There are 5 Major sections to the Self-Assessment Tool – one for each component of the Vermont MTSS-RtII approach.
• The Overview of Items contains a listing of the “Characteristics” for each of the 5 components. You will be rating your school/district on a scale of 1-4 for each Characteristic.
• On the Self-Assessment itself, there are “Indicators of Success” for each of the characteristics. Do NOT rate each of the indicators, but do use them to make a judgment about where you school/district stands in regards to the Characteristic.
CHARACTERISTICS for Each of 5 Components
I. Systemic and Comprehensive Approach
- We have a coherent, comprehensive and systemic plan that outlines our approach to developing, implementing, and sustaining a multi-tiered system of support.
- Our system has embraced a culture of high expectations and continuous improvement.
- We have developed appropriate, distributive leadership capacity for using a multi-tiered approach to instruction and intervention.
- We systematically and regularly consider the quality and appropriateness of our instruction and intervention.
- Systems and structures are in place to support a comprehensive and balanced assessment system.
- Our SU and district have an effective system to support professional learning and regularly evaluate the utility and effectiveness of professional development related to a tiered instruction system.
- We evaluate the efficacy of our overall MTSS system on a regular basis to ensure excellence.
II. Effective Collaboration
- The essential elements of a collaborative school culture are in place to support MTSS-RtII.
- School structures support collaborative engagement focus on improving student outcomes in both academics and behavior.
- Our school has adopted and implemented structures that promote strong family-school relationships.
- Collaborative problem solving and use of data are well-established in our school/district
(SEE ALSO: Items in other component areas of the self-assessment)
III. High-quality Instruction and Intervention
- All students have equitable opportunity and appropriate access to demanding content standards, high expectations, and excellent instruction.
- All teachers are knowledgeable about current research on effective teaching practices in the fields they teach and apply those practices skillfully, flexibly, and responsively.
- Instruction and intervention at all tiers are guided by an articulated framework for curriculum, instruction, and assessment, aligned with CCSS.
- Teachers use relevant assessment data to differentiate and provide instruction that is responsive to students’ diverse strengths and needs, and is focused on accelerating academic success and/or enhancing socially-effective behavior so that all students meet grade-level standards.
- Our multi-tiered system begins with the highest-quality classroom instruction that is informed by research and supported by a standards-based curriculum.
- When differentiated classroom instruction is not sufficient to meet students’ learning needs, we provide supplemental (additional) intervention that is tailored to their needs.
- Students who require even more intensive or specialized instruction receive additional intervention services and supports; including, but not limited to, Special Education services.
- Instruction and intervention are carefully orchestrated so that they provide a comprehensive, coherent, and tailored program of instruction for all students, within and across grade levels.
IV. Comprehensive Assessment System
- We have a range of assessment data aligned with the essential skills and understandings we expect students to achieve.
- Our assessment tools and approaches provide data that are valid, reliable, accurate, and useful.
- We closely, frequently, and systematically assess students and make regular and effective use of the data we collect to make decisions.
- We effectively identify students who need closer monitoring and (potentially) interventions.
- Our professional staff is well prepared to engage in continuous assessment as they work with students.
- Our assessment data are used to examine and inform the systems that support student achievement, including the quality of instruction and intervention.
V. Well-designed Professional Learning (Expertise)
- Our school has a long-term professional learning (professional development) plan to support the systematic and comprehensive approach to professional learning related to MTSS-RTII.
- Our school/district/SU has appropriate structural support for high-quality professional learning and long-term sustainability.
- All educators and staff engage in embedded professional learning that supports effective collaboration.
- All educators and staff engage in embedded professional learning that supports the development and implementation of a comprehensive, balanced assessment system.
- All educators and staff engage in embedded professional learning that supports high-quality instruction and intervention.
- We use a well-designed evaluation process to determine whether the goals targeted by our professional learning.