FAM-S Rubric

First Name

Last Name

Date of observation

1. The principal is actively involved in and facilitates MTSS implementation.

Not Implementing
The principal does not actively support MTSS.

Emerging/Developing
The principal is actively involved in MTSS implementation by communicating an urgent desire to implement MTSS, participating in professional evelopment on MTSS, and establishing an MTSS vision.

Operationalizing
The principal actively supports the leadership team and staff to build capacity for implementation.

Optimizing
The principal actively supports data-based problem-solving use at the school.

Notes:

2. A leadership team is established that includes 5-7 members, has cross- disciplinary representation, and is responsible for facilitating MTSS implementation.

Not Implementing
No leadership team with explicit responsibility for leading MTSS implementation exists.

Emerging/Developing
A leadership team exists that includes cross-disciplinary representation.

Operationalizing
The leadership team has explicit expectations for facilitating MTSS implementation.

Optimizing
The leadership team members have the beliefs, knowledge, and skills to lead implementation efforts.

Notes

3. A linked teaming structure exists that facilitates the implementation of a multi- tiered system of support for attendance, behavior, social- emotional, and academic support.

1) Teams meet regularly and have regular meeting formats/agendas, minutes, and defined meeting roles.
2) Team members have expertise in the area being problem solved, administrative authority, knowledge of the student(s), and knowledge of the school operations.
3) Team members include family, community, and multi-agency support when appropriate.
4) District or school contact person(s) with access to external support agencies and resources for planning and implementing non-school-based interventions (e.g., intensive mental health) when appropriate.

Not Implementing
No linked teaming structure exists.

Emerging/Developing
A linked teaming structure exists that demonstrates 1 of the above.

Operationalizing
A linked teaming structure exists that demonstrates 2-3 of the above.

Optimizing
A linked teaming structure exists that demonstrates all of the above.

Notes

4. The leadership team ensures staff are actively engaged in ongoing professional development and coaching necessary to support MTSS implementation.

Not Implementing
The leadership team does not have a needs-based plan to provide staff with professional development or coaching to support MTSS implementation.

Emerging/Developing
A needs assessment is conducted to gather information on beliefs, knowledge, and skills to develop a professional development plan to support MTSS implementation.

Operationalizing
A professional development plan is created based on the needs assessment and used to engage staff in ongoing professional development and coaching.

Optimizing
Ongoing professional development activities are informed by data collected on the outcomes of professional development and coaching for continuous improvement.

Notes

5. A plan for MTSS implementation is developed and aligned with or part of the school improvement plan.

Not Implementing
No plan for MTSS implementation exists.

Emerging/Developing
The leadership team is engaging district, family, and community partners to identify stakeholder needs, as well as resources for and barriers to MTSS implementation.

Operationalizing
As part of the school improvement planning process, a plan is developed that specifies MTSS implementation.

Optimizing
A plan for MTSS implementation is updated, as needed based on student outcome and implementation fidelity data, as part of the school improvement planning process.

Notes:

6. The leadership team is actively facilitating implementation of MTSS as part of their school improvement planning process.

Not Implementing
The leadership team is not actively engaging in efforts to facilitate MTSS implementation.

Emerging/Developing
The leadership team engages in planning and has created a plan to facilitate implementation of the essential elements of MTSS.

Operationalizing
The leadership team provides support to educators implementing the essential elements of MTSS identified in the plan.

Optimizing
The leadership team uses data on implementation fidelity of the essential elements of MTSS to engage in data-based problem-solving for the purpose of continuous school improvement.

Notes:

7. The essential elements of MTSS implementation are defined and understood by school staff.

Not Implementing
No information on the essential elements of the school's MTSS is available.

Emerging/Developing
The essential elements of MTSS are in the process of being defined.

Operationalizing
The essential elements of MTSS are defined and communicated to school staff.

Optimizing
The curriculum, assessment, and instructional practices that define the school's essential elements of MTSS can be communicated by all school staff.

Notes:

8. The leadership team ensures professional development and coaching for all staff members on assessments and data sources used to inform decisions relative to job roles and responsibilities.

Not Implementing
Initial professional development is not provided to all staff members.

