Data Evaluation Within an MTSS Framework

The topic "Data-Evaluation Within an MTSS Framework" was originally developed and presented as a full-day session offered to district and school teams in various locations across the state. This page is meant to provide access to the resources provided at the session, along with guiding questions, to strengthen the Data-Evaluation Component of MTSS implementation.


Why is Data-Evaluation one of six critical components of MTSS?

Given the importance of data-based problem-solving within an MTSS model, the need for data and evaluation system is clear. In order to do data-based problem-solving, school staff need to understand and have access to data sources that address the purposes of assessment. Procedures and protocols for administering assessments and data use allow school staff to use student data to make educational decisions. In addition to student data, data on the fidelity of MTSS implementation allow school leadership to examine the current practices and make changes for improving MTSS implementation.





MTSS_MainLogo.pngPotential Resources, Background and Questions to Consider

Resource: MTSS Critical Components

Any school improvement model has critical components which help to operationalize the work. The six components of NC MTSS can be found in many district or school improvement plans.

Questions to Consider:

How does this language resonate with other work in your district?
Which critical component do you perceive as a strength of your school or district?
How might the Data-Evaluation critical component be an area of growth for your school or district?
Which stakeholders need to be involved in this work to maximize implementation?

Resource: Data-Evaluation Planning Form

A large component of implementation that is difficult is actually following through with the plans we set. A calendar of when we collect implementation data (and when we will use that information) will help keep us on track so we make sure to collect and use implementation information to direct our work and coaching. This calendar can assist teams in scheduling implementation checks in addition to administration of other evaluation tools.

Questions to Consider:

What data sources does our team have which provide information on implementation? (What adults are doing)
What data sources does our team have which provide information on student outcomes?
What is the frequency of classroom walkthroughs?
Do all core subjects have the opportunity to be supported with walkthroughs?
How and when will instruction and coaching to use curricular materials be provided?
How often do school/district teams review and adjust the master schedule?
Do the tools listed represent core instruction including curriculum, instruction, and environment?
Are all grade levels represented in the tools?
What structures are in place to review the data gathered from each of the tools?
Is the expectation that the specified point person administer each tool a reasonable goal? If not, what adjustments need to be made? What supports does the point person need in order to administer the tool?

Resource: Universal Screening Areas: K-12th Grade

A universal screening system is set up to answer many questions in an MTSS. The collection of measures lets us know if our core is really as effective as we’ve designed it. The analysis of screening measures throughout the school year gives school leadership the ability to monitor the progress of core. The universal measures will show academic/behavior areas and grade levels where there are gaps that must be addressed through a stronger core. The analysis of screening throughout the school year also predicts if grade levels are on track to meet larger outcome goals. This resource provides information on the types of skills that should be measured.

Questions to Consider:

Does our district or school have gaps in elementary universal screening measures?
How is elementary and secondary screening different?
What criteria have we set to determine if students are on or off-track?
How are we using screening data to plan for supplemental and intensive support?
Does our secondary screening data assess academics, behavior and attendance?

Resource: Assessment Inventory

An assessment inventory will assist your district/school narrow your focus and identify areas of need. This tool is to be used by an MTSS team to generate all the assessments in a particular grade span/area. It is recommended that the team first lists all assessments then identifies the functions and uses.

Questions to Consider:

Are there redundancies in your assessment system?
If there are redundancies, what assessments could be eliminated?
Are there gaps in the assessment system? If so, what types of assessments might be needed?
Are all of the assessments listed also referenced on the Data-Evaluation Planning Form?
What professional development and coaching needs to be scheduled to ensure fidelity of assessment use?
Who is available to observe staff members administer assessments?
Does our system need an “Administrator Code of Conduct” that explains the importance of assessment administration fidelity and require staff signatures?

Additional Resources
NC STAR/MTSS Crosswalk
Achievement Task Force
What is CBM?

Download this table as a resource here. Download the participant notes from this workshop here.










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https://attendee.gotowebinar.com/register/2752186824793635329http://www.southeasteducationalliance.org/workshops.htmlThe parking lot is directly across from the building and there is a pedestrian crossing that leads to the front door. Selecting and Implementing Evidence Based Practices Webinar with Rob Horner and Erin Chaparro, Nov. 19th