kansas multi-tier system of supports reading implementation- garden city
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Kansas Multi-Tier System of Supports Reading Implementation- Garden City. Today’s Agenda. Review Reading Implementation Steps 1 – 9 using new data from the most recent Universal Screening - PowerPoint PPT PresentationTRANSCRIPT
Kansas Multi-Tier System of Supports Reading Implementation-Garden City
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Today’s Agenda• Review Reading Implementation Steps 1 – 9
using new data from the most recent Universal Screening
• Building Leadership Team Implementation Guide for Reading Steps 9 – 18: Progress Monitoring Students in Interventions
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Step 1: Review and Validate Universal Screening Data
• Discuss as a team: How is universal screening data being
reviewed and validated?• Remember, if you have questions about the
validity of any student’s scores, then re-screen
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Step 2:Analyze Building Level Data
Locate building level reports (AIMSweb: Tier Transition Report or DIBELS: Distribution Report) will provide percentage and numbers of students falling at Benchmark or Tier 1 (25th percentile and above), at Strategic or Tier 2 (10th – 24th percentile), and the Intensive or Tier 3 range (9th percentile and below).
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AIMSweb Tier Transition ReportCurriculum Based Measurement
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Tier Transition ReportMAZE-Comprehension
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AIMSweb Grade Level Assessments to Include for Composite Score
Grade Fall Winter Spring
Kdg LNF LNF, LSF, PSF, NWF
LNF, LSF, PSF, NWF
1st LNF, LSF, PSF, NWF
PSF, NWF, R-CBM
NWF, R-CBM
2nd R-CBM R-CBM R-CBM
3rd-6th R-CBM, Maze R-CBM, Maze R-CBM, Maze
7th-High School
Maze Maze Maze
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Building Level Status
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Step 3: Analyze Grade Level Data Use grade level reports
AIMSweb: Distribution by Scores & Percentiles (Well Above Average, Above Average, Average, Below Average, & Well Below Average) (Rainbow Report with target score)
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Step 3: Analyze Grade Level Data1. Analyze the screening data for each grade level in
the building and add it to the appropriate Grade Level Status worksheet
2. Compare this universal screening data to the previous screening data and answer the following questions:
1. What is our current Grade Level status? 2. Are we on track to meet our goal?
WWW.KANSASMTSS.ORGGrade Goal: By Spring, we want ___% to be at benchmark with their literacy skills.
Grade Level Status for each MeasurementQuestion: What is our current grade level status and end of the
year goal?
%Benchmark/Target and
above
%Supplemental
/Below Average
%Intensive/Well
Below Average
%Below Target
(Differentiation)
Fall
Winter
Spring
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Step 4: Analyze classroom level data1. Find the classroom level report2. Analyze the screening data for at least one
classroom in the building and add it to the Classroom Level Status worksheet for that classroom.
3. After evaluating the classroom level data and its implications, teams need to answer the following questions:
• What is the current Classroom Level status? • Is this classroom on track to meet the goal?
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As collaborative teams evaluate classroom level data, here are issues that should be discussed
and, if needed, reported to the leadership team
1. What do the strengths/needs of each class make us think about for differentiation?
2. Are core instructional practices and the core curriculum being implemented with fidelity?
3. Do staff have professional development or other needs?
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Step 5: Use New Screening Data to Revise How Students are Sorted into Groups.
• Have any issues come up in your building regarding sorting students into the four Groups?
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Grouping Worksheet
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AIMSweb Grouping Indicators Kdg 1st Grade 2nd- 6th
Grade7th – 8th Grade
Fall LNF PAST: Initial Phoneme, Syllable Blending, Segmentation, & Deletion , Word Concept
Alphabet Knowledge
Step 1: NWFStep 2: PSF
R-CBM Maze
Winter PSF NWF R-CBM Maze
Spring PSF R-CBM R-CBM Maze
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Phoneme Segmentation
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Grouping for Phoneme Segmentation Fluency (PSF)
1. Locate Class Distribution Report2. Identify students needing strategic and
intensive instructional services3. Review the students’ PSF assessment and
determine accuracy percentage by dividing the student’s score by the number attempted.
4. Place into groups
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Phoneme Segmentation Grouping SummaryGroup 1: Accurate and Fluent Group 2: Accurate but Slow
• Student segments all phonemes including phonemes in blends with good speed and accuracy(more than 95% accuracy) Focus instruction on short vowels or CVC words and progress monitor using Nonsense Word Fluency
•Student segments all phonemes including phonemes in blends with good accuracy(more than 95% accuracy) but did not pass phoneme segmentation fluency.Focus instruction on automaticity or fluency.
