VT MTSS-RTII IMPLEMENTATION RUBRICS
The VT MTSS-RTII Implementation Rubrics are a set of rubrics
that serve as a guide for determining system capacity
for implementing an MTSS-RTII approach.
Date:
School:
SU/SD:
Rubrics Interview facilitated by:
K-12 vtMTSS External Systems Coach:
School Effectiveness/Improvement Coach (if applicable):
Team members and roles:
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VT MTSS-RTII IMPLEMENTATION RUBRICS:
The VT MTSS-RTII Implementation Rubrics are a set of rubrics that serve as a guide for determining system capacity for implementing an MTSS-RTII
approach. These rubrics are aligned to the 5 components and the key characteristics of the VT MTSS-RTII Field Guide and Self- Assessment. Each rubric,
using a set of guiding questions aligned to Implementation Drivers (Fixsen et.al.) describes what MTSS-RTII looks like across the 5 components of the VT
MTSS-RTII Field Guide and Self- Assessment and corresponding Implementation Drivers AND across 4 growth stages (i.e., emerging, developing,
operationalizing, optimizing).
The purposes of the rubrics are:
1. Serve as an additional informational resource related to implementation capacity
2. Measure fidelity of MTSS-RTII implementation
3. Inform planning for an Implementation plan or a School Effectiveness plan
4. Show growth across two continuums (VT MTSS-RTII Components/Implementation Drivers AND Growth Stages)
Growth stages:
• Emerging- The goal of this stage is to build consensus and buy-in for MTSS-RTII implementation.
• Developing- This stage involves designing the infrastructure to implement MTSS-RTII.
• Operationalizing- During this stage, the school implements the structures that were designed during the Developing stage and works to build
consistency and fidelity.
• Optimizing- Within this stage, the model is embedded and done with fidelity. Schools now focus on how effective the model is and make changes
based on data to ensure it is effective. Directions:
1. Your VT MTSS-RTII systems coach will be your facilitator thru this process
2. Review the document, section by section, with your systems coach and your leadership team
3. Using existing data, work your way through the rubric and highlight or circle the cells that describe your site.
4. Once you have completed a rubric, document the growth stage your site is in on the Rating Summary in the following manner within each of the 5
component areas:
EXAMPLE:
VT MTSS-RTII
COMPONENTS & KEY DRIVERS
Emerging:
Establishing Consensus
Developing:
Building Infrastructure
Operationalizing:
Gaining Consistency
Systemic and Comprehensive Approach
P1
Personnel Competencies
Organizational Infrastructures
Leadership Capacities
O1
P2
O2
O3
L1
L2
5. Complete the rating summary for the Key Drivers and Guiding Questions for each of the 5 MTSS-RTII components.
Optimizing:
Innovating and Sustaining
VT-MTSS-RTII IMPLEMENTATION RUBRIC
Rating Summary:
Place the code for each question (see directions) along the continuum to indicate your site’s level of implementation for that question.
Date when you reviewed the rubric and use a different color for each date reviewed.
Date/s:
VT MTSS-RTII
COMPONENTS & KEY DRIVERS
Systemic and Comprehensive Approach
Personnel Competencies
Organizational Infrastructures
Leadership Capacities
Effective Collaboration
Personnel Competencies
Organizational Infrastructures
Leadership Capacities
High Quality Instruction and Intervention
Personnel Competencies
Organizational Infrastructures
Leadership Capacities
Comprehensive Assessment System
Personnel Competencies
Organizational Infrastructures
Leadership Capacities
Well Design Professional Learning
Personnel Competencies
Organizational Infrastructures
Leadership Capacities
Emerging:
Establishing Consensus
Developing:
Building Infrastructure
Operationalizing:
Gaining Consistency
Optimizing:
Innovating and Sustaining
VT MTSS Implementation Rubrics
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. The SU & district have effective systems to support professional learning & regularly evaluate the utility & effectiveness of these systems related to a tiered instruction system.
7. We evaluate the efficacy of our overall MTSS system on a regular basis to ensure excellence.
Key Drivers and Guiding Questions
Emerging:
Developing:
Operationalizing:
Optimizing:
Establishing Consensus
Building Infrastructure
Gaining Consistency
Innovating and Sustaining
Personnel Competencies
Professional expectations for the The school is developing its plan All teachers engage in
Teachers use relevant data to
1. How are professional
use of data are not clearly
to implement MTSS. This plan
differentiated professional
measure, on an ongoing basis,
expectations for the use of data
outlined. Data is limited in its
includes the development or
development with follow-up
student progress to inform their
to inform instruction (academic
usefulness and is not easily
enhancement of a user-friendly
coaching that enables them to
educational decision-making
and positive behavior domains)
accessible to staff.
student information
develop the necessary
and impact what they are doing
defined and supported with
management system. It also
competencies to use data to
to improve student achievement
appropriate coaching and
makes explicit the professional
inform their practice. Structures in both academic and positive
professional learning?
expectations for the use of
are in place that allow teams
behavior domains. Teachers
multiple data sources to
(horizontal and vertical) of
effectively engage the use of
improve instruction.
teachers to, collaboratively and
embedded coaching supports to
on a regular basis, analyze
continuously evaluate and
student data and to measure
monitor the impact of
staff performance to meeting
instruction on student
the professional expectations
performance and adjust
for the use of data to inform
instruction to meet the needs of
instruction.
all students.
