1. Florida’s MTSS Project: Self-Assessment of MTSS (SAM)

2. Advanced Organizer MTSS overview Our Inter-Project vision of MTSS
Content domains, scoring rubric, and item overview and description
Administration procedures -

3. MTSS Overview

4. MTSS Overview MTSS is an evidence-based model of educating students
Data-based problem solving is essential
Academic and behavioral instruction and intervention are interrelated
Need-driven decision-making is necessary to ensure that resources reach the appropriate students at appropriate levels to accelerate the performance of ALL students to achieve and/or exceed proficiency
Collaborative teaming is essential for effective implementation of MTSS

5. Our vision of mtss

6. Our Vision of MTSS
The collaborative vision of the PS/RtI and the FLPBS:MTSS Projects is to:
Enhance the capacity of all Florida school districts to successfully implement and sustain a multi-tiered system of student supports with fidelity in every school;
Accelerate and maximize student academic and social-emotional outcomes through the application of collaborative data-based problem solving utilized by effective leadership at all levels of the educational system;
Inform the development, implementation, and ongoing evaluation of an integrated, aligned, and sustainable system of service delivery that prepares all students for post-secondary education and/or successful employment within our global society.”

7. Why This Instrument?
Our Inter-Project vision: to enhance capacity of districts to support MTSS with fidelity in schools
Current tools not adequate for assessing all components of MTSS
Desire for an instrument to guide action planning towards improved implementation

8. Instrument Overview & item Review

9. Content Domains Leadership
Building the Capacity/Infrastructure for Implementation
Communication and Collaboration
Data-Based Problem Solving
Three-Tiered Instructional/Intervention Model
Data-Evaluation
-39 SAM items organized within 6 Domains

10. Scoring Rubric “0” = Not Implementing “1” = Emerging/Developing
The school does not have the consensus or infrastructure to implement the components of an MTSS model
“1” = Emerging/Developing
The school is building consensus and designing the infrastructure to implement an MTSS model
“2” =Operationalizing
The school implements the structures designed during the Emerging/Developing stage and works to build consistency and integrity
“3” = Optimizing
The MTSS model is embedded with integrity. The focus is on how effective the model is and changes are based on data

11. Leadership Leadership is integral to successful implementation
Administrators and school leadership teams are critical to implementing MTSS in schools
Critical roles for leadership teams:
Continuous professional development on implementing MTSS
Strategically plan for MTSS implementation
Model a problem‐solving process for school improvement
Critical roles for administrators:
Communicating a mission and vision to school staff
Providing resources for planning as well as implementing instruction and intervention
Ensuring staff have data necessary to engage in problem‐solving.
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.

12. Building Capacity/Infrastructure for MTSS Implementation
Building school wide capacity and infrastructure is critical when for successful implementation
Critical components:
Ongoing professional development and coaching
Emphasis on data‐based problem solving
Implementing a multi‐tiered instruction and intervention model
Scheduling that allows staff to engage in planning and implementing instruction and intervention
Processes and procedures for engaging in data‐ based problem‐solving
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

13. Communication and Collaboration
The following increase the likelihood that practices will be implemented and sustained
Consensus among key stakeholders
Feedback to implementers to support continuous improvement
Involving stakeholders in planning
Infrastructure to communicate and collaborate with families and community partners
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.

14. Data-Based Problem Solving
Data‐based problem solving at a school‐, classroom‐, and student‐level is a critical to MTSS implementation
Includes problem solving for student outcomes across content areas, grade levels and tiers, and to address barriers to school wide implementation of MTSS
Four‐step problem solving 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 goals
4) evaluating the effectiveness of the plan
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

15. Three-Tiered Instructional/Intervention Model
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
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

16. Data/Evaluation
Importance of data‐based problem solving in MTSS establishes a need for data and evaluation system
School staff need to understand and have access to data sources that address four purposes of assessment (i.e., screening, diagnostic assessment, formative evaluation, and summative evaluation)
Efficient & useful data system, procedures and decision making protocols for assessing and using data
Data on the fidelity of MTSS implementation for leadership to examine status and make systemic changes for improving implementation
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

17. Administration Procedures

18. Administration Procedures
School leadership team members receive instrument beforehand
Members should independently review instrument and think about school ratings
School leadership team meets
Designated facilitator guides team through instrument, coming to consensus on the rating for each item
Designated team member enters final version into Qualtrics online database
-Critical for school leadership team members to have the opportunity to review SAM before team completion. Allows individual team members to familiarize themselves with the SAM and come to the team meeting more prepared for conversations regarding their school’s implementation level.
-ONE SAM PER SCHOOL!