Group 3: Inaccurate and Slow Group 4: Inaccurate and Fluent• Student attempts to segment sounds or word parts, but is often incorrect. (less than 95% accuracy)
• Initial phonemes• Final phonemes• Vowel phonemes
Focus instruction on identifying specific phonemes (initial, final, vowels)
• Student segments only partially with good accuracy (more than 95% accuracy)
• Does not segment blends• Produces onset and rime
Focus instruction on teaching single phoneme segmentation
•Student segments sounds very quickly but produces inaccurate sounds. Teacher should cue the student to slow down and retest.
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Nonsense Word Fluency
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Grouping for Nonsense Word Fluency (NWF)
1. Locate Class Distribution Report2. Review the students NWF assessment and
determine pattern performance and accuracy % by dividing the student’s score by the number attempted.
3. Place into groups4. Identify students needing strategic and
intensive instructional services
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Nonsense Word Fluency Grouping Summary
Group 1: Whole Word Reading (Unitization)
Group 2: Sound-by-Sound and Recoding/t/ /o/ /b/ /tob/
Accurate Not Accurate Focus instruction on accuracy and fluency in connected text
Accurate Not Accurate Focus on accuracy instruction at the letter-sound level and then accuracy instruction at the blending level
Group 3: Partial Blends /t/ /ob/ Group 4: Decoding Sound-by-Sound /t/ /o/ /b/
Accurate Not Accurate Focus instruction on blending fluency practice at the word level Instruction in “reading the words the fast way”
.Accurate Not Accurate Focus instruction
on accuracy instruction at the letter-sound level
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Oral Reading Fluency
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Grouping for Grades 7-8• All students are given grade level Maze
passages• Students not passing grade level Maze are
given Oral Reading Fluency passages at their grade level
Kdg 1st Grade
2nd- 6th Grade
7th – 8th Grade
Fall AK or PAST:IS
PSF or NWF
ORF Maze
Winter LSF NWF ORF MazeSpring PSF ORF ORF Maze
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Grouping is a Multi-Step Process Grades 9-12
• Students in grades 9-12 are given a grade level comprehension assessment
• Students who do not pass the grade level comprehension assessment are given an 8th grade Maze
• Students not passing 8th grade Maze are given 8th grade level Oral Reading Fluency passages
• Determine accuracy and fluency• Determine instructional focus
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Step 6: Determine what Additional Information is Needed and Complete
Diagnostic Process
• Discuss any issues in your building related to completing the diagnostic process with students.
• Does any further training of collaborative teams need to occur?
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Diagnostic Process for Oral Reading Fluency
Once the initial instructional sort has been completed, the diagnostic process is started.
• Students in Group 3 on the Oral Reading Fluency
Grouping Sort should be given either a phonological awareness assessment (PAST), phonics assessment (QPS), or both to determine a student’s instructional need. These assessments are based on skill continuums.
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Grouping Worksheet
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QPS Information
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Grouping by Phonics ContinuumUse Phonics Grouping Worksheet
Student Letter Names
Letter Sounds
VC/CVC Digraphs Blends Silent e R-ControlledVowels
Danny 26 26 10 7 6 5 9
Troy 26 26 7 6 9 7 5
Jenny 26 26 6 6 7 6 5
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Do the data indicate the need to implement a class-wide intervention?
If more than 40% of the class need the same intervention then a class-wide intervention is needed.
Q: What is considered a class-wide intervention?A: One example would be providing a protocol intervention to the entire class.
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Step 7: Determine Instructional Focus for Each Student and Finalize Instructional
Groupings
• Have any issues come up in your building related to determining the instructional focus for each student and finalizing instructional groups?
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Considerations for Finalizing Groups• Keep group sizes small
– Supplemental: Small group instruction with group size depending on age level and materials being used; generally no more than about 3-5 students
– Intensive: group size of 1-3 students• Base small groups on instructional need• Consider attitudes, behaviors, and motivation of each
student• Monitor the progress of high risk students more
frequently
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Considerations for Finalizing Homogeneous Intervention Groups
Supplemental: – (K-6)an additional 30 minutes of targeted instruction
should be provided beyond the core with groups of 3-5 students
– (4-12) groups as large as 10 to 16 students for 30-50 minutes per day or one class period.