2. How are the professional
expectations for the use of data
to inform instruction
systematically used to support
staff reflecting on their
performance?
The professional expectations for
the use of data to inform
instruction are loosely defined
and used inconsistently to
support staff reflection.
The professional expectations
for the use of data to inform
instruction are clearly defined
and used by less than 50% of
staff to reflect on performance.
Reflective data are seldom used
to guide the selection of
coaching supports and
professional learning activities.
75% of staff members reflect on
their performance using the
clearly defined professional
expectations for the use of data
to inform instruction at least
annually, either with peers or as
part of the established
evaluation and supervision
processes. The use of this
reflection in selecting coaching
supports and professional
learning activities is optional.
All staff members regularly
engage in critical reflection on
their performance with
collaborative team members
and as a component of the
established supervision and
evaluation processes. This
reflection guides selection of
coaching supports and
professional learning activities,
which are included in their
annual goals.
Key Drivers and Guiding Questions
Emerging:
Establishing Consensus
The school has an annual action
plan that incorporates some of
the VT-MTSS components,
structures and practices.
Developing:
Building Infrastructure
The school has an annual action
plan that is linked to the
“Guiding Principles” in the VTMTSS Field Guide. It has begun
to develop the necessary
teaming structures to support
the implementation of the plan.
Operationalizing:
Gaining Consistency
The school has a multi-year
implementation plan, which is
linked to the “Guiding
Principles” in the VT-MTSS Field
Guide, with written procedures
to ensure consistency of MTSS
throughout the school. All
structures that support the plan
are well developed and unify
general and special education.
Optimizing:
Innovating and Sustaining
The school’s MTSS
implementation plan, which is
linked to the “Guiding
Principles” in the VT-MTSS Field
Guide, includes a section for
evaluating the effectiveness of
the infrastructures in place and
making adjustments as indicated
by the data.
2. How does the school
demonstrate that they are
implementing a responsive and
efficient MTSS?
The school structures support a
service delivery system based on
traditional programs and services
and recognizes it is not sufficient
to effectively provide services to
ALL students. A Leadership Team
has begun to investigate MTSS as
an alternative approach.
The Leadership Team begins to
analyze current policies,
procedures & practices in
relation to a well defined &
articulated MTSS systems
framework to determines gaps
and relative strengths.
The team analyzes the status of
current core curriculum and
intervention programs to
determine whether they are:
 Research based,
 Effective with current
student population
 Implemented with fidelity
across grade levels
Appropriate actions are
determined & timelines, roles &
responsibilities are articulated
to support implementation of
needed improvements.
The school has an Identified
research-based, standards
aligned, core curriculum that
meets the needs of 80-85% of
all student.
The core program is monitored
on a regular basis for
implementation fidelity through
multiple means (PLC’s, Coaching
supports, Principal walk
throughs etc.)
Research based interventions
are selected based on student
need and efficacy of
intervention
Leadership Team supports staff
to use decision rules regarding
the movement of students
within & across tiers.
Grade level data review
meetings to monitor student
progress and assess quality of
instruction.
Staff meetings include school
wide review of student
performance data
Leadership team monitors the
decision-making regarding the
movement of students within &
across tiers and assesses the
fluidity and responsiveness of
supports to students.
3. How does the school
demonstrate that it
systematically uses data to
identify and address challenges
and allocate resources for
continuous improvement?
The school does not yet
systematically use data to solve
problems and allocate resources
The school uses some systems
data to reflect on the
effectiveness of existing
personnel, time and financial
resources.
The school’s leadership team
regularly uses all available
systems data to address issues
in a timely manner and to
prepare budgets that are
responsive to the needs of all
learners and staff.
Our plan integrates multiple
sources of data (e.g. school,
grade & student levels) into our
existing school reports and
other formal and informal
reporting practices. This is a key
strategy for identifying and
securing the resources
necessary for continuous
improvement.
Organizational Infrastructures
1. How has the school
demonstrated that it has a
comprehensive plan and the
necessary organizational
infrastructures to support the
implementation of a multi-tiered
system of support for ALL
students?
Key Drivers and Guiding Questions
Leadership Capacities
1. How does the Leadership Team
demonstrate capacity in both
technical (administrative duties,
knowledge of curriculum,
instruction, assessment, data
analysis, content expertise, and
MTSS delivery systems etc.) and
adaptive (conflict management,
facilitation, crucial conversations,
problem solving and change
management, etc.) leadership
skills?
