Student Support Readiness Check

1
Does every member of your student support staff have clearly defined responsibilities?* This field is required.
🟢 Every team member has clearly defined responsibilities, understands one another's roles, and staff know who to involve based on student needs.
🟡 Most team members understand their responsibilities, but there is occasional overlap or confusion about who should provide specific supports.
🟠 Roles have been discussed but are inconsistently understood across the building.
🔴 Responsibilities are unclear, causing duplicated efforts, missed supports, or inappropriate referrals.
2
Does your student support staff meet consistently?* This field is required.
🟢Meetings occur consistently with strong attendance and a clear purpose.
🟡 Meetings occur regularly but are occasionally postponed or inconsistently attended.
🟠 Meetings happen only when concerns arise or schedules allow.
🔴Meetings are infrequent or primarily occur during crises.
3
Are meeting outcomes documented and assigned?* This field is required.
🟢 Every meeting ends with documented action steps, assigned responsibilities, and follow-up timelines.
🟡 Most meetings result in documented next steps, but follow-up is inconsistent.
🟠 Notes are sometimes taken, but responsibilities and timelines are often unclear.
🔴 Meetings rarely result in documented decisions or accountability.
4
Can every teacher explain when to involve each student support professional?* This field is required.
🟢 Teachers clearly understand each support professional's role and follow established referral pathways.
🟡 Most teachers understand referral procedures, but occasional confusion exists.
🟠 Referral decisions vary by teacher and often depend on personal relationships.
🔴 Teachers frequently refer students to the wrong staff member or skip established processes.
5
Are student caseloads intentionally distributed?* This field is required.
🟢 Student support responsibilities are intentionally assigned based on student needs, staff expertise, and capacity.
🟡 Caseloads are generally balanced but occasionally become uneven.
🟠 Caseloads are assigned haphazardly, with little communication to others.
🔴 Caseloads don't exist. Reactive response has taken priority.
6
Is MTSS informing student service delivery?* This field is required.*service delivery being small groups, individual counseling, CICO, scheduled breaks etc.
🟢 MTSS data consistently guides intervention decisions and service delivery.
🟡 MTSS processes are established but not consistently used to drive decisions for behavior.
🟠 MTSS discussions occur, but interventions are often not followed through.
🔴 Services are primarily driven by referrals or crises rather than MTSS processes.
7
Can you identify your top three mental health and behavior trends?* This field is required.
🟢 Leadership regularly reviews mental health & behavior data and can identify trends.
🟡 Some mental health & behavior trends are monitored, but analysis is inconsistent.
🟠 Data is available but rarely analyzed for patterns.
🔴 Decisions are primarily based on perceptions rather than behavior data.
8
Do your student support staff consistently collect meaningful data to monitor the students they serve?* This field is required.
🟢 Student support staff consistently collect meaningful, student-centered data aligned to their interventions. Data is used to monitor progress, adjust supports, and communicate outcomes.
🟡 Most staff collect student data, but the type, frequency, or quality of data varies across roles.
🟠 Staff collect data inconsistently, and there is limited guidance on what data should be collected or how it should be used.
🔴 Data collection is minimal or primarily completed for compliance rather than to guide student support decisions.
9
Are repeat referrals analyzed?* This field is required.
🟢 Repeat referrals are routinely analyzed to identify root causes and improve interventions.
🟡 Repeat referrals are discussed but not consistently analyzed.
🟠 Individual cases are reviewed without identifying broader patterns.
🔴 Repeat referrals are managed individually without systematic analysis.
10
Do you have school-wide interventions that reduce referrals before students reach Tier 2?* This field is required.
🟢 School-wide prevention practices are consistently implemented and reduce the need for targeted behavior and mental health interventions.
🟡 Prevention strategies exist but referrals for Tier 2 are still high.
🟠 Some prevention efforts occur but depend on individual staff members.
🔴 Most interventions begin only after significant behavior concerns emerge.
11
Are intervention plans consistent across classrooms?* This field is required.
🟢 Intervention expectations are consistent across classrooms and staff implement agreed-upon strategies.
🟡 Most classrooms follow intervention plans, but consistency varies.
🟠 Implementation depends largely on individual teachers.
🔴 Intervention plans differ significantly between classrooms.
12
Is your student intervention process effective?* This field is required.
🟢 Teachers and student services staff consistently implement agreed-upon prevention strategies , progress monitor and engage in a follow-up meeting.
🟡 Most teachers and student services staff implement prevention strategies, though follow-up meetings are rare.
🟠 Referrals for student intervention meeting are overloaded and a clear process from referral to meeting gets lost.
🔴 Student intervention meetings are unpredictable and typically follow a student crisis with little to no follow-up.
13
To See Full Results, Provide Your Email Address.
example@example.com
14
Your Student Support TotalClick through to see your results!
Should be Empty: