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iRubric: MTSS Tier One Self-Assessment rubric

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MTSS Tier One Self-Assessment Rubric Code: NXA6333 By jbrosky Ready to use Public Rubric Subject: (General) Type: (Other) Grade Levels: Post Graduate

MTSS Tier One Self-Assessment Enter rubric description
	Fully/Consistently Implementing 3 pts	Mostly Implementing 2 pts	Partially Implementing 1 pts	Not Implementing 0 pts
Technical Adequacy Element: Standards-Aligned System (Tier 1 Core Instruction)	Fully/Consistently Implementing There is a process in place to ensure necessary staff members, including new staff, are trained in using current academic and behavioral core, supplemental and intensive curricular materials and programs. Coaching is provided as staff members implement the curricula and programs to ensure fidelity of implementation.	Mostly Implementing It is the responsibility of the mentor to train their mentee on using current academic and behavioral core, supplemental and intensive curricular materials and programs. All staff members are provided the scope and sequence for introducing concepts to learners.	Partially Implementing There is not a system in place to keep staff members up-to-date on using current academic and behavioral core, supplemental and intensive curricular materials and programs. All staff members are provided the scope and sequence for introducing concepts to learners.	Not Implementing There is not a system in place to keep staff members up-to-date on using current academic and behavioral core, supplemental and intensive curricular materials and programs. Staff members are NOT provided the scope and sequence for introducing concepts to learners.
Technical Adequacy Element: Standards-Aligned System (Tier 1 Core Instruction)	Fully/Consistently Implementing All staff members are trained in the use of targeted evidence-based instructional practices/strategies for academics and behavior. All staff members understand the critical features and application in all settings. Ongoing support and coaching is provided as staff members implement the instructional practices/strategies.	Mostly Implementing Some staff members are trained in the use of evidence-based instructional practices/strategies for academics and behavior and “take the information back” to their colleagues via Professional Learning Communities, etc.	Partially Implementing Selected staff members (e.g., reading coach, special education staff, title teacher, counselor, etc.) receive training in use of evidence-based instructional practices/strategies.	Not Implementing The learning instructional practices/strategies are left up to individual staff members.
Technical Adequacy Element: Standards-Aligned System (Tier 1 Core Instruction)	Fully/Consistently Implementing Staff members select evidence based instructional practices/strategies that are an appropriate match for the needs of the learner, both academically and behaviorally.	Mostly Implementing Staff members select instructional practices/strategies that are an appropriate match for the needs of the learner, both academically and behaviorally.	Partially Implementing The administration selects a set of academic and behavior instructional practices/strategies for use with all learners in all settings regardless of individual need.	Not Implementing Staff members use the same academic and behavior instructional practices/strategies for all learners in all settings regardless of individual need.
Technical Adequacy Element: Standards-Aligned System (Tier 1 Core Instruction)	Fully/Consistently Implementing A process is in place to check the fidelity of instructional practices/strategies for behavior and academics across all settings with feedback and coaching for staff members provided throughout the year.	Mostly Implementing The fidelity of instructional practices/strategies for behavior and academics is specifically reviewed through observation of staff members during personnel evaluation, and feedback is provided at that time.	Partially Implementing The fidelity of instructional practices/strategies for academics is checked by having staff members note example instructional practices on sample lesson plans turned into their supervisor. A plan is being developed to check for fidelity of implementation of practices related to social/behavioral needs of learners.	Not Implementing It is assumed that all staff members are implementing instructional practices/strategies with fidelity. Fidelity of practices/strategies related to social/behavioral needs are not a concern.
Technical Adequacy Element: Standards-Aligned System (Tier 1 Core Instruction)	Fully/Consistently Implementing Recommendations for instructional group sizes are met and instruction is delivered by highly trained staff members.	Mostly Implementing Recommendations for instructional group sizes are met but instruction is not delivered by highly trained staff members.	Partially Implementing Some attempts are made to lower group size for supplemental and/or intensive instruction.	Not Implementing Supplemental and intensive instruction is provided in groups, however group size and training have not been addressed.