2. How does the school demonstrate
that staff at all levels of the system
share in decisions of substance
pertaining to the development and
the implementation of a Multitiered System of Support for ALL
students?
Emerging:
Establishing Consensus
Leadership is not actively
committed to the work of
developing and implementing
MTSS. Expectations have not
been established.
Developing:
Building Infrastructure
The District/SU leadership and
building-based leadership teams
collaboratively identify
expectations for MTSS
leadership skills in all areas. A
self-assessment is developed
and used collaboratively by
leadership team members at all
levels.
Operationalizing:
Gaining Consistency
Leadership at all levels is
provided the support (time,
resources, etc.) to develop the
necessary competencies to
develop technical and adaptive
leadership skills for MTSS
implementation.
Optimizing:
Innovating and Sustaining
Leadership is actively committed
to and engaged in all areas of
MTSS development and
implementation. Members
engage at least annually in a
reflective process that supports
them in their continuous
improvement efforts.
Staff members are involved in
decision-making based on role
and availability. Effort to ensure
equitable representation of staff
groups is inconsistent.
The school has developed a set
of guidelines that is used to
ensure equitable, representative
staff involvement in substantive
decisions regarding MTSS.
There is building-wide
commitment to these
guidelines.
The school provides the time,
monetary supports if necessary,
and tools necessary to ensure
that staff members at all levels
are engaged in MTSS decisionmaking. The guidelines are
implemented with integrity.
The guidelines for staff
involvement in decision -making
are evaluated at least annually
and adjusted as needed.
Effective Collaboration
1. The essential elements of a collaborative school culture are in place to support MTSS-RtII.
2. School structures support collaborative engagement focused 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.)
Key Drivers and Guiding Questions
Emerging:
Developing:
Operationalizing:
Optimizing:
Establishing Consensus
Building Infrastructure
Gaining Consistency
Innovating and Sustaining
Personnel Competencies
Stakeholders have not
Stakeholder groups gather and
The shared vision and goals
The entire school community
1. How does the school engage
articulated a shared vision
develop a shared vision and
related to stakeholder
has an embedded commitment
stakeholders (inclusive of
around a collective
goals around a collective
responsibilities are reflected in:
to partnering and has a shared
educators, parents and community responsibility to the learning
responsibility to the learning
 School policies & procedures understanding of the collective
members) demonstrate the
and well being of ALL students.
and well being of ALL students.
responsibilities for the learning
 Committee composition
collective responsibility for the
and well being of ALL students
 Forms & job description
learning and well being for ALL
and it is reflected in:
 Communication, etc
students?
 Design of responsive
 Decision making
instruction & intervention
 Organizational
infrastructure
 Role descriptions
 Policies & procedures
 Documents
 Communication
2. How does staff demonstrate the
necessary skills and disposition to
work within a collaborative team
structure?
Staff are selected and/or are
required to participate on:
School-based Leadership,
School Improvement Teams
Grade Level Teams,
Department/Content Teams
Student Level Support Teams
Necessary team norms and
behaviors are identified and
staff are coached and supported
to understand their roles and
responsibilities within the
respective (Leadership Team,
School Improvement Team,
Grade Level/Department or
Content Level, Student Level,
PLC’s etc) team structures.
Team members share
responsibilities and decision
making within the team
structure and team coaches
and/or administrators conduct
regular checks on team
performance and functions
based on specified roles and
responsibilities for each
respective team.
Team participants have a clear
and consistent understanding of
their roles and responsibilities
to make decisions and are able
to monitor team functions and
adjust roles, responsibilities
based on agreed upon norms
and criteria.
3. How does staff demonstrate that
they have the requisite knowledge
and skills necessary to be
productive contributors within a
problem-solving process?
Staff is trained and can
articulate the purpose and the
necessary steps of a research
based problem-solving process.
Staff are coached and
supported within the problem
solving process to address
student academic and
behavioral challenges and are
supported to consider the
contributing factors of poverty,
cultural diversity, disability or
English language status
Team coaches and/or
administrators conduct regular
checks on the fidelity of
implementation of the problem
solving process and review
outcomes of the process on a
regular basis to determine
efficacy of process and impact
on supports for students.
Collaborative teams are able to
support decisions about which
culturally responsive,
differentiated, high quality
instruction and assessment
approaches will be used to
ensure the quality of
instruction, and a positive
impact on student learning
Key Drivers and Guiding Questions
Personnel Competencies (cont.)
4. How does staff demonstrate the
use of data informed decisionmaking within a problem-solving
approach?
Organizational Infrastructures
1. How are the organizational
policies, procedures and practices
aligned and operationalized to
show commitment to and support
of meaningful collaborative
relationships?
2. How does the school demonstrate
and promote strong family-school
partnerships?
Emerging:
Establishing Consensus
Staff is trained on the use of
data to inform decision-making
and can articulate what data
should be used within a
problem solving process.
