Kansas MTSS Curriculum Protocol

1. Kansas MTSS Curriculum Protocol Judy Rockley September 2012 rockleyj@gmail.com

2. 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 • 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 Rockley, 2012

3. MTSS Curriculum Protocol Model • 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. Rockley, 2012

4. Appendix H: Oral Reading Fluency Flowchart Rockley, 2012

5. Elementary Curriculum Protocol Example Rockley, 2012

6. Grades 6-12 Curriculum Protocol Example Rockley, 2012

7. Determine Instructional Adjustment When data show that a student’s scores are below the aimline, follow these steps to adjust the intervention: • Check what you are monitoring • Check fidelity of instruction • Increase pacing of instruction • Change pace of intervention • Ensure alignment of programs • Adjust the instructional materials • Move the student to a different group Rockley, 2012

8. Not ALL Interventions are Created Equally • 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 Rockley, 2012

9. Resources for Phonological Awareness • Phonological Awareness Activity Books • Start Up • Pathways --------------------------------------- • Road to the Code ---------------------------------------- • Reading Readiness Rockley, 2012

10. Resources for Phonics • Build Up • Spiral Up • Blevins Phonics A-Z • Blevins Word Study -------------------------------------------- • Phonics Boost • Rewards --------------------------------------------- • Multisensory Reading and Spelling (MR&S) • Phonics Blitz Rockley, 2012

11. Resources for Fluency • Readers Theater ---------------------------------------- • Read Naturally • Quick Reads • Six Minute Solutions ---------------------------------------- RAVE-O Rockley, 2012

12. Research Supported Comprehension Strategies (Generic Strategies in CCSS) • Comprehension Monitoring • Graphic and Semantic Organizers • Prediction • Question - Answering • Question Generation • Visual Imagery • Story Structure • Summarization (biggest bang for your buck) Rockley, 2012

13. Providing Tiered Interventions • 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) Rockley, 2012

14. Tier 3 Research Based Interventions Developed for students with dyslexia are most intensive. Examples: • Orton Gillingham based programs • Multisensory Matrix • Wilson • Alphabetic Phonics • Neuhaus programs • RAVE-O Rockley, 2012

15. Problem-Solving Process based on data Rockley, 2012

16. Documenting Student Progress • 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. Rockley, 2012

17. Intervention Log Rockley, 2012

18. Positive Response By Slope Growth in Performance but Insufficient Growth Rate benchmark Tier 2 instruction Tier 1 instruction Shores & Chester, Rockley, 2012

19. Growth in Performance but Insufficient Growth Rate? 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) Rockley, 2012

20. Non- Response By Level And Slope Lack of Growth in Performance and Insufficient Growth Rate benchmark Tier 2 instruction Tier 1 instruction Shores & Chester, Rockley, 2012

21. Make Sure Special Education Staff is Involved

22. Lack of Growth in Performance and Insufficient Growth Rate? Steps to Customize the Intervention • Begin with intensive protocol intervention • Teach protocol intervention with fidelity • The team determines whether a revision to the program is needed to boost the student’s rate of improvement. • If so, an instructional feature, based on a well researched instructional principle, is added to the validated protocol. Rockley, 2012

23. Research-Based Practices Regarding Intervention Effectiveness Rockley, 2012

24. Importance of Fidelity • 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 Rockley, 2012

25. Key Factors • Fidelity to MTSS Process • Fidelity to Interventions • Collaboration and Communication between general education & special education staff Rockley, 2012