Intensive: – (K-6) No more than 1-3 students for 60 additional
minutes– (middle school) 1 to 4 students– (high school) 1- 5 students
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Step 8: Determine Appropriate Instructional Materials to Be Used For Each Instructional Grouping
• Read Building Leadership Team Work for Implementation Step 8 (pg. 26-30).
• Also read Collaborative Team Work (pg. 27).
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Elementary Curriculum Protocol Example
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Intervention Log
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Reading Implementation Day 2
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Step 9: Review Frequency of Progress Monitoring Data Collection and Review
• Read Building Leadership Team Work for Step 9 (pgs. 31-32 ).
• Also read Collaborative Team Work for Step 9 (pg. 31-32).
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Building Team Work• Determine frequency of progress monitoring data
collection for Supplemental and Intensive intervention,
• Determine how frequently collaborative teams should meet to review the progress monitoring data.
• Review the decision rule (from Structuring) regarding the number of data points needed to determine whether student performance indicates that adjustment to instruction may be appropriate.
• Conduct fidelity checks to make sure that the collaborative teams are following the guidelines for frequency of progress monitoring.
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Building Team Work (cont’d)• Consider whether staff members have been
informed about the data point decision rules of the system.
• Consider any needs for professional development.
• Consider how staff and resources are currently allocated to support instructional groups and whether any changes in staff/resource allocation are warranted.
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Planning to Train Collaborative Teams• When you return home, you will need to train the
collaborative teams on the information you learn today.
• A workbook of the implementation steps will be provided for work with the collaborative teams.
• Think about issues related to progress monitoring collection and review that you will need to present to the collaborative teams. Are there issues that your leadership team needs to be sure to discuss?
• Document these on the Action Plan
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Step 10: Identify Skills to be Progress Monitored
• Read Building Leadership Team Work for Step 10 (pgs. 34-35 ).
• Also read Collaborative Team Work for Step 10 (pg. 44).
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Postponing Progress Monitoring
“By postponing progress monitoring you will lose the data that motivates teachers to keep going because progress monitoring documents the improvements that students are making.”
(Hall, 2011, p. 31)
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Progress Monitoring Does Matter• Students whose teachers progress monitor
regularly and use the data to make instructional decisions show more academic progress than students whose teachers do not progress monitor.
• Teachers' accuracy in judging student progress increases when progress monitoring is used consistently. (Stecker & Fuchs, 2000)
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Why Is Progress Monitoring Important?
• Research has demonstrated that when teachers use progress monitoring for instructional decision-making purposes:– Students achieve more.– Teacher decision-making improves.– Students tend to be more aware of their
performance.(Fuchs, Deno, Mirkin, 1984; Fuchs, Fuchs, Hamlett, & Ferguson, 1992; Stecker, Fuchs, & Fuchs, 2005)
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Pre-Post Testing is Not Progress Monitoring
• Pre-Post Tests measure– student growth within a specific program, or – whether a student has mastered specific skills
• Progress Monitoring measures– whether growth is occurring on critical skills– whether sufficient growth is occurring for students
to close the gap
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Grouping Worksheet
NWFR-CBM
R-CBMMAZE
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Matching Progress Monitoring to Instructional Focus
Focus of Instruction Progress MonitorAlphabet Knowledge Letter Naming FluencyInitial Phoneme IsolationOnset/Rime
First Sound Fluency
Phoneme Segmentation Phoneme Segmentation FluencyShort Vowels Nonsense Word FluencyAccuracy (Advanced Phonics)
Oral Reading Fluency Passages/R-CBM (Accuracy percent)
Fluency Oral Reading Fluency Passage (wcpm)/R-CBM
Comprehension Daze/Maze
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Building Team Work• Support the collaborative teams in their work, • Check to make sure that students in intervention are being
monitored on the correct skill, • Ensure correct progress monitoring measures are being
used• Consider the current distribution of building resources and
whether those resources need to be distributed differently, • Identify and plan for needed professional development, and • Consider any issues reported to the leadership team by the
collaborative teams.
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Planning to Train Collaborative Teams• When you return home, you will need to train the
collaborative teams on the information you learn today.• A workbook of the implementation steps will be provided
for work with the collaborative teams.• Think about issues related to identifying skills to be
progress monitored that you will need to present to the collaborative teams. Are there issues that your leadership team needs to be sure to discuss?