Technical Adequacy Element: Standards-Aligned System (Tier 1 Core Instruction)	Fully/Consistently Implementing Each grade level designates at least 90 minutes of ELA instruction consistently per day, which meets state recommendations.	Mostly Implementing Each grade level designates between 60 - 90 minutes of ELA instruction consistently per day.	Partially Implementing Each grade level designates less than 60 minutes of ELA instruction per day.	Not Implementing There is little or no consistency with how much time is allotted for ELA instruction throughout the school.
Technical Adequacy Element: Standards-Aligned System (Tier 1 Core Instruction)	Fully/Consistently Implementing Each grade level designates at least 60 minutes of math instruction per day, which meets state recommendations.	Mostly Implementing Each grade level designates between 45 - 60 minutes of math instruction per day.	Partially Implementing Each grade level designates less than 45 minutes of math instruction per day.	Not Implementing There is little or no consistency with how much time is allotted for math instruction throughout the school.
Technical Adequacy Element: Standards-Aligned System (Tier 1 Core Instruction)	Fully/Consistently Implementing There is a school-wide positive behavior support system in place, which is being implemented with fidelity by all school staff members.	Mostly Implementing There is a school-wide positive behavior support system in place, but only being implemented with some fidelity OR implemented with fidelity by only classroom teachers.	Partially Implementing There is a school-wide positive behavior support system in place, but being implemented with little fidelity across the school.	Not Implementing There is no school-wide positive behavior support system in place.
Shared Responsibility
Technical Adequacy Element: Shared Responsibility	Fully/Consistently Implementing There is a formal core team that has standing monthly meetings scheduled for the year. Meetings are never canceled due to competing priorities.	Mostly Implementing There is a formal core team that is scheduled to meet monthly but is sometimes canceled due to competing priorities.	Partially Implementing Core team has been established but is not meeting regularly.	Not Implementing No core team is developed.
Technical Adequacy Element: Shared Responsibility	Fully/Consistently Implementing Core team is analyzing tier 1 academic and behavior data trends on a monthly basis using a problem-solving protocol.	Mostly Implementing Core team is focused on only academic or behavior data trends on a monthly basis using a problem-solving protocol.	Partially Implementing Core team looks at some data, but does not meet regularly or use a problem solving protocol.	Not Implementing There is no core team attending to academic/behavior data.
Technical Adequacy Element: Shared Responsibility	Fully/Consistently Implementing The school has inventoried all teams within the school and has streamlined services. Each team has a clear distinguishable function from other teams.	Mostly Implementing The school has inventoried all teams and is beginning to streamline services. Some teams have a clear distinguishable function.	Partially Implementing The school has not yet inventoried all teams. Some teams have a clear distinguishable function.	Not Implementing There are many teams throughout the schools without a clear purpose or function.
Technical Adequacy Element: Shared Responsibility	Fully/Consistently Implementing There are grade level/ departmentalized teams that meet weekly, review data and adjust core instruction based upon data.	Mostly Implementing There are grade level/ departmentalized teams that meet regularly and review data.	Partially Implementing The grade level/ departmentalized teams do not meet on a regular basis to review data.	Not Implementing There are no grade level/ departmentalized teams that meet to review data.
Technical Adequacy Element: Shared Responsibility	Fully/Consistently Implementing There is a written plan to communicate the purpose, process and procedures of MTSS with all key stakeholders (parents, new staff and students).	Mostly Implementing There is an informal plan to communicate the purpose, process and procedure of MTSS with all key stakeholders (parents, new staff and students).	Partially Implementing There is an informal plan to communicate the purpose, process and procedures of MTSS with some stakeholders.	Not Implementing No clear or consistent communication plan is in place to support implementation of MTSS.
Universal Screening
