe
follo
wing:
• activ
elyen
gagefa
miliesth
at
represen
tthe
diversepop
ulation
ofth
escho
ol
• en
gagefa
miliesinproblem
solvingwhe
ntheirchildrenne
ed
additio
nalsup
ports
• provideintensiveou
treachto
un
respon
sivefamilies
• increaseth
eskillso
ffam
iliesto
supp
ortthe
irchildren’s
education
SAMVersio
n2.0(Lastrevise
dOctob
er201
5)Page-7
Self-Assessm
entofM
TSSIm
plem
entation
(SAM)
Item
0=NotIm
plem
enting
1=Em
erging
/Develop
ing
2=Ope
ration
alizing
3=Optim
izing
Rating
4.DataBa
sedProb
lemSolvingDom
ain(Item
s21-27
)
21.Integrated
data-ba
sed
prob
lemso
lving
17 forstude
nt
acad
emic,b
ehaviora
nd
social-emotiona
loutcomes
occursacrossc
ontentareas,
grad
elevels,and
tiers1
8
Dataonacad
emic,b
ehavior,
andsocial-emotiona
lou
tcom
esm
aybecollected
,bu
tdata-ba
sedprob
lem-
solvingdo
esnotoccur
across:
• acad
emic,b
ehaviora
nd
social-emotiona
lcon
tent
areas
• an
ygrad
elevels
• an
ytie
r
Data-based
problem
solving
occursacross1
ofthe
follo
wing
4:
• atleast2
con
tentareas(e
.g.,
read
ing,beh
avior,social-
emotiona
l)• atleast5
0%ofg
rade
levels
• asin
gletie
r• on
lyacade
micoutcomesor
onlybeh
aviora
ndso
cial-
emotiona
loutcomes
Data-based
problem
solvingoccurs
across2ofthe
follo
wing3:
• atleast3
con
tentareas
• atleast7
5%ofg
rade
levels
• atleasttwotie
rs
Data-based
problem
solvingoccurs
acrossallofth
efollo
wing:
• acrossallconten
tareas
• allgrade
levels
• alltiers
22.A
crossa
lltie
rs,d
ataare
used
toiden
tifythe
diffe
renceor“gap”between
expe
cted
and
currentstud
ent
outcom
esre
lativ
eto
acad
emic,b
ehaviora
nd
social-e
motiona
lgoa
ls
Thegapbe
tweenexpe
cted
an
dcurren
tstude
nt
outcom
esisnotiden
tified
Thegapbe
tweenexpe
cted
and
curren
toutcomesisiden
tified,
andTh
egapbe
tweenexpe
cted
and
curren
toutcomesisiden
tified,
andisassociated
with
acade
mic,
beha
viorand
social-emotiona
lgoa
lsan
dTh
egapbe
tweenexpe
cted
and
curren
toutcomesisiden
tified
relativ
etoacade
mic,be
haviorand
social-emotiona
lgoa
lsan
disused
toiden
tifytheap
prop
riatelevel
(tier)ofinstructio
n/interven
tion
23.A
cade
mic,b
ehaviora
nd
social-e
motiona
ldataare
used
toiden
tifyan
dverify
reason
swhy19stud
entsare
notm
eetin
gexpe
ctations
Reason
swhystud
entsare
notm
eetin
gexpe
ctationsare
notide
ntified
Reason
swhystud
entsarenot
meetin
gexpe
ctationsare
iden
tified
andDa
taareusedtoverifyth
ereason
swhystud
entsarenot
meetin
gexpe
ctations
andTh
ereason
swhystud
entsare
notm
eetin
gexpe
ctationssp
an
multip
lere
ason
srelated
to
instructionan
dthelearning
environm
ento
fwhystud
ents
struggleand
areverified
usin
ga
rangeofassessm
entm
etho
ds
24.Spe
cific
instructiona
l/intervention
plan
saredevelop
edand
im
plem
entedba
sedon
