kansas mtss curriculum protocol
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Kansas MTSS Curriculum Protocol. Judy Rockley September 2012 [email protected]. Kansas MTSS is a Hybrid Model. Based on student data interventions are chosen from a list of scientifically based programs that are approved by the building/district team - PowerPoint PPT PresentationTRANSCRIPT
Rockley, 2012
Based on student data interventions are chosen from a list of scientifically based programs that are approved by the building/district team
Intervention programs are implemented with fidelity
If a student does not make adequate progress based on building/district decision rules the instruction/intervention is adjusted/customized using a structured, systematic process
Kansas MTSS is a Hybrid Model
Rockley, 2012
Teachers use data analysis from the universal screener or progress monitoring and problem-solving to place students in these intervention programs.
This approach acknowledges that one intervention will not efficiently meet the needs of all struggling readers yet limits the number of possible interventions so that it is easier to train staff and track results.
MTSS Curriculum Protocol Model
Rockley, 2012
Appendix H: Oral Reading Fluency Flowchart
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Elementary Curriculum Protocol Example
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Grades 6-12 Curriculum Protocol Example
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When data show that a student’s scores are below the aimline, follow these steps to adjust the intervention:
1. Check what you are monitoring2. Check fidelity of instruction3. Increase pacing of instruction 4. Change pace of intervention5. Ensure alignment of programs6. Adjust the instructional materials7. Move the student to a different group
Determine Instructional Adjustment
Rockley, 2012
Tier III Interventions should be:◦ More Explicit◦ More Systematic◦ More Intensive◦ Targeted or Comprehensive◦ Developed for students with dyslexia◦ Effect Size of .5 or larger
Not ALL Interventions are Created Equally
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Phonological Awareness Activity Books Start Up Pathways
--------------------------------------- Road to the Code
---------------------------------------- Reading Readiness
Resources for Phonological Awareness
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Build Up Spiral Up Blevins Phonics A-Z Blevins Word Study
-------------------------------------------- Phonics Boost Rewards
--------------------------------------------- Multisensory Reading and Spelling (MR&S) Phonics Blitz
Resources for Phonics
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Readers Theater---------------------------------------- Read Naturally Quick Reads Six Minute Solutions
----------------------------------------RAVE-O
Resources for Fluency
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Comprehension Monitoring Graphic and Semantic Organizers Prediction Question - Answering Question Generation Visual Imagery Story Structure Summarization (biggest bang for your buck)
Research Supported Comprehension Strategies (Generic Strategies in CCSS)
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The most effective intervention teachers are likely to be those with the most training and experience.
However, in the absence of well-trained and experienced intervention specialists, less experienced teachers, or even qualified para-professionals, can deliver effective interventions if they are trained to use a well-developed, explicit, and systematic intervention program.
Many of these programs are available, and provide a useful “scaffold” to help less experienced teachers provide powerful instruction.
(Torgeson, 2006)
Providing Tiered Interventions
Rockley, 2012
Developed for students with dyslexia are most intensive. Examples:
Orton Gillingham based programs Multisensory Matrix
Wilson Alphabetic Phonics
Neuhaus programs RAVE-O
Tier 3 Research Based Interventions
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Problem
-Solving Proce
ss
based
on data
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Maintaining an intervention log is critical for tracking student’s progress in intervention.
Any changes to the intervention should be based on the results of the progress monitoring data, and documented.
Documenting this information can be done both on the progress monitoring graph and the intervention log.
Documenting Student Progress
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Intervention Log
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Positive Response By Slope
benchmark
Tier 1 instruction
Tier 2 instruction
Growth in Performance but Insufficient Growth Rate
Shores & Chester,
Rockley, 2012
Increase intensity of instruction by: increasing number of student responses in a
minute by reducing group size Increase number of questions and error
corrections student receives in a minute Increase scaffolding Provide more modeling (I Do and We Do) Increase number of repetition cycles on each skill Use more systematic curriculum (Hall, 2007)
Growth in Performance but Insufficient Growth Rate?
Rockley, 2012
Non- Response By Level And Slope
benchmark
Tier 1 instruction
Tier 2 instruction
Lack of Growth in Performance and Insufficient Growth Rate
Shores & Chester,
Make Sure Special Education Staff is Involved
Rockley, 2012
Steps to Customize the Intervention
1. Begin with intensive protocol intervention2. Teach protocol intervention with fidelity3. The team determines whether a revision to
the program is needed to boost the student’s rate of improvement.
4. If so, an instructional feature, based on a well researched instructional principle, is added to the validated protocol.
Lack of Growth in Performance and Insufficient Growth Rate?
Research-Based Practices Regarding Intervention EffectivenessInstruction Curriculum•Fidelity of Instruction•Modeling and guided practice prior to independent practice (I Do, We Do, You Do)•Explicit Teaching•Opportunities to respond•Sufficient questioning, check for understandings•Sufficient practice
•Appropriate match between learner and intervention •Appropriate rate of progress to reach goal•Instructional focus based on diagnostic process•Variety of Interests•Teaches skills to mastery•Appropriate independent work activities
Setting Individual•Classroom routines/behavior management support learning•Appropriate person teaching the intervention group•Transitions are short and brief•Academic learning time is high
•Motivation•Task persistence•Attendance•Pattern of performance errors reflect skill deficits•Commitment to school
Rockley, 2012
Rockley, 2012
Current research indicates that the most common cause of failed intervention is a lack of fidelity of implementation.
Scientific research may indicate that an intervention model is successful, but that success can only be dependably duplicated if teachers:◦ are provided sufficient on-going program-specific
training, ◦ agree to implement all aspects of the model as
designed, and ◦ adhere to that agreement
Importance of Fidelity
Rockley, 2012
Fidelity to MTSS Process Fidelity to Interventions Collaboration and Communication between general education & special education staff
Key Factors