Technical Adequacy Element: Universal Screening	Fully/Consistently Implementing Procedures are in place to ensure that screening for both academics and behavior is conducted in a manner that ensures accuracy of the results and administered in a consistent manner in accordance with the developer guidelines.	Mostly Implementing Procedures are in place to ensure that all administrators of universal screeners are conducting screeners for both academics and behavior in a consistent manner, but may not be in accordance with developer guidelines.	Partially Implementing Universal screening is occurring for both academics and behavior, but no procedures are in place to ensure consistency of administration.	Not Implementing There is no evidence of universal screening for academics or behavior.
Technical Adequacy Element: Universal Screening	Fully/Consistently Implementing Instruments used for screening both academics and behavior are valid, reliable, and efficient.	Mostly Implementing Instruments used for screening academics or behavior are valid, reliable, and efficient.	Partially Implementing Instruments used for screening academics or behavior are teacher made tools or are not research based instruments.	Not Implementing There is no evidence of universal screening for academics or behavior.
Technical Adequacy Element: Universal Screening	Fully/Consistently Implementing All students are screened for academics and behavior at least three times per year based on cut points and procedures.	Mostly Implementing Students are screened for academics and behavior at least two times per year based on cut points and procedures.	Partially Implementing Students are screened for academics and behavior 1-2 times per year.	Not Implementing There is no evidence of universal screening for academics or behavior.
Data-Based Decision Making
Technical Adequacy Element: Data-Based Decision Making	Fully/Consistently Implementing An efficient system (accessible to all stakeholders and quick/easy to interpret) exists to collect, summarize and use data for decision making for math, reading, and behavior.	Mostly Implementing An efficient system exists to collect, summarize and use data for decision making for math, reading, or behavior.	Partially Implementing A system exists to collect, summarize and use data for decision making for math, reading, or behavior	Not Implementing No systems exist to collect data.
Technical Adequacy Element: Data-Based Decision Making	Fully/Consistently Implementing A standard protocol is used for data meetings that includes: agenda, identified roles, and problem solving process. This information is shared with all necessary stakeholders in a timely manner.	Mostly Implementing A standard protocol is used for data meetings that includes: agenda, identified roles, problem solving process.	Partially Implementing Meeting agenda, roles and the problem solving process are documented informally.	Not Implementing Meeting agenda, roles and the problem solving process are not documented.
Technical Adequacy Element: Data-Based Decision Making	Fully/Consistently Implementing District and school leaders as well as classroom educators ensure that multiple measures are being used to inform instructional decisions including a) universal screening b) benchmark c) curriculum based assessment d) summative/ outcomes	Mostly Implementing District and school leaders as well as classroom educators ensure that measures are being used to inform instructional decisions using a few data sources.	Partially Implementing District and school leaders OR classroom educators ensure that measures are being used to inform instructional decisions using a few data sources.	Not Implementing Data is not being used to inform instructional decisions.
Technical Adequacy Element: Data-Based Decision Making	Fully/Consistently Implementing There is a point person at the district level that supervises the administration of assessments. Administrators across the district ensure those data are used to inform core instruction.	Mostly Implementing	Partially Implementing	Not Implementing The following position does not exist. There is a point person at the district level that supervises the administration of assessments. Administrators across the district ensure those data are used to inform core instruction.
Technical Adequacy Element: Parent/Family Engagement	Fully/Consistently Implementing A plan is in place to include parents in school decisions, developing parent leaders and representatives.	Mostly Implementing Family and community engagement ideas beyond the traditional methods are being explored.	Partially Implementing Family and community engagement is limited to traditional methods (Conferences, school events)	Not Implementing Family and community engagement is minimal.
Technical Adequacy Element: Parent/Family Engagement	Fully/Consistently Implementing A plan is in place to identify and integrate resources and services from the community to strengthen school programs, family practices, and student learning and development.	Mostly Implementing Family and community engagement ideas beyond the traditional methods are being explored.	Partially Implementing Family and community engagement is limited to traditional methods (Conferences, school events)	Not Implementing Family and community engagement is minimal.