Neither schedules or staff
contracts reflect consistent
team times throughout the
school year
Stakeholder engagement
strategies are limited to
traditional methods (P-T
Conferences, School events etc)
Developing:
Building Infrastructure
Staff are coached and
supported within the problem
solving process to use data to
address student academic and
behavioral challenges and are
supported to consider the
contributing factors of poverty,
cultural diversity, disability or
English language status and how
that may be evidenced in
student performance data.
Schedules and contractual
language reflect the necessary
time commitments to
collaborative team time.
Goals related to outcomes of
collaborative time are
articulated.
Operationalizing:
Gaining Consistency
Coaches and/or administrators
conduct regular checks to
determine the efficacy of data
informed decision making
within the problem solving
process.
Optimizing:
Innovating and Sustaining
Teams effectively use data
within the problem-solving
process to ensure high quality
of instruction, and a positive
impact on student learning
Data related to time
commitment, resource
allocation and goal achievement
are regularly analyzed to
determine if collaborative
relationships are adequately
supported and are producing
desired results.
All organizational policies,
procedures and practices are
aligned and implemented with a
substantial degree of fidelity
across all sectors and continue
to support meaningful and
productive collaborative
relationships.
The school has stakeholderfriendly policies, procedures,
and capacity building activities
that support stakeholders to
become meaningfully engaged
partners in student learning.
Stakeholders are supported to
become actively engaged in:
 School based events,
 Partnering around student
needs and performance
 Participation in school based
decisions as appropriate
Hiring practices reflect a desire
to select personnel with an
inherent disposition and
readiness to stakeholder
partnerships in the business of
teaching and learning.
Stakeholder activities extend
into the community and reflect
stakeholder input in their design
and delivery.
Leadership Capacities
1. How does leadership model the
use of a data driven, problemsolving approach and consistently
prioritize the use of such an
approach in a systematic and
comprehensive manner?
Building leadership accesses
and uses data to analyze
aggregate student group and
classroom performance.
Building leadership adopts and
applies the use of a researchbased problem-solving
approach and models the use of
the approach to staff in relation
to student level data.
Staff is assigned to develop and
monitor stakeholder
engagement levels and data are
collected and analyzed to
determine successful strategies
to replicate over time.
Building leadership regularly
applies the use of the data
driven, problem-solving
approach across all building
based meetings.
Data collection processes exist
that allow for ongoing analysis
of stakeholder engagement at a
student, classroom and building
level. Proven strategies are
shared and replicated across all
sectors.
Building culture reflects a
thoughtful approach to problem
analysis and solution in all areas
(Resource allocation,
Recruitment, Personnel Issues,
Student/Staff Performance,
Facilities, Time Management,
Safety etc)
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. An articulated framework guides instruction and intervention, at all tiers 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 & 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.
Key Drivers and Guiding Questions
Emerging:
Developing:
Operationalizing:
Optimizing:
Establishing Consensus
Building Infrastructure
Gaining Consistency
Innovating and Sustaining
Personnel Competencies
The District/SU/school recognize Stakeholders from all constituent
The District/SU/school leaders
Leadership and PLCs meet
1. How does all staff demonstrate
that their mission and/or vision
groups across the system engage
work with staff and families to
annually to review and respond
the belief that, provided with
statement(s) do not sufficiently
in a deliberate process that
answer the question, “How will
appropriately to evidence.
high quality instruction, ALL
articulate a belief that ALL
results in a consensus statement
we know if ALL staff believe that Teachers take responsibility for
students can achieve high
students can achieve high
regarding the capacity for ALL
ALL students can achieve high
teaching ALL students.
standards?
standards.
students to achieve high
standards?” (i.e., What evidence
standards.
will we observe and collect?)
2. How does staff demonstrate the
skills and competencies to plan,
differentiate and accommodate
instruction to meet the needs of
ALL students?
The school/district/SU
recognizes that there is no
system for analyzing the current
levels of teachers’
implementation of agreed-upon,
research-based instructional
and intervention practices.
A procedure in is place to identify
current common practices and
develop a coherent description of
instructional approaches,
strategies and interventions that
will meet the needs of ALL
students.
All teachers are engaged in
differentiated professional
learning, as described in their
annual goals and the MTSS-RtII
Professional Learning (PD) Plan,
in order to develop the skills and
competencies needed to deliver
high quality instruction and
intervention.
The following practices (see #4
in Org. Infrastructures) are
implemented in all classrooms:
 Core classroom instruction
delivered in whole and small
groups using a variety of
instructional materials
dictated by purpose.
 Groupings, materials, time,
and tasks are differentiated to
support all students.
For students who require
additional support:
 Supplemental
instruction/intervention that
is tailored to specific needs
 Instruction enhances the
general ed. curriculum
 Instruction accelerates
progress
 Increases in response intensity
to student progress data
Key Drivers and Guiding Questions
Personnel Competencies (Cont.)
3. How does staff demonstrate the
ability to use relevant assessment
data?
Emerging:
Establishing Consensus
Educators do not regularly use
assessment data to inform
instruction and/or their data are
incomplete.
