Response to Intervention (RTI) and Multi-tiered System of Supports (MTSS) frameworks are utilized across the nation. RTI is a component of MTSS and currently ranks near the top of influences in the Visible Learning research and can triple the speed of learning. Success in these models can vary between districts and schools dependent upon how the framework is designed and implemented. In this session, you learn about how about how the Visible Learning Research and mainframes are interwoven with an effective MTSS framework.
Most elementary and many secondary teachers are expected to teach their students reading skills; however, many feel unprepared or at a loss for what systems need to be in place to best meet the needs of their students. As a profession, we must consider how to support teachers and and create systems to best meet the needs of students. Coaches, Principals and teachers from Kansas schools will share their expertise as they have implemented a Multi-tiered Reading System and their suggestions for supporting teachers through the process. Bring questions and hear from these panelists that are making reading happen for everyone.
This session will feature how one Kansas MTSS middle school provided assertiveness instruction schoolwide, including practice with feedback in numerous classrooms. Specific instructional practices and activities from various classrooms will be shared, as well as important take-aways for quality implementation. After embedding assertiveness instruction within course content for 3-6 weeks, Kansas teachers have seen student increases in classroom engagement, more productive collaborative learning, balanced participation of all students in class discussions, higher levels of empathy, ownership over academics, increased advocacy, and the ability to speak up in difficult situations. Students have been able to generalize this learning to improve relationships with peers, teachers, and family members. During this session, we will share free resources, discuss implementation challenges, and give away a book or two. Together, we can develop socially and emotionally engaged, career-equipped, lifelong learners.
A wealth of social, emotional, behavioral and mental health information is now available to schools. It can be confusing to know how to begin looking at this data, let alone how to use it to show growth at the systems, school culture, and individual levels. Let the Kansas MTSS and Alignment trainers show you how we are using a novel and streamlined way of looking at climate data to guide and drive growth at the systems and program level. By using the freely available Kansas Communities That Care survey data in a streamlined report, districts can quickly pinpoint 'hot spots' that may need their focus and resources. This can create stronger coherence within your MTSS, efficiency throughout the tiers, and align with State board and KESA goals. This allows your Social Emotional Learning efforts to reach their full potential, and we'll touch on measuring core SEL skill growth. It also ensures you aren't overwhelmed by special intervention needs. We'll touch on progress monitoring to measure growth within interventions. You'll hear from districts who have used our new CTC report and walk away with clear ideas about how your district can most efficiently navigate and measure social emotional growth
Join us for a panel of secondary Mathematics teachers from across Kansas that are at various stages within the Integrated Kansas MTSS and Alignment Framework. In this session, we will hear the triumphs and obstacles these buildings have encountered while implementing their MTSS Framework at a middle or high school. Receive advice on how to create and sustain momentum in your building.
What is the ASQ: 3 and ASQ: SE-2? Why do we screen young children? Why is it important to share the results with families? These questions and more will be discussed as KSDE and Kansas MTSS and Alignment partner to discuss the Ages & Stages Questionnaires: Third Edition (ASQ: 3) and the Ages & Stages Questionnaires: Social-Emotional Second Edition (ASQ: SE-2) screening tool and how it is used in Kansas.
“What a student brings to the classroom each year is very much related to achievement in previous years: brighter students tend to achieve more and not-as-bright students tend to achieve less. Our job as teachers is to mess this up" - John Hattie, 2012. So how do we "mess this up?" Do students believe you can? This presentation focuses on how research consistently points to the need for teacher clarity. Clearly defined success criteria makes learning visible for both the student and the teacher, shifting student self efficacy from a foundation of general past failures in the math classroom to timely and clearly defined success based on a thoughtfully established progression of learning.
Come join members of the MTSS reading team as we discuss revised recommendations for interventing with the adolescent reader in light of the ever-developing research around this group! Learn where the greatest leverage is for this group, promising practices, and next directions for the research! Leave with tools to refine your fall groups for middle and high students that will encourage you and your students!
What?! There are Kansas Family Engagement and Partnership Standards for Early Childhood? Join Stacey Mayberry and Emily Journot, Kansas MTSS and Alignment state trainers, as they discuss how to strengthen your family engagement practices using the five standards. Examples will be given on how various districts and programs have successfully implemented family engagement.
State data show an alarming trend toward decreased meaning and enjoyment of school as students age and progress through the school system. How do we reverse this trend to prepare, at each age level, what will ultimately be a successful 24-year-old graduate? Come explore how to build student agency through the evidence-based principles aligned with the Kansans Can Integrated Learning Process. Create your own plan to prepare students to engage in dynamic classroom environments that allow for rigorous learning, meaningful participation and a deeper sense of student agency.
Every word you hear, say, red, or write goes through the phonological system. Developing and enhancing children’s phonological skills is a vital aspect of literacy learning. Based on the current research, participants will learn the developmental sequences of phonological awareness. Instructional strategies include embedded routines and intentional activities for helping young children develop these important skills. Come learn how to best facilitate the learning needs of your students. Leave with strategies and ideas to take back your classroom tomorrow
Our experience has taught us that focused conversations and customized support at the district level around each district's unique needs leads to stronger district wide structures and more clear communication. This session will address the newest level of Kansas MTSS and Alignment Training that is intended to align all of the efforts within a school district to common goals, prepare district leaders to facilitate change in each building, and develop instructional leadership competencies necessary to impact student learning.
Recent developments in reading research are refocusing our efforts for Grades K and 1. Join Kansas MTSS State reading trainers for a practical session on recent changes in the sorting and grouping processes for our youngest readers. During this 90 minute session, we will explore the critical components of Tier 1 and focus on how that work should expand into our intervention work. Leave with problem-solving steps you can use next week with your primary grades!
This session will feature a panel of school representatives relating their experience implementing competency instruction, including practice with feedback in numerous classrooms. During this session, administrators and teachers will share their lessons learned for quality implementation schoolwide, as well as in specific classrooms. The session will focus on addressing the “how”, describing clear implementation processes in a variety of contexts, in addition to observed outcomes. Together, we can develop socially and emotionally engaged, career-equipped, lifelong learners.
Linda Wilkerson, Co-Director of Kansas MTSS and Alignment, will illustrate how behavior is addressed within a Multi-Tier System of Supports. During this session, participants will learn proactive and supportive strategies that can be used to increase positive student behavior.
