The purpose of this tool is to support your school/SU/SD as you develop and adopt a multi-tiered system of supports designed to improve instruction and intervention for all students in the areas of behavior and academics. This Self-Assessment Tool (SAT) is based on Vermont’s MTSS-RtII Guiding Principles and the MTSS-RtII Field Guide. Each of the components of the self-assessment links back to the Field Guide.
The SAT is designed to be completed collaboratively by a team of educators. You may include as many people as you wish. There are several individuals, however, who must participate:
a. Building administrator(s)
b. Classroom teachers(s)
c. Special educator(s)
d. Reading and/or math specialist(s)
e. Curriculum specialist (if appropriate)
f. Assessment coordinator (if appropriate)
g. School counselor/behavior specialist/PBIS coordinator
At least one individual should be knowledgeable about the Field Guide and poised to help team members use it as a resource.
Before You Begin
- Identify the team/group of individuals who will participate in this self-assessment process.
- You may be completing this self-assessment from a district/supervisory union perspective or from the perspective of an individual school. If you are responding as a SU/SD, please be sure that there are representatives from the district/SU.
- Allocate at least two (2) meeting times, totaling 3-4 hours, to complete the self-assessment and reflect on the results. Our pilot experiences suggest that this cannot be done effectively in one sitting. (Additional time is likely to be required to address the implications of this SAT and to create an action plan.)
- Identify one or more individuals who will compile the information.
Completing the Self-Assessment
1. There are 5 Major sections to the Self-Assessment Tool – one for each component of the Vermont MTSS-RtII approach.
e. Professional Learning
2. The Overview of Items in the front 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.
a. Be sure to read the Characteristic and consider it carefully.
b. 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 your school/district stands in regards to the Characteristic.
3. Complete each section as a whole group (see directions on the Self-Assessment). You will be creating a global score for each of the five components based on a rating scale of 1-4 and a range of characteristics (from 4-8).
a. These “scores” are designed only to provide you a means of deciding which area(s) are a relative strength for your school/SU/SD and which are area(s) that require attention.
b. There is no expectation that any school/SU/SD would ever be “perfect” – these are complex components that are likely to require continuing attention over time.
c. These scores are not metrics that permit comparison across settings; schools may use somewhat different evaluative criteria and data to reflect and assess.
d. However, a school/SU/SD should revisit their own self-assessment results after a period of time (i.e., annually) to determine whether progress has been made in your context.
4. The real value of this self-assessment is not the “score” for any component. Rather, it is the conversation and discussion that is prompted as teams complete the survey, as well as the resulting actions that improve student learning.
5. After each component, take time to summarize your work in writing, using the Feedback Form provided. (You will have 5 forms, one for each component.)
Reflecting on the Process and Providing Feedback
1. Component Analysis: Use the Summary Form for each component.
a. What does it tell you about your current strengths?
b. What does it tell you about concerns that you will need to address?
c. What don’t you know? (I.e., do you need to collect more information or do research to further understand the practices that would result in improved student learning?)
2. Summary Analysis and Reflection: Examine your results across all 5 components.
a. What next (action) steps are evident at this time?
b. What existing initiatives can be brought to bear on this?
i. How? By whom?
ii. Specify how this existing initiative supports existing initiatives?
c. Prioritize the area(s) that you will address.
d. Embed these concerns in your action planning.
Extended Reflection – Optional
For schools/SUs that have been engaged in MTSS-RtII work for more than a year and would like to improve the impact and results:
1. What did you learn from the Self-Assessment about issues that you are already addressing?
2. Consider the indicators for each characteristic very carefully. You may have made great progress in some areas but significant improvement, especially in challenging areas, can depend on more nuanced and/or comprehensive responses.
3. Reflect on Guskey’s levels of impact. Have you considered your efforts in terms of:
a. Level 1-Reaction: How useful and well-received the efforts have been for professionals?
b. Level 2-Learning: How well professionals have acquired the knowledge and skills required?
c. Level 3-Organization: What impact has the work had on the system and how broadly is it supported?
d. Level 4-Use: How effectively are we applying, using, and implementing the work that has been undertaken?
e. Level 5-Student Outcomes: What impact has this work had on student performance, achievement, and disposition?
4. Revisit the Field Guide for component areas that need priority attention. Engage in close reading and extended discussion with your team/colleagues.
5. Identify additional resources and/or experiences that can strengthen the work.