Developing:
Building Infrastructure
Educators use available
assessment data to inform
instruction and identify new
(missing) information to plan for
further assessment.
Operationalizing:
Gaining Consistency
Educators use a range of
assessment data to monitor
progress and adapt/refine
instruction.
Optimizing:
Innovating and Sustaining
Educators 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.
4. How do interventionists
demonstrate their knowledge and
skill in providing more intensive
or specialized instruction?
The knowledge and skill needed
to provide effective intervention
has not been identified and
reviewed with appropriate
personnel.
The system recognizes the
strengths and areas of expertise
of specific educators and uses
them appropriately. They are
provided professional learning
opportunities where needed.
The leadership team and staff
discuss vertical and horizontal
alignment of curriculum and
instruction to the Common Core
State Standards (CCSS) and are
beginning to identify grade level
benchmarks (i.e, what students
should know and be able to do).
The school develops horizontal
and vertical alignment of
curriculum and instruction to the
CCSS
Specialized staff collaborates
with general educators to plan
instruction and intervention.
The specialized staff has a wide
range of abilities appropriate to
using an MTSS approach and the
evaluation system assesses these
abilities (see also Professional
Learning Section).
The leadership team support
staff to implement & refine
aligned curriculum, instruction,
and its tools/resources to ensure
consistency with CCSS.
Educators who are providing
more intensive interventions
have been appropriately trained
in that area and have additional
expertise beyond what has been
provide in earlier
instruction/interventions.
They are expert at coordinating
with classroom instruction.
The school leadership team
regularly works with the staff to
make adjustments to the
curriculum and instruction
based on multiple sources of
data. Evaluation of curriculum
and instruction is an embedded
practice within a continuous
improvement cycle.
School/SU has used available
student data and examined it
for evidence that universal
instruction needs to be
strengthened to reduce the
number of struggling students.
Efforts are initiated to improve
instruction (see above)
School and district/SU leadership
teams create decision-making
protocol(s) which include:
 Screening & use of diagnostic
assessments
 Frequency of progress
monitoring in relation to
intensity of instruction
 Criteria for providing
supplemental support(s)
Teams have been identified,
whose charges include:
 Support for monitoring the
use of protocols
 Consider the efficacy of the
interventions used
 Make decisions about
further steps and/or
additional intervention
 Insuring that instruction
improves if necessary
The school/district/SU refines its
decision-making procedures and
protocols based on data and the
observed outcomes for students
(e.g.):
 Accelerated learning
 Improved instruction
 Reduced referrals to
special education
 Fewer retentions
Organizational Infrastructures
1. How do organizational
infrastructures support the
identification of the essential
skills and understandings
necessary for students to
achieve?
2. What policies and procedures
guide professional decisionmaking about instruction for
individual students?
Key Drivers and Guiding Questions
Organizational Infrastructures (Cont.)
3. How does the system
demonstrate that it ensures
appropriate research based
instruction/intervention that
addresses current needs of the
school and provides adequate
evidence that it address relevant
instructional goals?
4.
How are staff selection or
placement criteria used to
reinforce and support effective
instruction for ALL students?
Leadership Capacities
1. How does the leadership team
demonstrate the necessary skills
and knowledge to guide the
development and implementation
of a Multi-Tiered System of
Support within the school?
Emerging:
Establishing Consensus
There is no agreed upon set of
instructional and intervention
practices across the system.
Developing:
Building Infrastructure
The school engages in a process
for the selection of appropriate
instructional & intervention
practices, based on identified
needs of the students. The
leadership team has reviewed the
research for evidence that the
approach/practice is appropriate
for their students. The resulting
documents have been shared
with all teachers and used to plan
professional development.
Operationalizing:
Gaining Consistency
There are supports in place that
allow teachers to develop
expertise in any strategies,
approaches, or intervention that
have been selected for use in the
school.
Teams of educators, regular and
special education, meet regularly
to collaboratively plan
instruction/intervention and
build supports that will enable all
students to succeed.
The leadership team provides
time, expertise, and resources to
accomplish the work.
Optimizing:
Innovating and Sustaining
The leadership team monitors
the effect of the instructional
and intervention practices on
student learning at all levels of
support and makes adjustments
accordingly within a continuous
improvement cycle.
There are no consistently
applied criteria for staff
selection or placement in order
to reinforce and support
effective instruction for ALL
students.
District/SU leadership team
develops criteria for staff
selection & placement for all
grades & content areas. These
criteria are based on data related
to student need & current
systems and structures across the
District/SU.
The Leadership Team analyzes the
VT-MTSS self-assessment data
and the VT-MTSS Implementation
Rubrics data and prioritizes
activities related to the five
domains of the VT-MTSS
framework and key content areas.
They develop a multi-year
implementation plan for all five
domains of the VT-MTSS
framework and identify
school/district-wide expertise in
each of these areas.
