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

1. We have a coherent, comprehensive and systemic plan that outlines our approach to developing,  implementing, and sustaining a multi-tiered system of support.
2. Our system has embraced a culture of high expectations and continuous improvement.
3. We have developed appropriate, distributive leadership capacity for using a multi-tiered approach to instruction and intervention.
4. We systematically and regularly consider the quality and appropriateness of our instruction and intervention.
5. Systems and structures are in place to support a comprehensive and balanced assessment system.
6. 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.
7. We evaluate the efficacy of our overall MTSS system on a regular basis to ensure excellence.

II. Effective Collaboration

1. The essential elements of a collaborative school culture are in place to support MTSS-RtII.
2. School structures support collaborative engagement focus on improving student outcomes in both academics and behavior.
3. Our school has adopted and implemented structures that promote strong family-school relationships.
4. 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

1. All students have equitable opportunity and appropriate access to demanding content standards, high expectations, and excellent instruction.
2. All teachers are knowledgeable about current research on effective teaching practices in the fields they teach and apply those practices skillfully, flexibly, and responsively.
3. Instruction and intervention at all tiers are guided by an articulated framework for curriculum, instruction, and assessment, aligned with CCSS.
4. 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.
5. Our multi-tiered system begins with the highest-quality classroom instruction that is informed by research and supported by a standards-based curriculum.
6. When differentiated classroom instruction is not sufficient to meet students’ learning needs, we provide supplemental (additional) intervention that is tailored to their needs.
7. Students who require even more intensive or specialized instruction receive additional intervention services and supports; including, but not limited to, Special Education services.
8. 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

1. We have a range of assessment data aligned with the essential skills and understandings we expect students to achieve.
2. Our assessment tools and approaches provide data that are valid, reliable, accurate, and useful.
3. We closely, frequently, and systematically assess students and make regular and effective use of the data we collect to make decisions.
4. We effectively identify students who need closer monitoring and (potentially) interventions.
5. Our professional staff is well prepared to engage in continuous assessment as they work with students.
6. 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)

1. 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.
2. Our school/district/SU has appropriate structural support for high-quality professional learning and long-term sustainability.
3. All educators and staff engage in embedded professional learning that supports effective collaboration.
4. All educators and staff engage in embedded professional learning that supports the development and implementation of a comprehensive, balanced assessment system.
5. All educators and staff engage in embedded professional learning that supports high-quality instruction and intervention.
6. We use a well-designed evaluation process to determine whether the goals targeted by our professional learning.