Kansas MTSS Curriculum Protocol

Report
Judy Rockley
September 2012
[email protected]
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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
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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.
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When data show that a student’s scores are
below the aimline, follow these steps to
adjust the intervention:
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7.
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
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Tier III Interventions should be:
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More Explicit
More Systematic
More Intensive
Targeted or Comprehensive
Developed for students with dyslexia
Effect Size of .5 or larger
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Phonological Awareness Activity Books
 Start Up
 Pathways
-------------------------------------- Road to the Code
--------------------------------------- Reading Readiness
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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
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Readers Theater
--------------------------------------- Read Naturally
 Quick Reads
 Six Minute Solutions
---------------------------------------RAVE-O
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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)
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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 paraprofessionals, 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
Developed for students with dyslexia are most
intensive. Examples:
 Orton Gillingham based programs
 Multisensory Matrix
 Wilson
 Alphabetic Phonics
 Neuhaus programs
 RAVE-O
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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.
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Growth in Performance but Insufficient Growth Rate
benchmark
Tier 2 instruction
Tier 1 instruction
Shores & Chester,
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Increase intensity of instruction by:
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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
Lack of Growth in Performance and Insufficient Growth Rate
benchmark
Tier 2 instruction
Tier 1 instruction
Shores & Chester,
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Steps to Customize the
Intervention
1.
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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
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
Rockley, 2012
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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 programspecific training,
◦ agree to implement all aspects of the model as
designed, and
◦ adhere to that agreement
Rockley, 2012
Fidelity to MTSS Process
 Fidelity to Interventions
 Collaboration and Communication
between general education & special
education staff
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Rockley, 2012

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