Emerging/Developing
The staff engages in initial, job-embedded professional development focusing on the following:
1) purpose and administration of assessment tools,
2) role of assessment/data sources in making instructional decisions,
3) analyzing and using assessment results to improve instruction,
4) using various types of data to inform instructional practices to meet the needs of diverse learners, and
5) communicating and partnering with families about data and assessment practices.

Operationalizing
The staff engages in ongoing professional development and coaching related to the administration of assessments and interpretation of the data/data sources. Professional development includes the following:
1) changes or updates to assessments/data sources,
2) changes to data collection, tracking and analysis, and
3) ongoing coaching on instructional practices and interpreting assessment results.

Optimizing
The leadership team analyzes feedback from staff as well as outcomes in order to identify professional development and coaching needs in the area of assessment/data sources in support of continuous improvement.

Notes:

9. The leadership team ensures professional development and coaching for staff members on data- based problem-solving relative to their job roles/responsibilities.

Not Implementing
Professional development does not focus on data-based problem-solving.

Emerging/Developing
Initial professional development on data-based problem-solving is provided that includes the following elements:
1) rationale for use of data-based problem-solving,
2) problem-solving steps to address school-wide, classroom, small-group and individual student needs, and
3) roles and responsibilities for team members engaging in data-based problem-solving.

Operationalizing
Ongoing professional development and coaching on data-based problem-solving is delivered and includes the following elements:
1) differentiation of professional development based on staff roles/responsibilities,
2) coaching,
3) modeling, practice, and collaborative feedback on problem-solving steps, and
4) support for collaboration and teaming skills.

Optimizing
Data on use of problem-solving skills and application are used to inform continuous improvement of professional development and coaching efforts.

Notes:

10. The leadership team ensures professional development and coaching for all staff on multi-tiered instruction and intervention relative to their job roles/responsibilities.

Not Implementing
No explicit connection to multi-tiered instruction and intervention is evident in professional development provided.

Emerging/Developing
Initial professional development on multi-tiered instruction and intervention is provided that includes the following elements:
1) rationale for and modeling of instruction and intervention design and delivery,
2) alignment/integration between the practices and MTSS,
3) guidance around data informed instruction design and delivery, as well as intervention design and delivery, that ensures optimal learning opportunities for all sub-groups of students, and
4) orientation on the essential behavioral practices of teaching school-wide expectations, acknowledging appropriate behavior, correcting errors.

Operationalizing
Ongoing professional development and coaching on multi-tiered instruction and intervention is provided that includes the following elements:
1) differentiation of professional development and coaching based on staff roles/responsibilities,
2) on-going coaching, and
3) modeling of, practice of, and collaborative feedback on, evidence-based practices.

Optimizing
The leadership team regularly uses data on student needs and implementation fidelity of evidence-based practices to continuously improve professional development and coaching efforts.

Notes:

11. Coaching is used to support MTSS implementation.

Not Implementing
No coaching is provided to build staff capacity to implement the critical elements of MTSS.

Emerging/Developing
Initial coaching is occurring that is focused primarily on facilitating or modeling the components of MTSS.

Operationalizing
Coaching activities are expanded to include the following:
1) opportunities to practice and
2) collaborative and performance feedback.

Optimizing
Data on professional development, implementation fidelity, and student outcomes are used to refine coaching activities.

Notes:

12. Schedules provide adequate time for professional development and coaching support.

Not Implementing
Schedules do NOT include time allocated to professional development and coaching for MTSS.

Emerging/Developing
Schedules include time allocated to professional development

Operationalizing
Schedules include time for ongoing coaching support.

Optimizing
Schedules permit personnel to access additional professional development and coaching support that is differentiated based on their needs.

Notes:

13. Schedules provide adequate time to administer academic, behavior, and social-emotional assessments needed to make data-based decisions.

Not Implementing
Schedules do NOT include time allocated to administer assessments needed to make decisions across tiers.

Emerging/Developing
Schedules include time for administration of academic, behavior, and social-emotional assessments for all students (e.g., universal screening).

Operationalizing
Schedules include time to administer progress monitoring assessments for students receiving supplemental and intensive support as specified (e.g., weekly or monthly assessments).

Optimizing
Schedules permit personnel to administer additional assessments (e.g., diagnostic assessments) across content areas when needed for data-based problem solving.