• Document these on the Action Plan
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Step 11: Determine the Instructional Level for Off Grade Level Progress
Monitoring• Read both sections of Step 11 (pg. 36 ).
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Determine the Appropriate Level of Progress Monitoring
• The appropriate level for progress monitoring each student is the instructional level determined for that student using the backwards testing process
• A reminder: Only students in intervention are progress monitored.
Determining Instructional Level• Collaborative teams will need to determine
instructional level for oral reading fluency using the Oral Reading Fluency Instructional Grouping Worksheet for the following students:
• students in Group 3 who have passed the phonological awareness assessment (PAST) and short vowels on the phonics assessment (QPS), and
• students who need intensive support (highlighted in red) in Group 2 (accurate & slow)
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Determining Instructional LevelUse the following steps to determine instructional level of
oral reading fluency:1. test down (using progress monitoring probes) one
grade level at a time.2. find the level at which the student reaches the 25th
percentile for AIMSweb (forms included in collaborative team workbooks)
3. use the norms for the grade level and the time of year of testing, with 95% accuracy for 1st - 2nd grade and 98% accuracy for 3rd grade and above
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Determining Instructional Level
4. the student’s instructional level is one grade-level higher
5. use the instructional level for instructional materials and progress monitoring
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Activity: Determining Instructional Level by Backward Testing
Step 1: Locate the Fall Example Backwards Testing WorksheetStep 2: Locate the Grade Level Universal screening score and accuracy percentageStep 3: Test backwards using grade level progress monitoring probes. Test backwards one grade level at a time until student reaches a passing DIBELS or AIMSweb score and accuracy percentage (label as independent level)Step 4: Determine student’s instructional level which is one Grade level higher (circle scores and label as instructional level)Step 5: Use the instructional level for instructional materials and progress monitoring
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Backward Testing Worksheet
Building Team Work• Conduct fidelity checks to make sure that the
collaborative teams are following the guidelines for determining the level for progress monitoring,
• Consider whether staff have the needed materials and know the procedures for maintaining an intervention log,
• Consider any needs for professional development, and
• Consider how staff and resources are currently allocated to support instructional groups, and whether any changes in staff/resource allocation are warranted
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Planning to Train Collaborative Teams• When you return home, you will need to train the
collaborative teams on the information you learn today.
• A workbook of the implementation steps will be provided for work with the collaborative teams.
• Think about issues related to determining instructional level that you will need to present to the collaborative teams. Are there issues that your leadership team needs to be sure to discuss?
• Document these on the Action Plan
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Step 12: Review Progress Monitoring Data
The leadership team will be looking to make sure:
• the correct skill(s) were progress monitored at the correct level,
• that sufficient data have been collected to make valid decisions, and
• to determine if the data appear to have been correctly graphed.
• Read both sections of Step 12 (pg. 37-39)
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Building Team Work• Were the directions for the administration of the
progress monitoring assessment followed exactly?• Were the time limits for each test followed exactly?• Was shadow scoring used to check scoring fidelity?• Have all the staff who administer the progress
monitoring assessment been trained?• Did collaborative teams verify the individual student
data?• Have collaborative teams established and are they
following a routine for examining progress monitoring graphs for accuracy?
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Building Team Work• Conduct fidelity checks to make sure that the
collaborative teams are following the guidelines for reviewing the progress monitoring data and applying the decision rules correctly,
• Check to see if staff are charting the progress monitoring data accurately,
• Check to see if periodic progress monitoring is occurring for students that have exited supplemental intervention in case a need re-emerges for additional support, and
• Consider any needs for professional development.
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Frequency of Progress Monitoring
The recommended frequency of progress monitoring within the MTSS framework is:
• every other week for students receiving supplemental instruction and
• weekly for students receiving intensive instruction.
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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.
Intervention Log
Monitor and Evaluate Progress: Modify Instruction?
Whoops! Time to make an adjustment!
10
20
30
40
Dec.Scores
Feb.Scores
Jan.Scores
M archScores
AprilScores
M ayScores
JuneScores
60
50
AimlineLo
wer
ed g
roup
siz
e to
3 s
tude
nts
3-Point Decision Making Rule
Given at least 6 data points, examine the last 3 consecutive scores to determine instructional success.
