Granite School District Multi-Tiered Systems of Support (MTSS) Implementation Assessment for Schools

This self-assessment will help schools assess their degree of implementation of three essential elements in the MTSS system: Collaboration, Continuous Review of Student Progress, and High Quality Instruction. The purpose of this instrument is two-fold: to help schools assess their current levels of consensus, infrastructure development, and implementation of the MTSS model; and to assist educators in progress monitoring implementation of the MTSS model. This information will be used to guide schools in actions to facilitate MTSS implementation. The data will help both schools and the district evaluate the extent to which actions taken to facilitate MTSS implementation have been successful.

Adapted from Wisconsin Response to Intervention (MTSS) Self-Assessment for Schools and Districts and Self-Assessment of Problem-Solving Implementation (SAPSI) http://www.floridarti.usf.edu/

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Granite School Districts Multi-Tiered Systems of Support is: Built on the foundation of collaboration using the Professional Learning Community model; Used by MTSS/Student Support Teams to examine student data within a problem-solving structure and ensure that academic, social-emotional, advanced, and English language learners are achieving positive academic and behavioral learning outcomes using a model of tiered prevention supports; Each tier includes a hierarchy of instruction and intervention matched to meet student need, whether that need be best addressed by the core curriculum, the core with supplemental time and materials, or the core with supplemental and individualized time and materials.

Adapted from Wisconsin Response to Intervention (MTSS) Self-Assessment for Schools and Districts and Self-Assessment of Problem-Solving Implementation (SAPSI) http://www.floridarti.usf.edu/

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Directions for Administration of the Implementation Assessment

Who Should Complete the Assessment? The school-based leadership team (SBLT) that oversees MTSS should complete this assessment. This team should be comprised of approximately six to eight staff members who take a leadership role in facilitating MTSS implementation in your school. Membership should have the following roles represented: administration, general education, student services, special education, and content specialists (e.g., reading, math, behavior). Who Should Use the Results for Decision Making? The SBLTs who complete the assessment should receive the results for their school. District-based Leadership Team members also should receive results for the districts schools individually as well as aggregated at the district level.) Results of the assessment will guide both schools and the district in how to support implementation, provide access to professional development, and increase student outcomes. Directions for Administration Step 1: An identified facilitator (e.g., Integrated Supports Coach, Principal, team facilitator) reviews the assessment to ensure format and content are understood by the team members. Step 2: Each team member completes the assessment individually. Copies of the assessment can be distributed approximately one week before the meeting to provide team members adequate time to complete the assessment and be ready to contribute to the discussions. Step 3: The facilitator guides the discussion until consensus is reached among the group regarding the score for each item. The facilitator records the final responses to be submitted. Group completion typically takes 30 minutes to 2 hours depending on the amount of discussion required to reach consensus on each item.

Adapted from Wisconsin Response to Intervention (MTSS) Self-Assessment for Schools and Districts and Self-Assessment of Problem-Solving Implementation (SAPSI) http://www.floridarti.usf.edu/

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Section One: Guiding Principles of MTSS

Use this section to discuss the guiding principles for MTSS as they relate to our district and to your school.

Guiding Principles for MTSS

The guiding principles were developed in collaboration with district department directors to help guide the direction for MTSS in Granite School District. Discussions about these principles are the first step in developing a common understanding and vision for moving forward. Guiding Principles What does this mean in our How do we know? What does this mean in our How do we know? district? Evidence-Based Practices school? Evidence-Based Practices MTSS is for ALL children and All schools in Granite District 21st Century Board goals ALL educators and All School provide appropriate academic support all students and all and District leaders. and social-emotional support educators. for student learning. District-level MTSS planning Educators have appropriate team support, resources, and Instructional Framework opportunities for professional Student Support Team (SST) development built on the PLC process and documentation model. 24 active PBIS schools Collaboration time for teachers K-12 Integrated Supports Coaches in all schools SIOP coaches and instruction Gifted & advanced programs Dual immersion classrooms MTSS values and relies on Each tier includes a hierarchy Utah State Core Standards high quality instruction. of instruction and GSD Instructional Framework intervention matched to meet *District-wide curriculum student need whether that guides and pacing maps need be best addressed by *District-wide approved the core curriculum, the core textbooks, resources, and with supplemental time and technology materials, or the core with *District-wide common supplemental and assessments (universal
Adapted from Wisconsin Response to Intervention (MTSS) Self-Assessment for Schools and Districts and Self-Assessment of Problem-Solving Implementation (SAPSI) http://www.floridarti.usf.edu/ Page 4

individualized time and materials.

Success for MTSS begins at the classroom level and relies on collaboration among ALL school stakeholders.

Differentiated instruction and flexible grouping determined through data-driven decisions based on the problem-solving model. PLC foundations used within collaboration.