Notes:

14. The master schedule provides adequate time for multiple tiers of evidence- based instruction and intervention to occur.

Not Implementing
The master schedule is developed without consideration of student data and does not include time for multi-tiered interventions.

Emerging/Developing
The master schedule is developed utilizing student data and includes time for multi-tiered interventions.

Operationalizing
The master schedule facilitates effective implementation of multi-tiered interventions matched to student needs by area and intensity (core, supplemental, intensive).

Optimizing
The master schedule allows for flexible student groupings.

Notes:

15. The master schedule provides adequate time for staff to engage in collaborative, data-based problem-solving and decision- making.

Not Implementing
The master schedule does not provide opportunities for collaborative, data-based problem-solving and decision-making among staff.

Emerging/Developing
The master schedule provides opportunities to engage in collaborative, data-based problem-solving and decision-making among staff.

Operationalizing
The master schedule provides sufficient time for the process to occur with fidelity.

Optimizing
The master schedule provides opportunities for collaborative, data-based problem-solving and decision making among staff to occur in settings such as leadership team meetings, grade-level meetings, cross grade-level meetings, professional learning communities.

Notes:

16. Processes/procedures and decision-rules are established for data-based problem-solving at each tier.

Not Implementing
No systematic processes/procedures or decision-rules are established.

Emerging/Developing
Processes/procedures and decision-rules needed to engage in data-based problem-solving are developed and existing structures and resources are incorporated.

Operationalizing
The following are communicated to staff:
1) steps of problem-solving,
2) procedures for accessing, submitting, and using data, and
3) decision-rules needed to make reliable decisions.

Optimizing
Data-based problem-solving processes/procedures and decision-rules are refined based on data and feedback from staff, schedule changes, and resource availability.

Notes:

17. Resources available to support MTSS implementation are identified and allocated.

Not Implementing
No process exists for mapping and allocating resources available to support MTSS implementation.

Emerging/Developing
Leadership team members are gathering information on the personnel, funding, materials, and other resources available to support MTSS implementation.

Operationalizing
Resource inventories are established using the gathered information on the personnel, funding, materials, and other resources available to support MTSS implementation and plans for allocating the resources are established.

Optimizing
Existing resource maps and resource allocations are updated at least annually based on student need, available personnel, funding, materials, and other resources.

Notes:

18. Staff is engaged in consensus building activities for MTSS implementation.

Not Implementing
Staff is not provided opportunities to gain understanding of the need for MTSS.

Emerging/Developing
Staff is provided opportunities to gain understanding of the need for MTSS.

Operationalizing
Staff has opportunities to gain understanding of its relevance to their roles and responsibilities.

Optimizing
Staff understands the need for MTSS and its relevance to their roles and responsibilities and has opportunities to provide input on how to implement MTSS.

Notes:

19. Staff is provided data on MTSS implementation and student outcomes at all tiers.

Not Implementing
Staff is not provided any data regarding MTSS implementation nor student outcomes.

Emerging/Developing
Staff is provided data 1x/per year regarding MTSS implementation and student outcomes.

Operationalizing
Staff is provided data 2x/per year regarding MTSS implementation and student outcomes.

Optimizing
Staff are regularly (≥3x/year) provided data regarding MTSS implementation and student outcomes.

Notes:

20. The infrastructure exists to support the school's goals for family and community engagement in MTSS.

1) defined and monitored with data
2) linked to school goals in MTSS plan
3) include documented procedures for facilitating 2-way communication

Not Implementing
Family and community engagement are none of the above.

Emerging/Developing
Family and community engagement are 1 of the above.

Operationalizing
Family and community engagement are 2 of the above.

Optimizing
Family and community engagement are all of the above.

Notes:

21. Educators actively engage students, families, and community stakeholders at all tiers of MTSS.

1) engage students and families that represent the diverse population of the school
2) engage students and families in problem solving when their children need additional supports
3) provide intensive outreach to unresponsive families
4) increase the skills of families to support student learning

Not Implementing
Staff do none of the above.

Emerging/Developing
Staff do 1 of the above.

Operationalizing
Staff do 2-3 of the above.

Optimizing
Staff do ALL of the above.

Notes:

22. ACROSS ALL TIERS, Integrated data-based problem-solving for student attendance, behavior, social- emotional, and academic outcomes occurs across areas and grade levels.

