SAM (Self-Assessment of MTSS Implementation) ADMINISTRATION TRAINING School District of Palm Beach County December 7, 2016

Advanced Organizer Objectives SAM Overview Administration Procedures Practice Using SAM Data -

Professional Learning Objectives Participants will: Develop the skills and knowledge necessary to facilitate SAM completion Practice applying the SAM rubric using a number of brief scenarios

Why This Instrument? Enhance capacity of districts to support MTSS with fidelity in schools Assess all components of MTSS Guide action planning towards improved implementation

FAQs Who completes the instrument? School leadership team members What are the steps for completing the instrument? Each member reviews the SAM Team completes one form based on consensus How long does it take to complete? Recommend 2-hour time block for first administration

Self Assessment of Multi-tiered Systems of Support (SAM) Instrument Overview

Content Domains Leadership Building the Capacity/Infrastructure for Implementation Communication and Collaboration Data-Based Problem Solving Three-Tiered Instructional/Intervention Model Data-Evaluation (39 items)

1. Leadership Integral to successful implementation Administrators and leadership teams critical Critical roles for leadership teams: Continuous professional development Strategic planning Model problem‐solving Critical roles for administrators: Communicate a mission and vision Provide resources Ensure data access Leadership is an integral part to successful implementation The building administration and school leadership team are critical to implementing MTSS at the school level They engage staff in continuous professional development related to implementing MTSS, strategically plan for MTSS implementation, and model a problem‐solving process for school improvement School principals also support the implementation of MTSS by communicating a mission and vision to school staff, providing resources for planning and implementing instruction and intervention, and ensuring that staff have educational data necessary to engage in data‐based problem‐solving.

2. Capacity/Infrastructure Critical for successful implementation Critical components: Ongoing professional development and coaching Emphasis on data‐based problem solving Multi‐tiered instruction and intervention Scheduling that allows time for problem solving and intervention Processes and procedures When engaging in a large‐scale innovation the need for building school wide capacity and infrastructure is critical There is typically a need for ongoing professional development and coaching with an emphasis on data‐based problem solving and implementing a multi‐tiered instruction and intervention model, scheduling that allows staff to engage in planning and implementing instruction and intervention, and processes and procedures for engaging in data‐ based problem‐solving

3. Communication and Collaboration Increases the likelihood that practices will be implemented and sustained Consensus among key stakeholders Feedback to implementers Stakeholders involved in planning Communication and collaboration with families and community Previous research and experiences in large‐scale implementation suggests that many innovations fail to be implemented due to a lack of consensus, lack of feedback to implementers to support continuous improvement, and not involving stakeholders in planning In addition to including stakeholders in planning and providing continuous feedback, it is also important to build the infrastructure to communicate and collaborate with families and other community partners These practices, often neglected in large‐scale educational implementation efforts, increase the likelihood that innovative practices will be implemented and sustained.

4. Data-Based Problem Solving Critical to MTSS implementation Includes problem solving across: Content areas Grade levels Tiers System Four‐step problem solving evaluated The use of data‐based problem solving to make educational decisions at a school‐, classroom‐, and student‐level is a critical component of MTSS implementation This includes the use of data‐based problem solving for student outcomes across content areas, grade levels and tiers, as well as the use of problem‐solving to address barriers to school wide implementation of MTSS While several models for data‐based problem solving exist, the four‐step problem solving approach evaluated in this instrument includes, 1) defining the goals and objectives to be attained 2) identifying possible reasons why the desired goals are not being attained 3) developing and implementing evidence‐based strategies to attain the goals 4) evaluating the effectiveness of the plan

5. Three-Tiered Instructional/Intervention Model Critical component of MTSS implementation In a typical model, the three tiers include: Tier 1: Core/Universal Tier 2: Strategic/Supplemental Tier 3: Intensive/Individualized Consider both academic and social‐emotional/behavioral instruction and interventions The three‐tiered instructional/intervention model is another critical component of MTSS implementation In a typical model, the three tiers include: Tier 1: instruction that all students receive Tier 2: additional, supplemental instruction or intervention provided to students not meeting benchmarks Tier 3: intensive, small‐group or individual interventions provided to students exhibiting significant barriers to learning the skills required for school success Within an MTSS model, it is critical to consider both academic and social‐emotional/behavioral instruction and interventions when examining this domain