verifiedreason
swhy
stud
entsarenotm
eetin
gacad
emic,b
ehaviora
nd
social-emotiona
lexpe
ctations
Instructiona
l/interven
tion
plan
sarenotdevelop
ed
Instructiona
l/interventionplan
sarede
velope
dan
dInstruction/Interven
tionplan
sconsisten
tlysp
ecifywha
twillbe
done
,bywho
,whe
nitwilloccur,
andwhe
rewith
eno
ughde
tailtobe
implem
ented
20
andInstructiona
l/intervention
plan
scon
sistentlyaredevelop
ed
basedon
verified
reason
sstude
nts
areno
tmeetin
gexpe
ctations
SAMVersio
n2.0(Lastrevise
dOctob
er201
5)Page-8
Self-Assessm
entofM
TSSIm
plem
entation
(SAM)
Item
0=NotIm
plem
enting
1=Em
erging
/Develop
ing
2=Ope
ration
alizing
3=Optim
izing
Rating
25.Stude
ntprogresss
pecific
toacade
mic,b
ehaviora
nd
social-emotiona
lgoa
lsspecified
ininterven
tion
plan
sarem
onito
red
Prog
ressm
onito
ringdo
es
noto
ccurand
stud
ent
prog
ressisnotevaluated
Plan
sform
onito
ringprog
ress
towardexpe
cted
stud
ent
outcom
esaredevelop
ed
andInm
ostcasesdataare
collected
tom
onito
rstude
nt
prog
ressand
interven
tionfid
elity
andCh
angesa
rem
adeto
instruction/interven
tionba
sedon
stud
entrespo
nses
26.D
ata-ba
sedprob
lem-
solvinginform
show
patterns
ofstud
entp
erform
ance
acrossdiversegroup
s(e.g.,
racial/ethnic,cultural,social-
econ
omic,lan
guage
proficiency,disa
bilitystatus)
aread
dressed
Patternsofstude
nt
performan
ceacrossd
iverse
grou
psarenotiden
tified
Dataonstud
ento
utcomesare
collected
an
dPatternsofstude
nt
performan
ceacrossd
iversegroup
sareiden
tified
andDa
taonstud
ento
utcomes
inform
show
MTSS
implem
entatio
neffortsa
re
impa
ctingdiffe
rentgroup
sof
stud
ents
27.R
esou
rcesfo
rand
barrie
rs
21to
theim
plem
entatio
nof
MTSSaread
dressedthrough
ada
ta-based
problem
solving
process
Data-based
problem
solving
ofre
sourcesforand
barrie
rs
toim
plem
entatio
nofM
TSS
doesnotoccur
Scho
ollead
ershipdisc
usses
resourcesforand
barrie
rsto
im
plem
entatio
nofM
TSS
Scho
ollead
ershipdisc
usses
resourcesforand
barrie
rsto
im
plem
entatio
nofM
TSSan
ddo
es
oneofth
efollo
wing:
• collectsd
atatoassess
implem
entatio
nlevels
• de
velopsactionplan
stoincrease
implem
entatio
n
Scho
ollead
ershipdisc
usses
resourcesforand
barrie
rsto
im
plem
entatio
nofM
TSSan
ddo
es
bothofthe
follo
wing:
• collectsd
atatoassess
implem
entatio
nlevels
• de
velopsactionplan
stoincrease
implem
entatio
n
SAMVersio
n2.0(Lastrevise
dOctob
er201
5)Page-9
Self-Assessm
entofM
TSSIm
plem
entation
(SAM)
Item
0=NotIm
plem
enting
1=Em
erging
/Develop
ing
2=Ope
ration
alizing
3=Optim
izing
Rating
5.ThreeTieredInstructional/Interven
tionMod
elDom
ain(Item
s28-33
)(Ite
msinthissectionalternatebe
tweenad
dressin
gacad
emic,b
ehaviora
ndso
cial-
emotiona
lpractices.)