Not Implementing
Attendance, behavior, social-emotional, and academic data may be collected BUT integrated data-based problem-solving by a team does not occur:
1) in 2 or more areas
2) in at least 50% of grade levels
3) at any tier.

Emerging/Developing
Integrated data-based problem-solving by a team occurs:
1) in at least 2 areas
2) in at least 50% of grade levels
3) at a single tier.

Operationalizing
Integrated data-based problem-solving by a team occurs:
1) in at least 3 areas
2) in at least 75% of grade levels
3) at least two tiers.

Optimizing
Integrated data-based problem-solving by a team occurs:
1) across all areas
2) in all grade levels
3) in all tiers.

Notes:

23. ACROSS ALL TIERS, multiple sources of data are used to identify the difference or "gap" between expected and current student outcomes relative to attendance, behavior, social-emotional, and academic goals.

Problem Identification

Not Implementing
The gap between expected and current student outcomes is NOT identified.

Emerging/Developing
The gap between expected and current student outcomes is identified.

Operationalizing
The gap between expected and current student outcomes is associated with specific attendance, behavior, social-emotional, and academic goals.

Optimizing
The data are used to identify the appropriate tier of instruction/ intervention (i.e.,“Is the gap best remedied through core changes, supplemental intervention matching, intensive intervention matching or a combination of these?”)

Notes:

24. ACROSS ALL TIERS, attendance, behavior, social- emotional, and academic data are used to analyze and hypothesize reasons students are not meeting expectations.

Problem Analysis

Not Implementing
Hypotheses are not developed for why students are not meeting expectations.

Emerging/Developing
Hypotheses are developed across relevant domains (instruction, curriculum, environment, and learner) for why students are not meeting expectations.

Operationalizing
Hypotheses are tested using multiple sources of data and across relevant domains (instruction, curriculum, environment, and learner).

Optimizing
Problem analysis results in a precise problem statement.

Notes:

25. ACROSS ALL TIERS, specific instructional/ intervention plans are developed and implemented based on verified reasons why students are not meeting attendance, behavior, social-emotional, and academic expectations.

Plan Implementation

Not Implementing
Instructional/intervention plans are NOT developed.

Emerging/Developing
Instructional/Intervention plans are developed based on verified reasons students are not meeting expectations.

Operationalizing
Instructional/ intervention plans consistently specify what will be done, by whom, when, and where with enough detail to be implemented.

Optimizing
Specific instructional/intervention plans are implemented with fidelity.

Notes:

26. ACROSS ALL TIERS, student progress specific to attendance, behavior, social/emotional, and academic goals are monitored (this includes progress towards IEP goals, DEP goals, LEP goals)

Plan Evaluation

Not Implementing
Progress monitoring does NOT occur, and student progress is NOT evaluated.

Emerging/Developing
Plans for monitoring progress toward expected student outcomes are developed.

Operationalizing
In most cases, data are collected to monitor student progress and intervention fidelity.

Optimizing
Changes are made to instruction/ intervention based on student responses.

Notes:

27. ACROSS ALL TIERS: Data-based problem solving includes regular analysis of performance of diverse groups across all areas.

Not Implementing
Data is not collected on student performance across diverse groups.

Emerging/Developing
Data on student performance across diverse groups is collected.

Operationalizing
The patterns of student performance are identified across tiers of instruction.

Optimizing
Data on student outcomes is used in MTSS evaluation.

Notes:

28. Resources for and barriers to the implementation of MTSS are addressed through a data-based problem-solving process.

Not Implementing
Data-based problem solving of resources for and barriers to implementation of MTSS does not occur.

Emerging/Developing
School leadership discusses resources for and barriers to implementation of MTSS, but does not collect data to assess implementation levels or develop action plans to increase implementation.

Operationalizing
School leadership discusses resources for and barriers to implementation of MTSS and does one of the following:
1) collects data to assess implementation levels
2) develops action plans to increase implementation

Optimizing
School leadership discusses resources for and barriers to implementation of MTSS and does both of the following:
1) collects data to assess implementation levels
2) develops action plans to increase implementation

Notes:

29. Core academic practices exist that are defined across grade levels/spans and content areas by essential components of instruction, curriculum and environment (ICE).

