Central Office Administrators increase their knowledge of the requirements of MTSS implementation at the secondary level. (Knowledge)
Central Office Administrators believe in the value of using the MTSS Framework within the secondary setting. (Attitude)
Central Office Administrators partner with all stakeholders involved with MTSS. (Behavior)
Central Office Administrators align Continuous Improvement Process and district/building initiatives. (Knowledge and Skill)
Central Office staff understands the steps needed to implement MTSS and plans for implementation. (Knowledge and Skill)
Central Office Administrators feel confident in supporting secondary administrators with MTSS implementation. (Aspiration)
Central Office staff utilizes tools to support MTSS implementation at the secondary level. (Skill and Behavior)
School Leadership Team (SLT) increases their knowledge of MTSS at the Secondary Level. (Knowledge)
SLT believes in the value of using the MTSS Framework within the secondary setting. (Attitude)
SLT increases their knowledge of the data that impacts their school. (Knowledge)
SLT has the skills and desire to use data to make decisions. (Skill and Attitude)
SLT is aware of Tier 1 supports and roles. (Knowledge)
SLT builds involvement of all stakeholders of MTSS. (Attitude and Behavior)
SLT knows how to align Continuous Improvement Process and district/building initiatives (Knowledge and Skill)
SLT understands the steps needed to implement MTSS and plans for implementation. (Knowledge and Skill)
School Leadership Team feels confident in their ability to communicate changes of the school schedule to reflect MTSS implementation. (Aptitude)
SLT has the ability to change school schedule to reflect MTSS priorities. (Skill)
SLT aligns Continuous Improvement Process and district/building initiatives.(Behavior)
SLT designs MTSS implementation and PD for roll out, and develops an ongoing MTSS process. (Behavior)
SLT evaluates practices and refines action plans. (Behavior)
SLT uses data to make decisions about needs and priorities. (Behavior)
SLT is willing to participate in additional professional learning based on a stronger belief in the probability of change. (Aspiration)
School staff believes in the value of using the MTSS Framework within the secondary setting. (Attitude)
School staff believes in the need to change the school schedule. (Attitude)
School staff participates in teams engaged in learning and networking. (Attitude and Behavior)
School staff understands the steps needed to implement MTSS and plans for implementation. (Knowledge and Skill)
School staff are aware of Tier 1 supports and roles (Knowledge)
School staff knows how to align practices to Continuous Improvement Process and district/building initiatives (Knowledge, Skill)
School staff has clarity of roles and responsibilities (Skill)
Data is used to by school staff to make decisions about needs and priorities, impact of implementation. (Behavior)
School staff implements a new schedule to reflect MTSS. (Behavior)
School staff experience a shift in collective efficacy and that they can help all students to be successful (Attitude and Aspiration)
School district supported MTSS practices will be in place at the high school level with an implementation rate of 80% as measured by the MTSS Self-Assessment.
School districts have capacity to self-support MTSS practices at the secondary school level.
Increase in learning as measured through the ACT.
Schools report 80% of students are proficient at the core.
Improved student outcomes with and beyond academics.
