Kansas MTSS Curriculum Protocol

Judy RockleySeptember 2012

rockleyj@gmail.com

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

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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

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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

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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

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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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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,

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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?

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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

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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

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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

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Fidelity to MTSS Process Fidelity to Interventions Collaboration and Communication between general education & special education staff

Key Factors