Presentation is loading. Please wait.

Presentation is loading. Please wait.

Kansas Multi-Tier System of Supports Reading Implementation-Garden City.

Similar presentations


Presentation on theme: "Kansas Multi-Tier System of Supports Reading Implementation-Garden City."— Presentation transcript:

1

2 Kansas Multi-Tier System of Supports Reading Implementation-Garden City

3 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

4 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

5 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 (25 th percentile and above), at Strategic or Tier 2 (10 th – 24 th percentile), and the Intensive or Tier 3 range (9 th percentile and below).

6 AIMSweb Tier Transition Report Curriculum Based Measurement

7 Tier Transition Report MAZE-Comprehension

8 AIMSweb Grade Level Assessments to Include for Composite Score GradeFallWinterSpring KdgLNFLNF, LSF, PSF, NWF 1stLNF, LSF, PSF, NWF PSF, NWF, R-CBM NWF, R-CBM 2ndR-CBM 3 rd -6thR-CBM, Maze 7th-High School Maze

9 Building Level Status

10 Step 3: Analyze Grade Level D ata  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)

11 Step 3: Analyze Grade Level Data 1.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?

12 Grade Goal: By Spring, we want ___% to be at benchmark with their literacy skills. Grade Level Status for each Measurement Question: 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

13 Step 4: Analyze classroom level data 1.Find the classroom level report 2.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?

14 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?

15 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?

16 Grouping Worksheet

17 AIMSweb Grouping Indicators Kdg 1 st Grade2 nd - 6 th Grade 7 th – 8 th Grade Fall LNF PAST: Initial Phoneme, Syllable Blending, Segmentation, & Deletion, Word Concept Alphabet Knowledge Step 1: NWF Step 2: PSF R-CBMMaze Winter PSFNWFR-CBMMaze Spring PSFR-CBM Maze

18 Phoneme Segmentation

19 Grouping for Phoneme Segmentation Fluency (PSF) 1.Locate Class Distribution Report 2.Identify students needing strategic and intensive instructional services 3.Review the students’ PSF assessment and determine accuracy percentage by dividing the student’s score by the number attempted. 4.Place into groups

20 Phoneme Segmentation Grouping Summary Group 1: Accurate and FluentGroup 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 SlowGroup 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.

21 Nonsense Word Fluency

22 Grouping for Nonsense Word Fluency (NWF) 1.Locate Class Distribution Report 2.Review the students NWF assessment and determine pattern performance and accuracy % by dividing the student’s score by the number attempted. 3.Place into groups 4.Identify students needing strategic and intensive instructional services

23 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

24 Oral Reading Fluency

25 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 Kdg1 st Grade 2 nd - 6 th Grade 7 th – 8 th Grade FallAK or PAST:IS PSF or NWF ORFMaze WinterLSFNWFORFMaze SpringPSFORF Maze

26 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 8 th grade Maze Students not passing 8 th grade Maze are given 8 th grade level Oral Reading Fluency passages Determine accuracy and fluency Determine instructional focus

27 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?

28 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.

29 Grouping Worksheet

30 QPS Information

31 Grouping by Phonics Continuum Use Phonics Grouping Worksheet StudentLetter Names Letter Sounds VC/CVC DigraphsBlendsSilent e R- Controlled Vowels Danny Troy Jenny

32 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.

33 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?

34 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

35 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 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

36 Step 8: Determine Appropriate Instructional Materials to Be Used For Each Instructional Grouping Read Building Leadership Team Work for Implementation Step 8 (pg ). Also read Collaborative Team Work (pg. 27).

37 Elementary Curriculum Protocol Example

38 Intervention Log

39 Reading Implementation Day 2

40 Step 9: Review Frequency of Progress Monitoring Data Collection and Review Read Building Leadership Team Work for Step 9 (pgs ). Also read Collaborative Team Work for Step 9 (pg ).

41 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.

42 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.

43 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

44 Step 10: Identify Skills to be Progress Monitored Read Building Leadership Team Work for Step 10 (pgs ). Also read Collaborative Team Work for Step 10 (pg. 44).