School-based leaders work with
teachers to support them in their
new roles. These supports
would include coaching,
adequate supervision, and
appropriate professional
development.
The selection and placement
criteria are firmly established
and implemented with integrity.
The Leadership Team utilizes the
VT-MTSS Implementation rubrics
to determine progress in the five
domains of the VT-MTSS
framework and key measures
identified in specific content
areas to ensure that progress
can be measured over time.
The Leadership Team regularly
monitors system progress to
determine if the MTSS system is
being implemented according to
prescribed criteria. Fidelity
measures related to key content
areas and student performance
data are included in these
system reviews. The Leadership
Team is able to discern whether
the MTSS is being implemented
with fidelity and is having the
desired effect.
When needed, as revealed by
data, key areas of improvement
are identified and the necessary
adjustments are made to
continuously improve.
The Leadership Team makes a
commitment to the
development and
implementation of a MTSS. The
Team is able to develop,
maintain, and refine shared
values and vision for MTSS-RTII.
Key Drivers and Guiding Questions
Leadership Capacities (Cont.)
2. How does the leadership team
demonstrate the necessary skills
and knowledge to guide the
selection of research-based
instructional
practices/interventions?
3. How does the leadership team
demonstrate fluency with the core
implementation elements of the
selected instructional
practices/interventions to insure
adequate monitoring for fidelity of
implementation?
Emerging:
Establishing Consensus
Developing:
Building Infrastructure
Operationalizing:
Gaining Consistency
Optimizing:
Innovating and Sustaining
The leadership team develops a
common understanding of
research-based instructional
practices/interventions and why
they are important to use.
The leadership team:
 Identifies research-based
instructional
practices/interventions to use
across all levels of instruction.
 Identifies home-school
practices to enhance learning.
 Provides all staff with guidance
on how to implement these
practices/interventions within
all content- and grade-levels.
The leadership team works
collaboratively with all staff to:
 Ensure they are using
research-based instructional
practices/interventions
effectively.
 Continually provide
instructional coaching &
training to ensure all students
master all academic and
behavioral standards.
 Implement instructional
changes based on formative
and summative assessments
to engage all students.
The leadership team and staff
follow a continuous cycle of
improvement in order to:
 Evaluate the effectiveness of
instruction.
 Ensure all staff members
have appropriate support for
implementing instructional/
Intervention practices.
 Ensure useful and
appropriate interventions are
being used.
The leadership team works with
the staff to build an
understanding of the
importance and need to
monitor implementation
fidelity.
The leadership team develops a
monitoring process to measure
the degree and quality of
implementation of instructional
practices/interventions.
The leadership team works
collaboratively with the school to
reflect upon and improve the
staff’s use of instructional/
intervention practices.
Monitoring tools are adjusted as
needed. Goals & timelines for
reaching certain levels of fidelity
are agree upon and followed.
The leadership team and staff
routinely measure their quality
of instruction/intervention,
making adjustments
accordingly, and provide the
necessary supports to teachers.
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.
Key Drivers and Guiding Questions
Emerging:
Developing:
Operationalizing:
Optimizing:
Establishing Consensus
Building Infrastructure
Gaining Consistency
Innovating and Sustaining
Personnel Competencies
There is verbal commitment to
Teams are formed for the
Teams meet regularly and use
Staff regularly monitor and
1. How does staff demonstrate their
using student-centered data for
purpose of interpreting data to
data (individual, group):
evaluate their effectiveness and
competency in analyzing and using both academics and behavior but improve instructional practices.
 All staff adjusts instruction and efficiency in the use of data to
data to inform instruction?
practices using data are
Roles and responsibilities are
inform instructional decisions.
intervention for achievement,
inconsistent and infrequent.
outlined and understood. Some
pacing, depth, and complexity.
staff members have the
 To assess the efficacy of
requisite skills and knowledge to
current practices, supports and
skillfully analyze data and use it
placements
effectively to plan responsive
 To establish a body of
instruction. All others are
evidence for eligibility for
receiving professional learning
gifted, compensatory and
in order to acquire this
special education services.
knowledge and skill.
2.
How does staff demonstrate the
continuous use of data to monitor
and evaluate student progress?
Use of data to monitor and
evaluate student progress is done
inconsistently and by individuals.
Teams review limited data. It is
generally compiled and analyzed
by a single individual and
presented to the teams on an
irregular basis.
All staff members have the
requisite skills and knowledge to
skillfully analyze data and use it
effectively to plan responsive
instruction.
Regularly, structured data
conversations occur to inform
curriculum decisions,
instructional scheduling and
student groupings school-wide.
3.
How does staff demonstrate the
effective use of multiple measures
in making educational decisions?
The staff utilizes limited of
assessment measures (in
academics and behavior)
Some may not be valid, reliable,
accurate or useful.
Staff is working to create an
assessment system that includes
a balanced array of assessment
data for multiple purposes
(screening, benchmark,
formative progress monitoring
and diagnostic) to make
decisions. Gaps may remain in
the scope and/or quality of
information.