MTSS emphasizes a commitment to academics, social/emotional, ELLs, and advanced learners.

A multi-tiered approach to the early identification and support of students with learning and social/emotional needs.

screeners, benchmark tests) STATIS appraisal process WIDA Standards AVID/AP/IB/Gifted Administrative Observations Instructional coaches/specialists Dual Immersion Great Beginnings mentoring for new teachers *Culture of PLC collaboration system-wide *District-wide PLC training for admins *Site-based training for teachers *Collaboration time for teachers K-12 *K-6: twice/month *7-12: weekly *Utah State Core Standards *GSD Instructional Framework *District-wide curriculum guides and pacing maps *District-wide approved textbook, resources, and technology *District-wide common assessments (universal screeners, benchmark tests) District 3-tiered model of student support Student Support Team (SST) process and documentation 24 active PBIS schools
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Adapted from Wisconsin Response to Intervention (MTSS) Self-Assessment for Schools and Districts and Self-Assessment of Problem-Solving Implementation (SAPSI) http://www.floridarti.usf.edu/

Designed for use when making decisions in both general education and special education, creating an integrated system of instruction and intervention guided by student outcome data.

MTSS values and relies on the balanced use of multiple assessments to inform instructional practices.

Granite District provides assessment for the ongoing process of gathering information from multiple sources to make educational decisions for both academics and social/emotional development.

Integrated Supports Coaches in all schools and specialized programs Support personnel: *Behavior specialists; Psychologists; Social workers; Counselors; nurses/OT/PT; language specialists Instructional coaches and specialists IB/AP/AVID programs CTE classes and GTI Dual Immersion Preschool program Highly qualified teachers Engagement strategies District-wide common assessments *Summative Testing CRT *Formative *Mastery Benchmarks Acuity Benchmark *Universal Screening Acuity Progress, DIBELS, SRI *Progress monitoring Acuity Progress, DIBELS, others *Checks for understanding Teacher created, program tools *WIDA/UALPA *Gifted testing Behavior assessments: *Office discipline referrals *Attendance data *Individual assessments
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Adapted from Wisconsin Response to Intervention (MTSS) Self-Assessment for Schools and Districts and Self-Assessment of Problem-Solving Implementation (SAPSI) http://www.floridarti.usf.edu/

MTSS is an ongoing, systemic process, not a temporary program.

MTSS emerged from and relies on principles derived from scientific research and evidence-based practice.

MTSS is a commitment to ensure all students receive high quality, differentiated, culturally responsive academic and social/emotional instruction through the general education program. It is designed to meet the needs of and ensure positive outcomes for all students. The skilled and highly qualified classroom teachers and support personnel make use of scientifically-based instruction and strategies. Differentiated instruction using flexible and fluid grouping is used to meet the needs of all students and ensure positive outcomes based on common formative assessments.

*Collaboration time built into contract time *MTSS and SST teams in schools *Grade level/department teams *Professional development *Mentoring and coaching

GSD Instructional Framework *District-wide curriculum guides and pacing maps *District-wide approved textbooks, resources, and technology *District-wide common assessments (universal screeners, benchmark tests) *PLC Collaboration model *STATIS appraisal process *Common assessments

Adapted from Wisconsin Response to Intervention (MTSS) Self-Assessment for Schools and Districts and Self-Assessment of Problem-Solving Implementation (SAPSI) http://www.floridarti.usf.edu/

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Section Two: Essential Elements of MTSS After your team has completed the discussion from Section One: Guiding Principles for MTSS, use the next section to discuss questions organized around the essential elements of MTSS. Come to consensus about your schools level of implementation for each question to guide your teams steps toward successful decision-making and student outcomes. In the column labeled Comments/Evidence, please write any comments, explanations, and/or evidence relevant to your teams response. In the Status column, write the letter of the option (N, I, A, M) that best represents the level of consensus your School-Based Leadership Teams response indicates. Use the following response scale:

Not Started (N)(The activity occurs less than 24% of the time)

In Progress (I)(The activity occurs approximately 25% to 74% of the time)

Achieved (A)(The activity occurs approximately 75% to 100% of the time) Maintaining (M)(The activity was rated as achieved last time and continues to occur approximately 75% to 100% of
the time)

Adapted from Wisconsin Response to Intervention (MTSS) Self-Assessment for Schools and Districts and Self-Assessment of Problem-Solving Implementation (SAPSI) http://www.floridarti.usf.edu/

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Essential Element #1: Collaboration Collaboration is a process during which people work together toward common goals. Collaboration as part of an MTSS system includes: Inclusive discussion and planning as part of building a solid foundation and infrastructure. Formal and informal discussion among educators and families about the individual needs of students. Component 1: Building Consensus and Purpose: In this component, collaboration includes: Shared vision for moving forward Shared responsibility for key decisions Indicators The schools vision of MTSS supports the belief that all students are our students and is communicated through public statements of support and written policies and procedures to provide appropriate academic and social-emotional support for student learning. Professional Learning Communities are used to collaborate and communicate around shared academic decisions and behavior expectations. Evidence Status (N,I,A,M)

Foundational practices of PLC (agendas, norms, roles, responsibilities, and consensus) are used throughout all meetings including: MTSS/SST, faculty, grade level/department collaboration. A systematic, ongoing communication plan is in place to achieve consensus with all stakeholders.