1. Instruction: specified design of culturally responsive instruction, practices for ensuring student engagement, opportunities for scaffolding, description of practice opportunities, etc.
2. Curriculum: materials/resources utilized, standards/goals addressed, defined scope/sequence of skills, etc.
3. Environment: grouping options, time (duration and frequency), behavioral expectations of students, etc.
4. Academic instruction defined in consideration of behavior and social-emotional instruction

Not Implementing
Core academic practices have not been defined across instruction, curriculum and environment for all grade levels/spans and content areas.

Emerging/Developing
Core academic practices have

been defined by all grade levels/spans and content areas AND include 1 of the above.

Operationalizing
Core academic practices have been defined by all grade levels/spans and content areas AND include 2-3 of the above.

Optimizing
Core academic practices have been defined by all grade levels/spans and content areas AND include all of the above.

Notes:

30. Core behavior practices exist that are defined schoolwide or across all grade levels/spans by essential components of instruction, curriculum and environment (ICE).

1. Instruction: culturally responsive design and delivery of explicit instruction for schoolwide behavior expectations and classroom rules, routines/procedures (e.g., classroom management) on an established schedule
2. Curriculum: a matrix of school-wide behavioral expectations with operational definitions of expected behavior by setting (behavior matrix), student/staff acknowledgement system for appropriate behaviors, and a well-defined continuum of consequences for problem behaviors
3. Environment: adult routines to promote success (i.e., active supervision, pre-corrects, clear definition of major/minor problem behaviors, consistent logical consequences, schedule for delivery of positive reinforcement, etc.)
4. Behavior practices defined in consideration of academic and social-emotional instruction

Not Implementing
Core behavior practices have not been defined across instruction, curriculum and environment schoolwide or for all grade levels/spans.

Emerging/Developing
Core behavior practices are defined at the school and/or grade level AND classroom level AND incorporate 1 of the above.

Operationalizing
Core behavior practices are defined at the school and/or grade level AND classroom level AND incorporate 2-3 of the above.

Optimizing
Core behavior practices are defined at the school and/or grade level AND classroom level AND incorporate all of the above.

Notes:

31. Core social-emotional practices exist that are defined schoolwide or across all grade levels/spans by essential components of instruction, curriculum and environment (ICE).

1. Instruction: specified design and delivery of culturally responsive social-emotional skill instruction
2. Curriculum: materials/resources utilized, standards/goals addressed (including social-emotional learning competencies)
3. Environment: grouping options, time (duration and frequency) of instruction and instructional delivery settings (i.e., within academic subject areas, separate time in the day, etc.)
4. Social-emotional practices defined in consideration of academic and behavior instruction

Not Implementing
Core social-emotional practices have not been defined across instruction, curriculum and environment schoolwide or for all grade levels/spans.

Emerging/Developing
Core social-emotional practices are defined at the school and/or grade level AND incorporate 1 of the above.

Operationalizing
Core social-emotional practices are defined at the school and/or grade level AND incorporate 2-3 of the above.

Optimizing
Core social-emotional practices are defined at the school and/or grade level AND incorporate all of the above.

Notes:

32. Supplemental academic practices exist that are defined across grade levels/spans and content areas by essential components of instruction, curriculum and environment (ICE).

1. Instruction: includes explicit instruction, modeling, guided practice, independent practice and culturally responsive practices
2. Curriculum: systematic sequence of skills with frequent formative assessment
3. Environment: students grouped appropriately by targeted skill areas and size based on program recommendations
4. Clear and consistently applied data decision rules for intervention entry/exit
5. Defined methods of monitoring student progress
6. Supplemental academic practices are defined in consideration of core instruction and behavior and social emotional instruction

Not Implementing
Supplemental academic practices have not been defined across instruction, curriculum and environment for all grade levels/spans and content areas. All content areas and grade spans do not have a standard treatment protocol/intervention matrix linked to core instruction.

Emerging/Developing
Across all grade spans/content areas, a supplemental level of support is defined within an intervention matrix with 1-3 of the above.

Operationalizing
Across all grade spans/content areas, a supplemental level of support is defined within an intervention matrix with 4-5 of the above.

Optimizing
Across all grade spans/content areas, a supplemental level of support is defined within an intervention matrix with all of the above.

