North Carolina Department of Public Instruction Multi-Tiered System of Support (MTSS)
Critical Component Practice Profile
CRITICAL COMPONENT: ASSESSMENT
The core elements of assessment include: comprehensive and efficient, valid and reliable, and adequate capacity.
ASSESSMENT: COMPREHENSIVE AND EFFICIENT
The assessment system is balanced, culturally appropriate and includes multiple sources.
CC: A1
EXPECTED
ACCEPTABLE
UNACCEPTABLE
IMPLEMENTATION
VARIATION
VARIATION
Assessment system includes all of these
areas but is not uniform across all schools
within elementary and secondary settings.
*District-wide data cannot be examined
using same metric.
Assessment system lacks any one of
these data sources.
Assessment system includes all critical
areas of literacy, math and
behavior/social-emotional but is not
uniform across all schools within
elementary and secondary settings.
District-wide data cannot be examined
using same metric.
Redundancy in district-wide
assessments (more than two
measuring the same critical area)
across critical areas of literacy,
math and behavior/social-emotional.
District-wide/school-wide assessment
system (behavior/social-emotional &
academics) that is uniformly utilized
across elementary and secondary settings
and includes:






Universal screening
Progress monitoring (Discrete
skills and general outcome
measures)
Common formative assessment
Diagnostic/functional
Common Core benchmark
assessments
Summative assessment data
District-wide/school-wide assessment
system is designed to measure critical
areas of literacy, math and
behavior/social-emotional while
eliminating redundancy of assessments
and is uniformly utilized across
elementary and secondary settings.
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North Carolina Department of Public Instruction Multi-Tiered System of Support (MTSS)
Critical Component Practice Profile
District-wide assessment system is
designed to disaggregate data by
subgroups and is uniformly utilized across
elementary and secondary settings.
Assessment system includes
disaggregated data by subgroups but is
not uniform across all schools within
elementary and secondary settings.
District-wide data cannot be examined
using same metric.
District-wide assessment system
does not disaggregate data by
subgroups.
ASSESSMENT: VALID AND RELIABLE
CC: A2
EXPECTED
ACCEPTABLE
UNACCEPTABLE
IMPLEMENTATION
VARIATION
VARIATION
District-wide assessment tools meet the
following standards:
●
Demonstrates technical adequacy
for intended use across subgroups
● Peer-reviewed (as appropriate)
Assessment tools demonstrate technical
adequacy, but are not reviewed by a
district-wide panel that has psychometric
training/skills.
Assessments tools do not
demonstrate technical adequacy.
Standardized assessment tools are normed
nationally but not locally. Assessment
tools provide a criterion score (criterionreference) but do not have a norm group
for a performance reference. The criterion
score has demonstrated predictive validity
based on large-scale research.
Assessment tools have no norm
group on which to base district,
school and individual student
performance or any type of criterion
score that has demonstrable
predictive validity.
Select staff members are trained to
The staff responsible for
A district-wide team (with psychometric
training/skills) reviews technical
adequacy.
When data are interpreted with norms,
national and local norms (when
appropriate) will be considered.
For norm-referenced or standardized
assessments, the interpretation reference
to the relevant normative group
performance.
This does not include qualitative data that
may be gathered for problem solving.
A district-wide team will schedule on-
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North Carolina Department of Public Instruction Multi-Tiered System of Support (MTSS)
Critical Component Practice Profile
going training, coaching and fidelity
checks in the following areas of
assessment:
●
●
Administration
Scoring and Inter-rater reliability
(as appropriate)
● Summarization
● Interpretation
Formative assessment data are utilized for
instructional decision making, not for
teacher evaluation purposes.
administer, score and interpret as a team,
and fidelity checks occur for each area of
assessment (administration, scoring,
summarization and interpretation).
administering, scoring and
interpreting assessments receives
information but no formal training.
No coaching or fidelity checks
occur.