Adapted from Wisconsin Response to Intervention (MTSS) Self-Assessment for Schools and Districts and Self-Assessment of Problem-Solving Implementation (SAPSI) http://www.floridarti.usf.edu/

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Component 2: Systems and Infrastructure Support: In this component, collaboration includes: Development of shared goals and processes that support the collaborative vision of MTSS Shared accountability for outcomes and an interdependence among educators, families, and the community to achieve goals Development of structures and systems that support shared goals Indicators Evidence MTSS/SST teams are established and meeting at least monthly with representation from all stakeholders including administrator, grade level /department, ALP, GT, content, behavior and data specialists, and parent as appropriate. School-wide multi-tiered systems of supports for behavior (PBIS) are clearly defined. School-wide multi-tiered systems of supports for academics are clearly defined. Structured collaboration time occurs during the school day and is built into the schools master schedule. SSAP is developed with faculty and community input and support. Action Steps align with schoolwide SMART goals. Component 3: Implementation: In this component, collaboration includes: A fluid, dynamic system in place to support all students Shared accountability for outcomes and an interdependence among educators, families, and the community to sustain best practices Indicators Evidence Teams implement a problem-solving process using data to: identify the problem; define why it is happening; plan interventions and evaluate the effectiveness of the interventions. Standard procedures are in place in each PLC to collect, analyze and share multiple sources of student data/ information.
Adapted from Wisconsin Response to Intervention (MTSS) Self-Assessment for Schools and Districts and Self-Assessment of Problem-Solving Implementation (SAPSI) http://www.floridarti.usf.edu/

Status (N,I,A,M)

Status (N,I,A,M)

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Academic and behavioral decisions include parental input.

Essential Element #2: Continuous Review of Student Progress Continuous Review of Student Progress includes a balanced, systematic review of data to determine: Where a student or a group of students is at academically or behaviorally (screening) How students are responding to differentiated instruction of the core curricula (ongoing assessment) How students are responding to additional supports, increases in rigor, or intervention (monitoring of progress) Component 1: Building Consensus and Purpose: In this component, Continuous Review of Student Progress includes: Developing proficiency with the administration and use of assessments Developing understanding of a balanced assessment system including formative data (informal checks for understanding, common formative assessments, benchmarks, and screening), and summative data(end of year tests) Developing understanding of how to use a balanced assessment system to make informed decisions about instruction and programming for social/emotional learning and academics Indicators Evidence The school values the collection and use of a balanced assessment system. Educators know which assessments to use and how to analyze the data to adjust their instruction. Educators understand how various academic and behavioral assessments work together to give a complete picture of every student. Educators value ongoing progress monitoring of students academic and behavioral performance to inform instructional decisions. Educators, students, and families understand the relationship between assessments, instruction, tiered supports and program tools.
Adapted from Wisconsin Response to Intervention (MTSS) Self-Assessment for Schools and Districts and Self-Assessment of Problem-Solving Implementation (SAPSI) http://www.floridarti.usf.edu/ Page 11

Status (N,I,A,M)

Component 2: Systems and Infrastructure Support: In this component, Continuous Review of Student Progress includes: Building the infrastructure necessary to implement a balanced assessment system that includes regular checks for understanding, universal screeners, benchmarks, progress monitoring probes, and state standardized assessments; Developing a process for decision-making regarding the use of the data. Indicators Evidence Status (N,I,A,M) School-wide data are collected using a balanced assessment system with procedures to ensure implementation fidelity/quality (i.e., academic, social/emotional, gifted/advanced learners, ELLs). A process is in place to store annual school-wide data for the purpose of year-to-year data comparisons. Roles and responsibilities for data collection are clearly defined. Data protocol procedures are in place to analyze school-wide and individual student data. Data-driven decisions are based on agreed upon decision criteria; however, decisions are flexible and fluid, responding to the school or students needs. Hyper link to decision tree A system is in place for sharing data in partnership with students and their families. Component 3: Implementation: In this component, Continuous Review of Student Progress includes: A systematic process of data gathering and interpretation to make informed decisions about student progress in academics and behavior in o Core instruction (Tier I); o Differentiation (Tiers I, II and III); o Additional supplemental, targeted interventions (Tiers II and III). Indicators Evidence Educators implement all district assessments from the district assessment system with fidelity, including:
Adapted from Wisconsin Response to Intervention (MTSS) Self-Assessment for Schools and Districts and Self-Assessment of Problem-Solving Implementation (SAPSI) http://www.floridarti.usf.edu/ Page 12