6. Data/Evaluation Importance of data‐based problem solving establishes a need for data and evaluation system Staff understand and have access to data Efficient and user-friendly data system Implementation fidelity data Given the importance of data‐based problem solving within an MTSS model, the need for a data and evaluation system becomes evident In order to engage in data‐based problem solving, school staff need to understand and have access to data sources that address the four purposes of assessment (i.e., universal screening, diagnostic assessment, formative evaluation, and summative evaluation) An efficient and useful data management system, as well as procedures and decision‐making protocols for administering assessments and using data, allows school staff to access student data and use it to make educational decisions In addition to student data, data on the fidelity of MTSS implementation allows school leadership to examine the current status of MTSS implementation in the school and make systemic changes for improving implementation

Scoring Rubric “0” = Not Implementing “1” = Emerging/Developing “2” =Operationalizing “3” = Optimizing

Administration Procedures Self Assessment of Multi-tiered Systems of Support (SAM) Administration Procedures

Administration Procedures Instrument distributed to school leadership team members Members independently review instrument and think about school ratings School leadership team meets Facilitator guides team through instrument, establishing consensus on the rating for each item Designated team member enters final version into Survey Monkey During the meeting or afterward * Please note: Survey Monkey link does not permit session pause and re-entry

https://usf.az1.qualtrics.com/jfe/form/SV_57S9uWloUYYcuFL Link for SAM Data Entry https://usf.az1.qualtrics.com/jfe/form/SV_57S9uWloUYYcuFL

Self Assessment of Multi-tiered Systems of Support (SAM) practice

Scenario 1: Item 2 Sunshine Elementary has a school leadership team that consists of a principal, assistant principal, 1st grade general education teacher, 4th grade special education teacher, reading coach, school psychologist, and school guidance counselor. The team has been working together to discuss strategies to facilitate MTSS implementation in their school. The team received a brief training that highlighted the critical components of an MTSS model, but have received no further professional development.

Scenario 2: Item 8 The school leadership team at Sunshine Elementary recently provided an introductory MTSS training to all school staff. The training focused primarily on data-based problem-solving at different levels (e.g., school, classroom, small-group, student), as well as, roles and responsibilities for staff engaging in data-based problem-solving. Following the introductory training, the school leadership team began planning how to provide follow-up coaching and modeling, but has yet to finalize an ongoing professional development plan.

Scenario 3: Item 17 The staff at Sunshine Elementary received training on MTSS at the start of the school year. The training focused on the rationale and need for implementing a MTSS model, as well as, how implementation efforts relate to the roles and responsibilities of staff members. Mid-way through the year, the school leadership team collected information from school staff regarding implementation efforts. School staff were asked to provide information on their perceptions of the MTSS implementation efforts and provide input on resources and barriers to implementing components of an MTSS model. The school leadership team is in the process of reviewing the results of the survey and using the information to guide future professional development and implementation efforts.

Scenario 4: Item 27 The school leadership team completed a self-assessment of MTSS implementation at the beginning of the school year. The team then collected information on resources and barriers to implementing components of a MTSS from school staff through a survey. The team met recently to review the results of the self-assessment and staff survey, but ran out of time before they were able to discuss next steps. A meeting is scheduled for next month to briefly review to results and action plan next steps to improve implementation efforts.

Scenario 5: Item 31 Prior to this year, the school leadership team and staff have focused primarily on the implementation of instruction and interventions to improve academic performance, with little focus on behavior issues. The team is in the beginning stages of discussing implementation of instruction and intervention for behavior performance and is working with an external project to discuss data collection tools to assess baseline behavior performance in the school.

Scenario 6: Item 35 After attending an MTSS training over the summer, the school leadership team met to discuss the administration of assessments and how to use data being collected. The team created a school-wide protocol for data collection and decision-making. The protocol, to be used by all staff, includes information on when to screen students, how to use diagnostic assessments, how frequently to progress monitor students receiving interventions, and how to determine whether students need Tier 1, 2, and/or 3 instruction/interventions. The plan has been finalized by the school leadership team, but has not been disseminated to school staff and no training on the protocol has been delivered.

How can the SAM help schools? Using SAM Data How can the SAM help schools?

Areas of strength

Additional Benefits Reflection Team building Increase common understanding Increase common language Professional learning

Review or Learn More SAM Technical Assistance Manual available on PS/RtI Project website http://floridarti.usf.edu Resources > Program Evaluation > SAM Technical Assistance Manual Description Scoring Technical Adequacy Appendix A: Copy of the SAM

Questions?