Teams (grade level, leadership,
department, etc.) meet regularly
to review student achievement
data & regular data discussions
occur. All staff members are
able to engage effectively in
data conversations focused on
making instruction/intervention
decisions at all tiers.
Structured, reflective data
conversations occur in order to
continuously monitor and refine
assessments being used to make
key instructional decisions.
Key Drivers and Guiding Questions
Personnel Competencies (Cont.)
4. How does the system ensure that
the assessments used in its
comprehensive approach are
trustworthy and provide
meaningful information?
Emerging:
Establishing Consensus
There is no coherent plan for
evaluating the quality of
assessment information, or
considering the breadth of the
information it covers.
Developing:
Building Infrastructure
The leadership team has
established specific criteria for
assessing assessments for
various purposes and is in the
processes of reviewing existing
tools and strategies. The
process focuses on creating a
culture of inquiry designed to
address important questions
and lead to improved student
outcomes.
The school has selected and
installed a data system(s) and.
Roles and responsibilities for
data collection, entry, and
management are defined.
Operationalizing:
Gaining Consistency
Criteria for evaluating different
assessment practices are well
established and reviewed
periodically. The process
ensures that multiple
perspectives and sources of data
are brought to bear in decisionmaking.
Optimizing:
Innovating and Sustaining
The leadership team regularly
reviews the quality of
assessment data provided and
considers whether new and/or
different approaches should be
used.
Organizational Infrastructures
1. How does the system demonstrate
that there are effective and
efficient data management
systems to support the use of data
to inform decisions?
The school is examining and will
select data management
system(s) for tracking and
reporting both academic and
behavioral data from a variety of
sources and has identified the
individual(s) responsible for the
oversight of this effort.
All teams and staff are
effectively using the data
management system.
The Leadership Team
periodically assesses the
functionality, efficiency and
usefulness of the system(s) and
necessary changes made.
2. How does the system demonstrate
that it ensures and supports staff
to closely, frequently, and
systematically assess student
progress?
There currently is no consistent
time provided for staff to do this.
There has been no training
provided.
Most staff members are
provided some time to meet in
teams. They are receiving
training in the processes
necessary to closely, frequently
and systematically assess
student progress
Sufficient collaborative meeting
time is provided all staff. Staff is
provided ongoing training and
support as they closely,
frequently and systematically
assesses student progress.
Staff is proficient and
independent with a frequent
and systematic assessment of
student progress and can assist
and train new members.
3. How does the system demonstrate
that it uses “decision making
protocol” to evaluate student
progress and adjust instruction
accordingly?
There is not a consistent
decision-making protocol or
agreed upon protocols are not
being used consistently
A decision-making protocol is in
place that outlines:
 Use of diagnostic
assessments.
 Frequency of progress
monitoring relative to
intensity of instruction and
intervention.
 The criteria for receiving
instruction/intervention
across tiers.
All staff use the decision making
protocol as a basis for their
ongoing decisions about
instruction/intervention at all
tiers (academic and behavior)
regarding:
 Access to supports
 Changing supports
 Intensifying supports
 Exiting supports
Staff regularly evaluates the
adherence to and effectiveness
of their decision-making
protocol. They ensure the
protocol is efficient, useful, and
relevant for students and staff.
Data is used to make any
adjustments to the protocol.
Key Drivers and Guiding Questions
Leadership Capacities
1. How does the leadership team
demonstrate the capacity to
understand and use various data
sources to inform decisions in the
following areas:
a. Instruction/Intervention
Emerging:
Establishing Consensus
Developing:
Building Infrastructure
Operationalizing:
Gaining Consistency
Optimizing:
Innovating and Sustaining
Leadership is aware of the types
of assessment information being
used by educators to inform
instructional and intervention
practices.
Some members of the
leadership team participate in
grade/cluster level
instructional/data team(s) when
schedules allow. Leadership
engages faculty in identifying
assessment needs;
selecting/creating appropriate
assessment strategies; and using
these strategies to inform
practice.
All members of the leadership
team participate in a grade
level/cluster instructional/data
team(s) regularly and actively
participate in data-informed
decision-making.
The leadership team has
developed systems for capturing
information and guides regular
analysis of the overall
effectiveness of
instructional/intervention
practices and programs.
b.
Systems that support
Instruction
Leadership engages in dialogue
about the purposes and overlap
among current school teams
and/or roles and practices.
Leadership and staff restructure
teams and/or roles and
practices to increase efficiency
and effectiveness of MTSS
implementation.
Leadership and staff participate
in teams and all aspects of MTSS
implementation to ensure each
learner’s success.
Leadership and staff engage in
collaborative problem solving as
part of the school’s culture,
making adjustments to systems
that support instruction as
needed.
c.
Resource allocation
Leadership discusses current
practices and examines resources
needed to implement them.
Leadership works collaboratively
with staff and outlines a plan
that devotes resources to MTSS
Implementation.