Notes:

33. Supplemental behavior and social-emotional practices exist that are defined schoolwide or across grade levels/spans by essential components of instruction, curriculum and environment (ICE).

1. Instruction: includes modeling, guided practice and independent practice across settings to encourage generalization, and culturally responsive practices that is matched to student need
2. Curriculum: clear goals that include a systematic sequence of skills with frequent formative assessment
3. Environment: students grouped appropriately by targeted skill areas and size based on program recommendations
4. Clear and consistently applied data decision rules for intervention entry/exit
5. Defined methods of monitoring student progress
6. Supplemental behavior and social emotional practices are defined in consideration of academic instruction

Not Implementing
Supplemental behavior and social-emotional practices have not been defined across instruction, curriculum and environment schoolwide or for all grade levels/spans. All content areas and grade spans do not have a standard treatment protocol or intervention matrix linked to core instruction.

Emerging/Developing
Schoolwide or across all grade spans/levels, a supplemental level of support is defined within an intervention matrix with 1-3 of the above.

Operationalizing
Schoolwide or across all grade spans/levels, a supplemental level of support is defined within an intervention matrix with 4-5 of the above.

Optimizing
Schoolwide or across all grade spans/levels, a supplemental level of support is defined within an intervention matrix with all of the above.

Notes:

34. Intensive academic practices exist that are defined across grade levels/spans and content areas by essential components of instruction, curriculum, environment and learner (ICEL).

1. Instruction: includes explicit/direct instruction, repeated modeling, more intensive scaffolding, guided and independent practice, and culturally responsive practices
2. Curriculum: systematic sequence of skills with frequent formative assessment
3. Environment: students grouped appropriately by targeted skill areas and size based on program recommendations
4. Diagnostic processes for individual learners to ensure appropriate curricular and instructional match as well as appropriate intensification
5. Clear and consistently applied data decision rules for intervention entry/exit
6. Defined methods of monitoring student progress
7. Consideration of behavioral and social-emotional skill instruction/support

Not Implementing
Intensive academic practices have not been defined across instruction, curriculum, environment and learner for all grade levels/spans and content areas. All content areas and grade spans do not have a standard treatment protocol/intervention matrix.

Emerging/Developing
Across all grade spans/content areas, an intensive level of support is defined within an intervention matrix with 1-3 of the above.

Operationalizing
Across all grade spans/content areas, an intensive level of support is defined within an intervention matrix with 4-6 of the above.

Optimizing
Across all grade spans/content areas, an intensive level of support is defined within an intervention matrix with all of the above.

Notes:

35. Intensive behavior/social- emotional practices exist that are defined across grade levels/spans and content areas by essential components of instruction, curriculum, environment and learner (ICEL).

1. Instruction: includes culturally responsive strategies on preventing, teaching and responding to ensure skill generalization across multiple settings
2. Curriculum: sequence of targeted skills with frequent formative assessment
3. Environment: students grouped appropriately by targeted skill areas and size based on program recommendations, strategies for removing rewards for problem behaviors, specific rewards for desired behaviors, and safety elements where needed
4. Diagnostic processes that include operational description of the problem behavior, identification of context where problem behavior is most likely to occur and maintaining reinforcers of problem behavior
5. Clear and consistently applied data decision rules for intervention entry/exit 6. Defined methods of monitoring student progress and assessing ongoing fidelity of implementation
7. Family and/or community (may include mental health service provider) connection and two-way communication is specified with appropriate memorandums of understanding established with outside agencies
8. Consideration of needed academic supports when appropriate

Not Implementing
Intensive behavior/social-emotional practices have not been defined across instruction, curriculum, environment and learner for all grade levels/spans and content areas. All content areas and grade spans do not have a standard treatment protocol or intervention matrix.

Emerging/Developing
Across all grade spans/content areas, an intensive level of support is defined within an intervention matrix with 1-3 of the above.

Operationalizing
Across all grade spans/content areas, an intensive level of support is defined within an intervention matrix with 4-7 of the above.

Optimizing
Across all grade spans/content areas, an intensive level of support is defined within an intervention matrix with all of the above.