45 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)

46 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)

47 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)

48 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

49 Grouping Worksheet NWF R-CBM MAZE

50 Matching Progress Monitoring to Instructional Focus Focus of InstructionProgress Monitor Alphabet KnowledgeLetter Naming Fluency Initial Phoneme Isolation Onset/Rime First Sound Fluency Phoneme SegmentationPhoneme Segmentation Fluency Short VowelsNonsense Word Fluency Accuracy (Advanced Phonics) Oral Reading Fluency Passages/R- CBM (Accuracy percent) FluencyOral Reading Fluency Passage (wcpm)/R-CBM ComprehensionDaze/Maze

51 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.

52 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

53 Step 11: Determine the Instructional Level for Off Grade Level Progress Monitoring Read both sections of Step 11 (pg. 36 ).

54 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.

55 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)

56 Determining Instructional Level Use 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 25 th 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 1 st - 2 nd grade and 98% accuracy for 3 rd grade and above

57 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

58 Activity: Determining Instructional Level by Backward Testing Step 1: Locate the Fall Example Backwards Testing Worksheet Step 2: Locate the Grade Level Universal screening score and accuracy percentage Step 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

59 Backward Testing Worksheet

60 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

61 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

62 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 )

63 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?

64 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.

65 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.

66 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.

67 Intervention Log

68 Monitor and Evaluate Progress: Modify Instruction? Whoops! Time to make an adjustment! Aimline Lowered group size to 3 students

69 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.

70 not consecutively above or below 3 consecutively above 3 consecutively below

71 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

72 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?

73 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 monitoring 2.Check fidelity of instruction 3.Increase pacing of instruction 4.Change pace of intervention 5.Ensure alignment of programs 6.Adjust the instructional materials 7.Move the student to a different group

74 Determine If Progress Is Being Achieved Analysis of progress monitoring data is a two- step process: 1.determine if progress is being achieved (slope), and 2.determine if the gap is closing (level).

75 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

76 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

77 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.

78 Step 13: If Sufficient Progress – Continue the Intervention Read both sections of Step 13(pg. 40).

79 Positive Response By Level And Slope benchmark Tier 1 instruction Tier 2 instruction Growth in Performance and Growth Rate Shores & Chester,

80 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

81 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.

82 Step 14: If Insufficient Progress- Intensify the Intervention Read both sections of Step 14 (pg. 41).

83 Positive Response By Slope benchmark Tier 1 instruction Tier 2 instruction Growth in Performance but Insufficient Growth Rate Shores & Chester,

84 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)

85 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,

86 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.

87 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

88 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 ).

89 Research-Based Practices Regarding Intervention Effectiveness InstructionCurriculum 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 SettingIndividual 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

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

91 Lack of Growth in Performance and Insufficient Growth Rate? Steps to Customize the Intervention 1.Begin with intensive protocol intervention 2.Teach protocol intervention with fidelity 3.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.

92 Building Team Work Building 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,

93 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

94 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,

95 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.

96 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

97 Step 16: Determine the Short Term Goals for Students not Making Progress Read both sections of Step 16 (pg ).

98 Determine Goal to Close the Gap The goal for a student should be the end-of- year benchmark (or the 25 th 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.

99 Expected Rate of WCPM Increase by Week Grade LevelRealistic GoalsAmbitious Goals

100 Collaboration Log

101 Example of Setting a Short Term Goal Fall target for 4 th grade is 136 wcpm Johnny, a 4 th grade student is reading 70 wcpm in fall End of year 25%ile goal for 4th grade 112wcpm 4 th 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 wcpm increase = end of year goal of wcpm 3 week short term goal =73.3 wcpm

102 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

103 Step 17: Determine if Student Interventions are Working Read Building Leadership Team/Collaborative Team work for Step 17 (pg. 46).

104 Summary of Effectiveness/Impact Report

105 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.

106 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

107 Step 18: Update Student Intervention/Collaboration Logs Read both sections of Step 18 (pg ).

108 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

109 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.

110 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.

111 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


Download ppt "Kansas Multi-Tier System of Supports Reading Implementation-Garden City."

Similar presentations


Ads by Google