• If all 3 scores fall above the aim line and at or above benchmark, decrease intervention intensity or increase the goal
• If all 3 scores fall below the aim line, an adjustment in instruction is recommended.
• If neither applies, keep collecting data until the 3 point rule can be applied.
not consecutively above or below
3 consecutively above
3 consecutively below
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If Students Have 3 or More Data Points Consecutively Above The Aimline
• Regroup to work on new intervention skill• Exit supplemental intervention and continue core
with periodic monitoring
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If Students Have 3 Or More Data Points Consecutively Below The Aimline
Teams should consider the following questions:• What needs to be adjusted?• What have we learned works?• What have we learned doesn’t work?
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Determine Instructional Adjustment
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
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Determine If Progress Is Being Achieved
Analysis of progress monitoring data is a two-step process:1. determine if progress is being achieved
(slope), and2. determine if the gap is closing (level).
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Closing the Achievement Gap• Determine student’s instructional level• Involve student in goal-setting and monitoring• Increase difficulty of instructional level based
on positive progress monitoring results• Continue monitoring after exiting intervention
to assure maintenance of skills
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Closing the Gap• Progress monitor frequently at student’s
instructional level• Involve student in goal-setting and monitoring• Provide targeted interventions
– Accuracy, Fluency, Comprehension• Increase difficulty of instructional level based on
positive progress monitoring results• Continue monitoring after exiting intervention to
assure maintenance of skills
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Planning to Train Collaborative Teams• When you return home, you will need to train
the collaborative teams on the information you learn today.
• Think about issues related to reviewing progress monitoring data that you will need to present to the collaborative teams. Are there issues that your leadership team needs to be sure to discuss?
• Document these on the Action Plan.
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Step 13: If Sufficient Progress – Continue the Intervention
• Read both sections of Step 13(pg. 40).
Positive Response By Level And Slope
benchmark
Tier 1 instruction
Tier 2 instruction
Growth in Performance and Growth Rate
Shores & Chester,
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Positive Response by Level and Slope
• Positive response by level and slope means that the intervention is working for the student and by continuing the intervention the student should reach the benchmark goal by the end of the year.
• The intervention should continue until the student reaches the goal
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Planning to Train Collaborative Teams• When you return home, you will need to train
the collaborative teams on the information you learn today.
• Think about issues related to identifying a positive response and determining when to continue an intervention that you will need to present to the collaborative teams. Are there issues that your leadership team needs to be sure to discuss?
• Document these on the Action Plan.
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Step 14: If Insufficient Progress- Intensify the Intervention
• Read both sections of Step 14 (pg. 41).
Positive Response By Slope
benchmark
Tier 1 instruction
Tier 2 instruction
Growth in Performance but Insufficient Growth Rate
Shores & Chester,
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)
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Building Team Work• Conduct fidelity checks to make sure that the
collaborative teams are following the guidelines for reviewing the progress monitoring data and applying the decision rules correctly,
• Ensure that instruction is being intensified for any students not making sufficient growth,
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Building Team Work• Check to see if staff are charting the progress
monitoring data accurately, • Consider any needs for professional development,
and• Consider how resources are currently allocated to
support instructional groups, and whether any changes in resource allocation are warranted.
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Planning to Train Collaborative Teams
• When you return home, you will need to train the collaborative teams on the information you learn today.
• Think about issues related to intensifying instruction that you will need to present to the collaborative teams. Are there issues that your leadership team needs to be sure to discuss?
• Document these on the Action Plan
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Step 15: What to Do If a Student is Not Making Progress-Use Problem Solving to
Customize the Intervention
• Read both sections of Step 15(pg. 42-43).
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Research-Based Practices Regarding Intervention Effectiveness
Instruction 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
Non- Response By Level And Slope
benchmark
Tier 1 instruction
Tier 2 instruction
Lack of Growth in Performance and Insufficient Growth Rate
Shores & Chester,
Lack of Growth in Performance and Insufficient Growth Rate?
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.