Technical Adequacy Element: Parent/Family Engagement	Fully/Consistently Implementing Information and ideas have been provided to families about how to help students at home with homework and other curriculum-related activities, decisions, and planning.	Mostly Implementing Family and community engagement ideas beyond the traditional methods are being explored.	Partially Implementing Family and community engagement is limited to traditional methods (Conferences, school events)	Not Implementing Family and community engagement is minimal.
Technical Adequacy Element: Parent/Family Engagement	Fully/Consistently Implementing A plan is in place to recruit and organize parent help and support.	Mostly Implementing Family and community engagement ideas beyond the traditional methods are being explored.	Partially Implementing Family and community engagement is limited to traditional methods (Conferences, school events)	Not Implementing Family and community engagement is minimal.
Technical Adequacy Element: Parent/Family Engagement	Fully/Consistently Implementing Effective forms of school-to-home and home-to-school communications are in place concerning school programs and student progress.	Mostly Implementing Family and community engagement ideas beyond the traditional methods are being explored.	Partially Implementing Family and community engagement is limited to traditional methods (Conferences, school events)	Not Implementing Family and community engagement is minimal.
Central Administration Support
Technical Adequacy Element: Central Administration Support	Fully/Consistently Implementing There is a district level team that meets at least quarterly, analyzes district level data trends, and shares that data with stakeholders.	Mostly Implementing There is a district level team that meets at least twice per year, analyzes district level data trends and shares with all stakeholders.	Partially Implementing A district level team does not meet on a regular basis to review data or share data with stakeholders.	Not Implementing There is no district level team.
Technical Adequacy Element: Central Administration Support	Fully/Consistently Implementing The implementation of MTSS is guided by a formalized multi-year action plan and has resulted in both academic and behavior becoming the top goals.	Mostly Implementing The implementation of MTSS is guided by an informal action plan. The administrative and building staff members are working on making academics and behavior the top goals.	Partially Implementing The implementation of MTSS is guided by a plan for general or special education only.	Not Implementing The implementation of MTSS has no action plan.
Technical Adequacy Element: Central Administration Support	Fully/Consistently Implementing The daily schedule provides sufficient time for core, supplemental and intensive instruction and is protected from all controllable interruptions and monitored to ensure that planned time is actualized.	Mostly Implementing The daily schedule provides sufficient time for core, supplemental and intensive instruction, but it is not protected from interruptions nor monitored to ensure that planned time is actualized.	Partially Implementing The daily schedule provides sufficient time for core, supplemental and intensive instruction and it's left up to individual staff members to ensure that planned time is actualized.	Not Implementing The schedule does not include specific time for core, supplemental or intensive instruction.
Professional Development
Technical Adequacy Element: Professional Development	Fully/Consistently Implementing Professional development activities for staff members are aligned with the principles and practices of MTSS and include on-going support and coaching.	Mostly Implementing Professional development activities for staff members are aligned with the principles and practices of MTSS, but do not include ongoing support and coaching.	Partially Implementing Professional development is directed by administration to address general topics related to achievement based upon student data.	Not Implementing Professional development is not data driven. It is determined on teacher interest rather than student need.
Technical Adequacy Element: Professional Development	Fully/Consistently Implementing There is a formal, long term professional development plan for all staff members and administrators with all activities directly tied to practices that support the implementation and refinement of a multi-tiered system based upon local data.	Mostly Implementing The professional development plan only addresses teachers, with all activities directly tied to instructional practices that support the implementation of a multi-tiered system based upon local data.	Partially Implementing Professional development addresses multi-tiered issues but lacks intentional, systematic planning to align appropriate educational practices.	Not Implementing Professional development activities are not tied to a multi-tiered system.

Subjects:

(General)

Types:

(Other)

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