The leadership team aligns
resources to needs based on
data and continually ensures
staff has appropriate resources.
Leadership reviews and refines
allocation of resources as part of
a continuous cycle of
improvement.
Members of the leadership team
engage in meetings with all
stakeholders to summarize
existing assessment practices and
determine the parameters of the
assessments that need to be
included in its comprehensive
assessment system.
All members of the leadership
team, along with other
knowledgeable professionals,
have actively engaged in the
construction of a balanced and
comprehensive assessment
system and can lead discussions
and respond to questions from
the staff. Leadership ensures
that staff engages in
professional learning needed to
conduct assessments in a
trustworthy and meaningful
way.
The leadership team engages in
professional development to
keep its knowledge and skills
current and consults with
experts, where appropriate, in
monitoring the quality and use
of assessments. The leadership
team provides (for) continuous
monitoring of decision-making
and data use.
Leadership and staff routinely
examine its multiple sources of
data, decisions made based on
that data, and the impact on
student outcomes, making
adjustments as needed.
2. How does the leadership team
demonstrate that it ensures that
the data used is objective,
measureable and sensitive enough
to accurately guide decisionmaking about tiered instruction
and intervention?
Well--designed Professional Learning (Expertise)
1. Our school has a long-term professional learning (professional development) plan to support the systematic &comprehensive approach to professional learning for 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 have been achieved in practice.
Key Drivers and Guiding Questions
Emerging:
Developing:
Operationalizing:
Optimizing:
Establishing Consensus
Building Infrastructure
Gaining Consistency
Innovating and Sustaining
Personnel Competencies
Leadership and staff have varied ideas There is shared understanding and
Staff performance measures are
Staff performance measures relate
1. How do leadership and staff
about the knowledge and skill
clear expectations regarding the
informed by the MTSS-RTII PD plan. to the application of knowledge &
demonstrate their knowledge and skill necessary to use an MTSS-RTII
knowledge and skill necessary for
Staff shares knowledge and skill
skill in MTSS-RTII practice. Staff is
in relation to the use of an MTSS-RTII
approach.
an MTSS-RTII approach. Leadership with colleagues.
able to demonstrate their knowledge
approach?
and staff identify professional goals
and skill in practice.
in relation to the MTSS work to be
2. How does the professional
The leadership team explores ways to done.
The PD plan supports the staff in
Continuous assessment of the plan
development plan of the school
share information about VT-MTSS-RTII
how to implement MTSS as agreed
ensures that PD is provided in an
demonstrate that it ensures that staff
with staff, uses the MTSS selfLeadership and staff engage in
upon by the LEA.
ongoing fashion.
has a thorough understanding of VTassessment to determine readiness to discussion that establishes a
MTSS/RtII?
engage in this work and determine
purpose for using MTSS and
areas of PD need across the 5
outlines a plan for PD to support
domains of the VT MTSS-Field Guide.
these efforts.
Organizational Infrastructures
The leadership team provides a
Using the assessment results of the The leadership team, in concert
The leadership team regularly
1. How does the leadership team
limited menu of opportunities for staff self-assessment and the
with staff, makes available
monitors, evaluates & provides PD to
demonstrate that the supportive
to become familiar with MTSS-RTII.
implementation rubrics the
differentiated, professional PD to
staff. Teachers use data as they
structures are in place and that there is
The team, in concert with staff,
leadership team makes available a
all staff equitably. The PD includes
incorporate new methods &
equitable access to allow staff to
assesses existing resources, including
sufficient array of PD opportunities follow-up support and coaching
practices to respond to learner &
benefit from a comprehensive
time for providing appropriate,
for all staff, based on identified
that enable teachers to regularly
family needs, cultural and linguistic
professional development plan?
embedded, professional
need.
monitor and refine their use of
differences. Structures are in place
development.
effective instructional strategies.
to support staff as they collaborate
and provide embedded PD for each
other.
Leadership Capacities
Leadership and staff build the team
Leadership and staff analyze the
The leadership team provides time, Leadership ensures the continuous
1. How does the leadership of the school/
who will be responsible for planning
self-assessment data and prioritize
expertise, and resources to
implementation of the PD. Progress
district ensure that differentiated & job and providing PD.
their PD needs. They develop a
accomplish the work.
is monitored regularly and is related
embedded professional development is Leadership makes commitment to the differentiated and job-embedded,
to job performance and the goal of
provided to all staff members in the
development and implementation of
multi-year professional learning
improved student outcomes.
following areas:
the MTSS. Leadership is able to
plan in all five domains of the VTLeadership is able to discern whether
a. MTSS/RtII
develop, maintain, and refine shared
MTSS framework. They identify
the PD is having the desired effect.
b. Effective Collaboration
values and vision for MTSS-RTII.
school/district-wide expertise in
c. Comprehensive & Balanced
each of these areas.
Assessment System
d. High Quality Instruction/Intervention
e. Positive School Culture