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Building Team WorkBuilding leadership team responsibilities for this step are:• Conduct fidelity checks to make sure that the
collaborative teams are following the guidelines for reviewing the progress monitoring data and applying the decision rules correctly and in sequence,
• Review fidelity data of the protocol intervention being used,
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Building Team Work• Ensure teams are using the Research-Based Practices
sheet in problem solving to begin the customization of intervention changing only one practice at a time,
• Review the intervention log to ensure group size and time guidelines for supplemental and intensive interventions are being followed,
• Consider any needs for professional development, and
• Consider how resources are currently allocated to support instructional groups, and whether any changes in resource allocation are warranted
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Building Team Work• Conduct fidelity checks to make sure that the
collaborative teams are following the guidelines for reviewing the progress monitoring data and applying the decision rules correctly,
• Ensure that instruction is being intensified for any students not making sufficient growth,
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Building Team Work• Check to see if staff are charting the progress
monitoring data accurately, • Consider any needs for professional development,
and• Consider how resources are currently allocated to
support instructional groups, and whether any changes in resource allocation are warranted.
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Planning to Train Collaborative Teams
• When you return home, you will need to train the collaborative teams on the information you learn today.
• Think about issues related to customizing instruction that you will need to present to the collaborative teams. Are there issues that your leadership team needs to be sure to discuss?
• Document these on the Action Plan
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Step 16: Determine the Short Term Goals for Students not Making Progress
• Read both sections of Step 16 (pg. 44-45).
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Determine Goal to Close the Gap
• The goal for a student should be the end-of-year benchmark (or the 25th percentile on end-of-year norms) of the grade level at which the student is being progress monitored.
• If the screening assessment being used does not have norms, the Hasbrouck & Tindal (2006) oral reading fluency norms can be used.
Expected Rate of WCPM Increase by Week
Grade Level Realistic Goals Ambitious Goals
1 2.0 3.0
2 1.5 2.0
3 1.0 1.5
4 .85 1.1
5 .5 .8
6 .3 .65
Collaboration Log
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Example of Setting a Short Term Goal• Fall target for 4th grade is 136 wcpm• Johnny, a 4th grade student is reading 70 wcpm in fall • End of year 25%ile goal for 4th grade 112wcpm• 4th grade ambitious goals are 1.1 wcpm increase in a
week• End of year goal: 36 weeks x 1.1=39.6 wcpm• 70 wcpm + 39.6 wcpm increase = end of year goal of 109.6 wcpm• 3 week short term goal 70 + 3.3=73.3 wcpm
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Planning to Train Collaborative Teams
• When you return home, you will need to train the collaborative teams on the information you learn today.
• Think about issues related to setting short term goals that you will need to present to the collaborative teams. Are there issues that your leadership team needs to be sure to discuss?
• Document these on the Action Plan
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Step 17: Determine if Student Interventions are Working
• Read Building Leadership Team/Collaborative Team work for Step 17 (pg. 46).
Summary of Effectiveness/Impact Report
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Additional Assessment
Whenever students fail to make adequate growth on progress monitoring assessments, it may be an indication that additional diagnostic assessment needs to be conducted to obtain additional information about skill weaknesses.
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Planning to Train Collaborative Teams
• When you return home, you will need to train the collaborative teams on the information you learn today.
• Think about issues related to determining if student interventions are working that you will need to present to the collaborative teams. Are there issues that your leadership team needs to be sure to discuss?
• Document these on the Action Plan
WWW.KANSASMTSS.ORG
Step 18: Update Student Intervention/Collaboration Logs
• Read both sections of Step 18 (pg. 47-48).
WWW.KANSASMTSS.ORG
Keep Logs and Charts Up-to-date
• Need an accurate record of interventions• Need an accurate record of actual student
participation in intervention instruction• Need an accurate record of progress
monitoring results• Need on-going consistent regular data review
meetings with instructional adjustments made according to decision rules
Building Team Work• Ensure that staff are keeping student intervention
logs (including student attendance) updated,• Ensure that staff are charting the progress
monitoring data consistently and accurately, • Ensure that data review meetings are being held as
scheduled, • Ensure that decision rules are being followed, • Conduct periodical reviews of the entire process with
staff to ensure fidelity, and• Consider any needs for professional development.
WWW.KANSASMTSS.ORG
Building Team Work
• Review records to ensure that the MTSS process is not being used to delay or deny appropriate referrals and/or requests for initial evaluation for special education or other entitlement services, and
• Consider how resources are currently allocated to support instructional groups, and whether any changes in resource allocation are warranted.
WWW.KANSASMTSS.ORG
Planning to Train Collaborative Teams• When you return home, you will need to train the
collaborative teams on the information you learned today.
• Think about issues related to updating student intervention/collaboration logs that you will need to present to the collaborative teams. Are there issues that your leadership team needs to be sure to discuss?
• Document these on the Action Plan