28.Tier1
(core)acade
mic
practicesexistth
atclearly
iden
tifylearningstan
dards2
2 ,scho
ol-w
ideexpe
ctations23
forinstructio
nthatengages
stud
ents,and
scho
ol-w
ide
assessmen
ts24
Tier1elemen
tsarenot
develope
dan
d/orclearly
defin
ed
Tier1elemen
tsincorporate
1ofthe
follo
wing4:
• clearly
defined
learning
stan
dards
• scho
ol-w
ideexpe
ctationsfo
rinstructionan
den
gagemen
t•
linktobeh
aviora
ndso
cial-
emotiona
lconten
t/instruction
• assessmen
ts/datasources
Tier1elemen
tsincorporate
2or3
ofthe
follo
wing4:
• clearly
defined
learning
stan
dards
• scho
ol-w
ideexpe
ctationsfo
rinstructionan
den
gagemen
t•
linktobeh
aviora
ndso
cial-
emotiona
lcon
tent/in
struction
• assessmen
ts/datasources
Tier1elemen
tsincorporate
allo
fthe
follo
wing:
• clearly
defined
learning
stan
dards
• scho
ol-w
ideexpe
ctationsfo
rinstructionan
den
gagemen
t• linktobeh
aviora
ndso
cial-
emotiona
lcon
tent/in
struction
• assessmen
ts/datasources
29.Tier1
(core)beh
aviora
nd
social-emotiona
lpractices
existth
atclearlyiden
tify
scho
ol-w
ideexpe
ctations,
social-emotiona
lskills
instruction,classroom
man
agem
entp
ractices25,
andscho
ol-w
idebe
havior
andsocial-emotiona
ldata
26
Tier1strategiesarenot
develope
dan
d/orclearly
defin
ed
Tier1strategiesincorporate
1ofthe
follo
wing4:
• clearly
defined
scho
ol-w
ide
expe
ctations
• classroo
mm
anagem
ent
practices
• linktoTier1
acade
mic
conten
t/instruction
• accessingscho
ol-w
ide
beha
viorand
social-emotiona
lda
taso
urces
Tier1strategiesincorporate
2or3ofthe
follo
wing4:
• clearly
defined
scho
ol-w
ide
expe
ctations
• classroo
mm
anagem
entp
ractices
• linktoTier1
acade
mic
conten
t/instruction
• accessingscho
ol-w
idebe
havior
andsocial-emotiona
ldata
Tier1strategiesincorporate
allo
fthe
follo
wing:
• clearly
defined
scho
ol-w
ide
expe
ctations
• classroo
mm
anagem
entp
ractices
• linktoTier1
acade
mic
conten
t/instruction
• accessingscho
ol-w
idebe
havior
andsocial-emotiona
ldata
30.Tier2
(sup
plem
ental)
acad
emicpractices
existth
at
includ
estrategiesadd
ressing
integrated
com
mon
stud
ent
need
s,arelinked
toTier1
instruction2
7 ,an
dare
mon
itoredusing
assessmen
ts/datasources
tieddirectlyto
theacad
emic,
beha
viorand
social-
emotiona
lskillsta
ught
Tier2strategiesarenot
develope
dan
d/orclearly
defin
ed
Tier2strategiesincorporate
1ofth
efollo
wing4:
• common
stud
entn
eeds
• linktoTier1
instruction
• linktobeh
aviora
ndso
cial-
emotiona
lcon
tent/in
struction
• assessmen
ts/datasourceslink
directlyto
theskillstau
ght
Tier2strategiesincorporate
2or3
ofthe
follo
wing4:
• common
stud
entn
eeds
• linktoTier1
instruction
• linktobeh
aviora
ndso
cial-
emotiona
lcon
tent/in
struction
• assessmen
ts/datasourceslink
directlyto
theskillstau
ght
Tier2strategiesincorporate
allo
fthe
follo
wing:
• common
stud
entn
eeds,
• linktoTier1
instruction
• linktobeh
aviora
ndso
cial-
emotiona
lcon
tent/in
struction
• assessmen
ts/datasourceslink
directlyto
theskillstau
ght
SAMVersio
n2.0(Lastrevise
dOctob
er201
5)Page-1
0
Self-Assessm
entofM
TSSIm
plem
entation
(SAM)
Item
0=NotIm
plem
enting
1=Em
erging
/Develop
ing
2=Ope
ration
alizing
3=Optim
izing
Rating
31.Tier2
(sup
plem
ental)
beha
viorand
social-
emotiona
lpracticesexistth
at
addressintegratedcommon
stud
entn
eeds,arelinked
to
Tier1instruction2
8 ,an
dare
mon
itoredusing
assessmen
ts/datasources
tieddirectlyto
theskills
taught
Tier2strategiesarenot
develope
dan
d/orclearly
defin
ed
Tier2strategiesincorporate
1ofthe
follo
wing4:
• common
stud
entn
eeds
• linktoTier1
instruction
• linktoacade
mic
conten
t/instruction
• assessmen
ts/datasourceslink
directlyto
theskillstau
ght
Tier2strategiesincorporate
2or3ofthe
follo
wing4:
• common
stud
entn
eeds
• linktoTier1
instruction
• linktoacade
mic
conten
t/instruction
• assessmen
ts/datasourceslink
directlyto
theskillstau
ght
Tier2strategiesincorporate
allo
fthe
follo
wing:
• common
stud
entn
eeds
• linktoTier1
instruction
• linktoacade
miccon
tent
• assessmen
ts/datasourceslink
directlyto
theskillstau
ght
32.Tier3
(inten
sive)acade
mic
practices29
existth
atinclud
eintegrated
strategiesth
atare
develope
dba
sedon
stud
ents’n
eeds,arealigne
dwith
Tier1
and
Tier2
instructiona
lgoa
lsan
dstrategies,and
arem
onito
red
usingassessmen
ts/data
sourcestha
tlinkdirectlyto
skillstau
ght
Tier3strategiesarenot
develope
dan
d/orclearly
defin
ed
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efollo
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cial-
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tent/in
struction
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ts/datasourcestha
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ght
