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MTSS Readiness Instrument

School Name: _________________________________ Team Members Completing: __________________________
Date Completed: _______________________________

__________________________

Purpose: This tool is provided to assist districts in determining initial readiness for implementation of a Multi-Tiered System of Support (MTSS)
designed to meet the needs of all students. The tool addresses the six critical components identified as essential to successful MTSS
implementation in North Carolina.
Directions: This instrument is to be completed by school level RtI/Leadership team. All team members participate in rating the district’s
implementation of the six critical components of MTSS. In completing this assessment, please keep in mind that honest deliberation among
team members should take place in order to answer each item. When there is disagreement in a score among team members, the team should
come to a consensus (general agreement that all group members can live with and publicly support).

North Carolina MTSS Definition
NC MTSS is a multi-tiered framework, which promotes school improvement through engaging, research-based academic and behavioral
practices. NC MTSS employs a systems approach using data-driven problem-solving to maximize growth for all.
North Carolina MTSS Vision
Every NC Pre K-12 public education system implements and sustains all components of a Multi-Tiered System of Support to ensure college and
career readiness for all students.
North Carolina MTSS Mission
NC DPI will prepare and support LEAs to implement a Multi-Tiered System of Support for total school improvement by providing professional
development, coaching and technical assistance, research and evaluation, and communication and visibility that results in college and career
readiness for all students. NC DPI believes that MTSS is the most effective and efficient approach to improving school outcomes and student
performance thereby ensuring equitable access to a sound basic education.

Leadership and Shared Responsibility
1. A team exists at your school level that regularly meets to problem-solve student outcome data (academic and behavior)
and implementation of key initiatives. This team includes perspectives from multiple school leaders, departments/grade
levels, and support staff.
No team exists.
A team exists but is not A representative team
A representative team
All components in this
representative of
exists but does not
exists that problem
item are in place and
multiple staff leaders as problem solve data.
solves data but does
functioning.
described.
not meet regularly.
2. Membership on the team includes teacher leaders that can affect change and remove barriers for teams to have
meaningful impacts on student achievement.
No team exists.
Team members cannot Team members report
Some of the team
Most of the team
affect change or
to other who can affect members can affect
members can affect
remove barriers.
change and remove
change and/or remove
change and/or remove
barriers.
barriers.
barriers.
3. The team meets on a regular basis (at least quarterly). The team has a structured agenda and uses a systematic problemsolving approach to review school data.
No team exists.
A team exists, but does A team exists and
A team meets at least
All components are in
not meet at least
meets at least
quarterly and uses a
place.
quarterly.
quarterly, but no
structured agenda.
structured agenda is
used/followed.
4. The school team has established a standard communication protocol to other staff members (not on the team) so that
information can be shared readily and feedback from the other staff can be shared back in a timely manner. The written
communication protocol results in an effective feedback loop between team and staff members.
No team exists.
“As needed”
The team has a written Written communication All components are in
information is shared
communication
protocol is in place with place.
with staff or only a
protocol to staff
a loop to receive
verbal communication
members.
information back from
plan is in place.
staff.

Curriculum and Instruction
1. Each subject area at each grade level has formalized curriculum maps that are used by the staff to ensure students are
receiving instruction on the NCSCOS.
Maps are complete for
20-39% of
40-59% of
60-79% of
80-100% of courses and
0-20% of courses/content courses/content areas
courses/content areas
courses/content areas
content areas have
areas.
have formal maps.
have formal maps.
have formal maps.
formal maps.
2. Your school has identified universal behavioral expectations (5 or fewer positively stated expectations), expectations are
displayed for each area of your school, and taught/reinforced to staff and students.
No universal behavior
School has universal
School has universal
School has universal
All components are in
expectations have been
behavior expectations
behavior expectations
behavior expectations
place.
agreed upon by the staff.
but too many or not
agreed on by staff, but
agreed on by the staff,
positively stated as
expectations are only
expectations are
expectations.
displayed in one
displayed, but not
location/publication
taught or regularly
with little to now
reinforced with
teaching of
staff/students.
expectations.
3. Evidence-based instructional practices are in place across grade levels and content areas that are proven to result in
improved student outcomes. This may vary from subject to subject, based on data, but each grade level/department has
an articulated plan for delivering core instruction.
0-9% of grade
10-29% of grade
30-49% of grade
50-69% of grade
70% or more of grade
levels/departments
levels/departments
levels/departments
levels/departments
levels/departments
4. There is a documented system for teaching the components of behavior/social-emotional skills within your school. This
may vary from grade to grade/department to department, but your school has a plan of instructing students on
expectation and rules across location.
0-9% of grade
10-29% of grade
30-49% of grade
50-69% of grade
70% or more of grade
levels/departments
levels/departments
levels/departments
levels/departments
levels/departments

