9. The leadership team explicit connection to Initial professional development Ongoing professional The leadership team regularly No and and facilitates professional multi-tiered instruction and on multi-tiered instruction and development and coaching on uses data on student needs and development and coaching 7 intervention is evident in intervention is provided that instruction and intervention is fidelity of how evidence-based for all staff on multi-tiered professional development includes the following elements: provided that includes the following practices are implemented to instruction and intervention provided elements: continuously improve professional Rationale for and modeling of relative to their job development and coaching efforts Differentiation of professional instructional and roles/responsibilities development and coaching intervention design and on staff delivery (e.g., Common Core State Standards, instructional roles/responsibilities routine, Tier 1 Positive Coaching Behavior Supports, lesson Modeling of, practice of, and planning for active student collaborative feedback on, engagement) evidence-based practices Connections are made regarding how the practices are aligned with and integrated into MTSS How data informs instruction and intervention design and delivery that reflects student diversity and results in learning opportunities for all students 8 10. Coaching 7 is used to coaching is provided to Initial coaching is occurring that Coaching activities are Data on professional No and and support MTSS build staff capacity to is focused primarily on expanded to include: development, implementation implementation implement the critical facilitating or modeling the fidelity, and student outcomes are Opportunities to practice elements of MTSS components of MTSS used to refine coaching activities Collaborative and performance feedback
9. The leadership team facilitates professional development and coaching 7 for all staff on multi-tiered instruction and intervention relative to their job roles/responsibilities No explicit connection to multi-tiered instruction and intervention is evident in professional development provided Initial professional development on multi-tiered instruction and intervention is provided that includes the following elements: Rationale for and modeling of instructional and intervention design and delivery (e.g., Common Core State Standards, instructional routine, Tier 1 Positive Behavior Supports, lesson planning for active student engagement) Connections are made regarding how the practices are aligned with and integrated into MTSS How data informs instruction and intervention design and delivery that reflects student diversity and results in learning opportunities for all students 8 and Ongoing professional development and coaching on instruction and intervention is provided that includes the following elements: Differentiation of professional development and coaching on staff roles/responsibilities Coaching Modeling of, practice of, and collaborative feedback on, evidence-based practices and The leadership team regularly uses data on student needs and fidelity of how evidence-based practices are implemented to continuously improve professional development and coaching efforts 10. Coaching 7 is used to support MTSS implementation No coaching is provided to build staff capacity to implement the critical elements of MTSS Initial coaching is occurring that is focused primarily on facilitating or modeling the components of MTSS and Coaching activities are expanded to include: Opportunities to practice Collaborative and performance feedback and Data on professional development, implementation fidelity, and student outcomes are used to refine coaching activities
2014-15_eval_report_mtss.docx