The critical elements of MTSS are defined and understood

Professional development and coaching provided to staff

The leadership team facilitates PD on data-based problem-solving

The leadership team facilitates PD on multi-tiered instruction and intervention

Coaching is used to support MTSS implementation

Schedules provide adequate time for training and coaching

Schedules provide adequate time to administer assessments

Schedules provide adequate time for multiple tiers of instruction/interventions

Schedules provide adequate time for data-based problem-solving

Processes, procedures, and decision-rules are established for DBPS

Resources to support MTSS implementation are identified and allocated

The leadership team has failed to adequately facilitate school-wide professional development with regard to multi-tiered instruction and intervention.  Collins has several new educators in many of our grade levels who are unfamiliar with current best practices for MTSS.  Individual teacher professional development has occurred on more of a reactive basis due to urgent needs rather than proactively engaging in PD to support appropriate MTSS implementation.

The leadership will develop professional development opportunities for teachers to support the appropriate implementation of multi-tiered instruction and intervention.  

• Provide initial professional development to veteran and new educators with regard to the process for initiating and updating referrals using BASIS.
• During bi-weekly RTI meetings, provide small groups of teachers with additional training as to how to appropriately measure student progress and use data to inform intervention design.
• Coaches will model, collaborate, and provide feedback to individual teachers with regard to evidence-based practices.

Staff have consensus and engage in MTSS Implementation

Staff are provided data on MTSS fidelity and student outcomes

The infrastructure exists to support family and community engagement

Educators actively engage families in MTSS