Assessment
1. Universal screening for literacy and math takes place in K-8 at least three times a year. (High Schools—Skip this Question)
Universal screening is
Universal screening is
Universal screening is
Universal screening is
being completed in
completed in Reading
completed in Reading
completed in both key
Reading but not Math.
and Math at least twice and Math at least three areas AND data is used
a year.
times a year.
to make instructional
decisions for student
support.
2. High Schools ONLY—A uniform method of determining student risk levels is in place where data is used to determine
student schedule and need for supports AND a process is in place to use the data gathered for individual students and
student groups to keep all students on target for timely graduation.
No method or process is
A method of
A process is in place to
A process is in place to
All components are in
in place.
determining student
gather data on at-risk
gather data on at-risk
place.
risk levels is in place
students, make
students, make
and is used to make
scheduling decisions,
scheduling decisions,
scheduling decisions.
and provide supports is and provide supports is
in place, but is not
in place and is
implemented
consistently
consistently.
implemented.
3. Analysis of office discipline referrals and student attendance patterns occurs at all grade levels/departments within our
school on a regular basis (at least quarterly).
0-9% of grade
10-29% of grade
30-49% of grade
50-69% of grade
70% or more of grade
levels/departments
levels/departments
levels/departments
levels/departments
levels/departments
4. The school has a way to analyze school, grade/department, and individual student data readily and produces user-friendly
graphical representations of performance across all grade levels/departments.
0-9% of grade
10-29% of grade
30-49% of grade
50-69% of grade
70% or more of grade
levels/departments have
levels/departments
levels/departments
levels/departments
levels/departments
No Universal screening
takes place.

this in place.

have this in place.

have this in place.

have this in place.

have this in place.

Problem-Solving/Data-Driven Decision Making
1. Teams exist at the school level that regularly analyze student data (at least 3 times per year) to determine effectiveness of
core instruction, including behavior expectations as a subject (Tier I). All students and student subgroups are included in
the analysis.
No team exists at the
A team exists at the
A team exists at the
A team exists at the
A team exists at the
school.
school and examines
school and examines
school and examines
school and examines
data for core instruction data for core instruction data for core instruction data for core instruction
for 25-33% of the
for at least 50% of the
for 75% of the
for 100% of the
grade/courses.
grade/courses.
grade/courses.
grade/courses.
2. The team utilizes multiple sources of formative and summative data in order to determine effectiveness of core
instruction for all students. All students and student subgroups are included in the analysis.
No team exists at the
A team exists at the
A team exists at the
A team exists at the
A team exists at the
school.
school and examines
school and examines
school and examines
school and examines
data for core instruction data for core instruction data for core instruction data for core instruction
for 25-33% of the
for at least 50% of the
for 75% of the
for 100% of the
grade/courses.
grade/courses.
grade/courses.
grade/courses.
3. Teams at the grade level and/or department level exist that regularly meet to analyze their students’ data and make plans
to improve their core instruction for all students. These may be set up as PLCs or other data teams. All student subgroups
are included in this analysis
0-9% of grade
10-29% of grade
30-49% of grade
50-69% of grade
70% or more of grade
levels/departments
levels/departments
levels/departments
levels/departments
levels/departments
4. Teams that analyze data use a systematic problem-solving model that guides them through the problem definition,
problem analysis, plan development and plan evaluation to improve student outcomes. All student subgroups are
included in this process/analysis.
0-9% of grade
10-29% of grade
30-49% of grade
50-69% of grade
70% or more of grade
levels/departments have
levels/departments
levels/departments
levels/departments
levels/departments
this in place.

have this in place.

have this in place.

have this in place.

have this in place.

Sustainability and Integration
1. MTSS is included in the school improvement plan.
Beginning to install
Partially installed
Fully installed
Fully installed and could
(plans are underway to
be a model for other
revise plans to include
schools/districts.
MTSS)
2. School schedules reflect the knowledge of teachers’ need for collaborative planning and data analysis within the school
day. This time is protected by administrators and communicated as a priority.
0-9% of grade
10-29% of grade
30-49% of grade
50-69% of grade
70% or more of grade
levels/departments have
levels/departments
levels/departments
levels/departments
levels/departments
Not in place

this in place.

have this in place.

have this in place.

have this in place.

have this in place.

Family and Community Collaboration
1. Family involvement is solicited during school level strategic improvement planning.
Beginning to install
Partially installed
Fully installed
Fully installed and could
(plans are underway to
be a model for other
revise plans to include
schools/districts.
MTSS)
2. Two-way communication between families and the school is engaged in on a regular basis and through a variety of modes
(i.e. face-to-face, electronic, phone, etc.)
Not in place
Beginning to install
Partially installed
Fully installed
Fully installed and could
be a model for other
schools/districts.
Not in place

Final Comments from the Team