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2or3ofthe
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dwith
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aviora
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cial-
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struction
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ts/datasourcestha
tlinkdirectlyto
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ght
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fthe
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aviora
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cial-
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SAMVersio
n2.0(Lastrevise
dOctob
er201
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1
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SAMVersio
n2.0(Lastrevise
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2
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taso
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tryproced
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cy
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at
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nderstan
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portan
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ofaccuratean
dconsisten
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have
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lde
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ata
Pleaseciteas:
Stockslager,K.,Castillo,J.,Brun
dage,A
.,Ch
ilds,K.,&
Rom
er,N
.(20
16).Self-Assessmento
fMTSS(SAM
).Florida’sP
roblem
Solving/Respo
nseto
Interven
tionProjecta
ndFlorid
a’sP
ositiveBeh
aviorInterventionandSupp
ortP
roject,U
niversity
ofSou
thFlorid
a
SAMVersion2.0(LastrevisedOctober2015)-Page1
Self-AssessmentofMTSSImplementation(SAM)Endnotes
1. Instructional support staff may include: interventionists, coaches, behavioral specialists.Studentsupportpersonnelarecomprisedofschoolpsychologists,schoolcounselors,socialworkersandschoolnurses.
2. ResponsibilitiesforfacilitatingMTSSimplementationarenotlimitedto,butcaninclude:• Promoting a school-wide vision and mission for MTSS implementation, including the
developmentanddisseminationofaschool-wideimplementationplan• Allocating resources (e.g., time, personnel, materials) for the planning and delivery of
evidence-basedassessment,instructionandintervention• Providingongoingprofessionaldevelopmentandcoachingsupporttoschoolstaff• CollectingandanalyzingdataonMTSSimplementationefforts
3. Professionaldevelopmentandcoachingareongoingactivitiesthatdevelopthecapacityofstaff to implement MTSS. Efforts should be aligned with results of school needsassessmentsandmodifiedbasedontheresultsofprofessionallearning.
4. AstrategicplanforMTSSimplementationshouldaddressthefollowingcomponents(ataminimum):
• Communicationandcollaborationstrategies• Capacitybuildingtargetsandactivities• DatatomonitorimplementationfidelityofthecriticalelementsofMTSS
5. Different approaches to facilitating school-wide implementation of an MTSS model caninclude:
• The focuson a three-stagemodel of consensusbuilding, infrastructuredevelopment, andimplementationofpracticesconsistentwithanMTSSmodel
• The focus on a specific sets of activities related to successful implementation of adesignated model of service delivery (e.g., National Implementation Research Networkframework)
The approach to facilitating school-wide implementation of an MTSS model should beconnectedtotheSchool ImprovementPlan(SIP),aswellotherschool-wideplans. Ifyourdistrict/state has provide guidance on an approach to implementingMTSS, then schoolleadershipteamsshouldconsiderusingthespecifiedapproach.
6. CriticalelementsofMTSScommunicatedtostaffinclude:• Curriculumstandards• Assessmentdatausedtoinforminstruction• Multipletiersofinstructionandintervention• Data-basedproblem-solvingusedtomakedecisions
7. “Coaching” is defined as technical assistance and support provided to school staff toimprove implementationofcomponentsofanMTSSmodel (e.g.,engaging indata-basedproblem solving, use of assessment data, development of multi-tiered instruction andintervention),including:
• Co-planning• Modeling/demonstration
• Co-facilitation• Guidedpracticewithhighqualityfeedback
SAMVersion2.0(LastrevisedOctober2015)-Page2
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.
SAMVersion2.0(LastrevisedOctober2015)-Page3
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.
SAMVersion2.0(LastrevisedOctober2015)-Page4
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?