Notes:

36. A comprehensive assessment system is established, and staff understand and have access to academic, behavior and social-emotional data sources that address the following purposes of assessment:

1) identify students at-risk academically, socially, and/or emotionally
2) determine why students are at-risk
3) monitor student academic and social-emotional growth/progress
4) Inform academic and social-emotional instructional planning
5) determine student attainment of academic/behavioral outcomes.

Not Implementing
Staff does not have access to and understand attendance, behavior, social-emotional, and academic data sources that address the purposes of assessment.

Emerging/Developing
Staff understands the purposes of assessment within MTSS and the leadership team selects measures for the purposes of assessment across attendance, behavior, social-emotional, and academic areas that are reliable, valid and accessible, as well as culturally, linguistically, and developmentally appropriate.

Operationalizing
Staff engages in assessment with fidelity to do the following:
1) identify students who are at-risk (at least 3-4 times/year)
2) determine why students are at risk
3) monitor student growth/progress
4) inform instructional/intervention planning
5) determine student attainment of academic, behavior, and social- emotional outcomes

Optimizing
The leadership team and/or staff collaboratively and systematically evaluate and adjust assessment practices to ensure availability of accurate and useful data to inform instruction, and assessment tools are evaluated for continued value, usefulness, and cultural, linguistic, and developmental appropriateness.

Notes:

37. Policies and procedures for decision-making are established for the administration of assessments, access to existing data sources, and use of data.

Not Implementing
No policies and procedures are in place.

Emerging/Developing
The leadership team outlines policies and procedures for decision-making that include schedules for screening, use of diagnostic assessments, progress monitoring frequency, and criteria for determining tier(s) of support needed.

Operationalizing
Staff consistently administer assessments, access data sources and make data-based decisions using policies and procedures for decision-making with fidelity.

Optimizing
Adherence to and effectiveness of policies and procedures for decision making are evaluated regularly for efficiency, usefulness, and relevance for students and staff, and data are used to adjust the policies.

Notes:

38. Effective data tools are used appropriately and independently by staff.

Not Implementing
Staff does not have access to tools that efficiently provide data needed to answer problem solving questions for academics and behavior.

Emerging/Developing
The leadership team ensures availability of tools that can track and graphically display academic, behavior and social-emotional data, and staff is trained on the use of the tools, as well as on the responsibilities for data collection, entry, and management.

Operationalizing
Staff uses the data tools and is provided assistance as needed.

Optimizing
Data tools are periodically assessed, and the necessary changes are made in order to improve functionality, efficiency, and usefulness. Also, staff is proficient and independent with data tools and can easily support new staff members.

Notes:

39. Data sources are used to evaluate the implementation and impact of MTSS at least annually. Outcomes are shared with stakeholders.

Evaluation should occur across:
● All areas
● All tiers
● All diverse groups (e.g., racial/ethnic, cultural, social-economic, language proficiency, disability status)

Not Implementing
No data sources to evaluate implementation of the critical elements of MTSS have been identified.

Emerging/Developing
The leadership team has identified data sources that will be used to evaluate implementation of the essential elements of MTSS.

Operationalizing
The leadership team uses data sources to evaluate implementation and to make systemic improvements to the essential elements of MTSS.

Optimizing
The leadership team periodically conducts analyses to determine how implementation of essential elements of MTSS relate to positive student outcomes.

Notes:

40. Available resources are allocated effectively.

Not Implementing
Resources are NOT allocated based on student need and the availability of time, available personnel, funding, and materials.

Emerging/Developing
Resources are allocated based on student need.

Operationalizing
The relationship between the resources allocated and the outcomes of students is evaluated at least annually.

Optimizing
Processes and criteria for resource allocation are refined annually based on strategies that result in improved student outcomes.

Notes:

41. Data sources are monitored for consistency, accuracy, and timeliness in collection and entry procedures.

Not Implementing
Data sources are NOT monitored for accuracy or consistency.

Emerging/Developing
The leadership team ensures that staff understands the importance of accurate and consistent data collection practices and have provided professional development on policies and procedures for methods, types and frequency of data collection.

Operationalizing
The leadership team ensures that staff understands the importance of accurate and consistent data collection practices and have provided professional development on policies and procedures for methods, types and frequency of data collection.

Optimizing
The leadership team periodically conducts analyses to determine consistency and accuracy of data and adjusts as necessary.

Notes:

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