Status (N,I,A,M)

School-wide data are analyzed by staff after each benchmarking session (e.g., staff meetings, team meetings, department, or grade-level meetings). SSAP goals are compared quarterly against schoolwide formative assessment data to determine if school is on target to meet goals. Students use feedback from formative, benchmark, and summative assessments to chart progress and set goals. Families are informed of the data used in decision making regarding student progress. Administrators share school-wide data at network meetings to look for trends and problem solve. Data from a balanced assessment system are analyzed to identify students needing differentiated group interventions and individualized interventions for academics, language or behavior (Tier II and III). Diagnostic assessments are administered to at-risk students to identify specific deficits (Tier II and Tier III). Individual student progress monitoring data are utilized to determine response to Tier II and Tier III interventions.
Adapted from Wisconsin Response to Intervention (MTSS) Self-Assessment for Schools and Districts and Self-Assessment of Problem-Solving Implementation (SAPSI) http://www.floridarti.usf.edu/ Page 13

Kindergarten Assessments DIBELS Next Scholastic Reading Inventory (SRI) Acuity Universal Screening and Benchmark Assessments WIDA English language proficiency assessment UALPA Gifted and Talented Testing Direct Writing Assessment (DWA) Criterion Reference Test (CRT) Utahs Alternative Test (UAA)

Essential Element #3: High Quality Instructional Practice High Quality Instructional Practice responds to individual differences in a learning community/classroom. Inherent to high quality instruction is rigorous content delivered through differentiated instruction. Instructional activities are culturally relevant and put the student at the center of academic and social learning, with the students needs driving instruction, not programs or curricula. High quality instruction is vital to informing additional support, challenge, and intervention. High quality instruction as part of an MTSS system involves: Multiple ways for students to acquire and apply expected knowledge and skills; Multiple ways to motivate and challenge students; and Multiple ways for students to demonstrate and teachers to assess student progress. Component 1: Building Consensus and Purpose: In this component, High Quality Instruction includes: Shared vision for expected knowledge, skills, and dispositions; Common understanding of the need for highly qualified instructional staff; and Common understanding about the diversity of all learners. Indicators Evidence Status (N,I,A,M) School personnel share a common understanding of the importance of highly qualified instructional staff. Educators and staff demonstrate understanding of cultural competency as it relates to their students, their families, and their communities. Component 2: Systems and Infrastructure Support: In this component, High Quality Instruction includes: Developing systems that promote instruction of expected knowledge, skills, and dispositions; Creating systems to develop and support highly qualified educators; and Creating systems to support the diversity of all learners. Indicators Evidence Status (N,I,A,M) School follows District curriculum maps and ensures instruction of State Core standards. Universal screening assessments are linked to discussions and decisions about high quality core curriculum.

Adapted from Wisconsin Response to Intervention (MTSS) Self-Assessment for Schools and Districts and Self-Assessment of Problem-Solving Implementation (SAPSI) http://www.floridarti.usf.edu/

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Benchmarks are established and linked to curricular scope and sequence. The school master schedule meets the learning needs of all students (including: flexible grouping, ELD/ESL, SPED, enrichment and intervention time). Procedures are in place to monitor the fidelity of intervention implementation Component 3: Implementation: In this component, High Quality Instruction includes: A curriculum that articulates expected knowledge, skills, and dispositions; Opportunities for developing and retaining highly qualified instructional staff; and Systems to enhance differentiated learning opportunities for all students. Indicators Core curriculum is implemented by educators with differentiation for individual student needs. Positive behavior expectations are agreed upon, explicitly taught, and reinforced by all stakeholders. Corrective feedback procedures are in place. Differentiated professional development is primarily driven by school-wide data indicating area of need and is linked to the SSAP. Frequent checks for understanding inform the teacher in order to make real-time adjustments to teaching and learning Learning opportunities include materials that are culturally relevant to students, families, and communities. Students in need of academic support receive supplemental interventions and additional supports to the core curriculum which are aligned with the MTSS model using research-based best practices. Students in need of social/emotional support receive supplemental behavioral interventions and additional supports which are aligned with the MTSS model using research-based best practices.
Adapted from Wisconsin Response to Intervention (MTSS) Self-Assessment for Schools and Districts and Self-Assessment of Problem-Solving Implementation (SAPSI) http://www.floridarti.usf.edu/

Evidence

Status (N,I,A,M)

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