Team members have achieved minimum
criteria for inter-rater reliability with a
team member who has psychometric
training/skills (as appropriate).
The assessment tools are used for decision Assessment tools are being used for
making to improve instruction, not for
purposes other than problem
staff evaluation.
solving. Data collected is used for
teacher evaluation.
ASSESSMENT: ADEQUATE CAPACITY FOR ASSESSMENT SYSTEM
CC: A3
EXPECTED
ACCEPTABLE
UNACCEPTABLE
IMPLEMENTATION
VARIATION
VARIATION
A district-wide team documents each
assessment tool and describes the purpose,
utility, and people responsible for
collecting, summarizing and analyzing
each.
A district-wide team has established
capacity for all schools to engage in
universal screening and score assessments
within an acceptable window of time
(within two weeks or as defined by
A district-wide team has aligned
assessment tools with intended purposes,
but has not clearly documented.
The district has not appropriately
matched data sources with the
intended purpose(s).
All schools within the district are able to
assess all students within an acceptable
window of time, as outlined by the
assessment guidelines, but the scoring and
summarization are not complete by the
end of that window (but is completed
within three weeks of the original
Schools within the district assess
only select students/student groups
for universal screening due to
insufficient capacity.
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North Carolina Department of Public Instruction Multi-Tiered System of Support (MTSS)
Critical Component Practice Profile
publisher).
screening date).
A district-wide team has developed a
schedule for collecting, summarizing and
analyzing district level data at the
beginning of each school year.
A district-wide team is collecting,
summarizing, and analyzing district level
data, but has not clearly documented the
assessment plan in a schedule.
District level assessment plans for
collecting, summarizing, and
analyzing district level data are not
scheduled for the school year.
A district-wide team ensures behavioral &
academic district level data are
continuously collected, summarized, and
analyzed to support problem solving for
all assessment data collected.
A district-wide team collects,
summarizes, and analyzes behavioral and
academic district level data to support
problem solving, but not at regularly
occurring intervals or not for all
assessment data collected.
District level data are collected but
not summarized and analyzed or
used for problem solving for the
district.
A district-wide team ensures sufficient
capacity to consistently administer and use
information from diagnostic/functional
assessments and/or processes for literacy,
math and behavior/social-emotional skills.
A district-wide team has established
limited capacity within the district to
administer and use diagnostic and
functional assessments and/or processes
for literacy, math and behavior/socialemotional skills.
A district-wide team has not
developed capacity to administer
diagnostic and functional
assessments and/or processes for
literacy, math and behavior/socialemotional skills.
A district-wide team has not established
capacity to train team members at each
school, but district supports are being
provided while school capacity is being
developed.
Neither school nor district capacity
is being developed to support
progress monitoring.
A district-wide team has not established
capacity at each school, but district
supports are being provided while school
Neither school nor district capacity
is being developed to support
progress monitoring.
A district-wide team has ensured that
every school includes team members who
have been trained or coached about
current best practices regarding progress
monitoring (including the number of data
points and fidelity) that can make
decisions about progress monitoring for
literacy, math and behavior/socialemotional skills.
A district-wide team has established
capacity at each school to support the
effective use of progress monitoring data
that includes the use of brief, repeatable
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North Carolina Department of Public Instruction Multi-Tiered System of Support (MTSS)
Critical Component Practice Profile
and psychometrically sound measures that
provide meaningful information as to the
status of student progress in targeted
areas.
A district-wide team has established
district level and school level capacity to
summarize and interpret student progress
monitoring data relative to both rate of
improvement and overall level of
performance.
capacity is being developed.
A district-wide team has not established
capacity at each school, but district
supports are being provided while school
capacity is being developed.
Neither school nor district capacity
is being developed to support
graphic and clear depictions of
student progress.
The frequency of progress monitoring of
learners receiving supplemental and
intensive instruction in academics and/or
behavior is documented, followed, and
based upon research.
*District-wide should be interpreted as “school-wide” when being applied to a Charter School Setting.
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