2016 Kansas MTSS Symposium
Interactive Math Flow Chart Grouping Process And Progress Monitoring
Kansas MTSS is funded through Part B funds administered by the Kansas State Department of Education’s Early Childhood, Special Education and Title Services. Kansas MTSS does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non‐discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070, 785‐876‐2214.
General Integrated Flowchart Universal Screening (All) Reading CBM Assessment
Behavior/Social
Math CBM Assessment
Behavior Screener Referrals: ODR/BIR/Other On‐Track Indicators
Informal Diagnostic (Some) Math Intervention Placement Test
Reading Phonics Diagnostic Assessment Phonological Awareness Diagnostic Assessment
Behavior/Social Individual Referral Data On‐Track Indicators Guided Qs Student Interview
* Consider Students’ Potential Integrated Needs
Progress Monitor (Some) Reading CBM Assessment
Math CBM Assessment
Behavior/Social Entry Criteria with Specific Goals of Intervention
Formal Diagnostic (Few) Math Error Analysis KeyMath3, Star Math, TEAM, etc.
Reading • GORT IV, PALS, CTOPP, etc.
Behavior/Social FBA Data Sweep
* Consider Students’ Potential Integrated Needs
Integrated Outcomes For All State Assessments Kan‐Dis
ODRs ESI
On‐Track Indicators 5R’s
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2016 Kansas MTSS Symposium
Directions The following slide is a graphical representation of the Kansas MTSS intervention grouping system in mathematics. All pieces are interactive. Clicking on any particular piece of the flow chart will take you to a more detailed description of that particular component. At the end of each description you may click the ‘Back to Flow’ button to return to the original graphic.
Universal Screener At or Above Benchmark
Below Benchmark (Tier II)
Below Benchmark (Tier III)
Core Instruction w/Differentiation*
Progress Monitor “Exit” Kids Monthly
Backwards Test to Determine Instructional Level
Placement Test
If no curriculum placement test exists
Instructional Planning Report * 50‐60 minutes of Core w/Differentiation will be utilized across all tiers. Intervention periods stand alone outside of Core instruction.
Making Progress
Continue Intervention
Group Based on Required Intervention
Begin Comprehensive Protocol Intervention
Progress Monitor Yellow: On Grade Level Red: On Instructional Level
No Progress
Error Analysis and/or Formal Diagnostic
Customize & Continue Intervention
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Universal Screeners • Valid and Reliable Grade‐Level CBM measurement facilitated 3 times each year • Ability to determine on‐track development of a learner in a criterion referenced fashion • Ability to progress monitor • Efficient measurements (20 min or less)
Universal Screeners •
• •
•
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Sensitivity: Sensitivity refers to the degree to which a screening structure can, reliably, identify at‐risk students who, in fact, perform unsatisfactorily on a future criterion measure (Jenkins et al., 2007). Specificity: refers to how a screener accurately identifies students who may later perform satisfactorily on a criterion measure (Jenkins, 2003). Practicality: An effective screening assessment should also be quick and straight‐forward. An efficient screening measure will assist educators in identifying students who are below grade‐level, thereby maximizing instructional time (Hall, 2008). Consequential Validity: Effective universal screening measures should also be consequentially valid. This means the screening measure does no harm to the student (e.g., avoids inequitable treatment) and is linked to effective interventions (Messick, 1989).
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Benchmark
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Benchmark students are determined ‘on‐track’ in reference to a criterion based measurement of the state’s particular standards that will be assessed at the conclusion of the instructional year. It is important that when considering a screener that schools get an accurate description of what ‘on‐track’ specifically refers to in that particular screener.
Differentiated Core
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• All students receive a daily (50‐60 min) core grade‐level instructional period. • Strengthening of ALL tiers. • Guided by a research/evidence based program. • Program is supplemented/scaffold to support all participants and facilitate successful, meaningful experiences within the grade‐level content. • Differentiation may occur within the process in which the content is delivered, the product of the individual’s learning, and/or the content.
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Exit Students
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Any student that has exited an intervention based on the 3 consecutive points above the target line needs to be progress monitored once a month to ensure the student continues to grow adequately and to examine possible strengths/weaknesses of the differentiation strategies within the core.
Tier 2 Support
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Students receiving tier 2 supports are to be considered below benchmark, but ‘on‐level’ with their current grade. A student who tests at a tier 2 level in 3rd grade, will have an instructional level of grade 3 and be progress monitored according to that level. Tier 2 and Tier 3 supports require about 30 (ranging from 20 to 45) minutes 4+ days per week beyond the core.
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Tier 3 Support
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Students receiving tier 3 supports are to be considered below benchmark (Off‐Grade Level). The student will then undergo a process of backwards testing to determine his/her appropriate instructional level. Once the instructional level is determined the student will be Progress Monitored according to that level. However, Universal Screening is always facilitated on‐grade level rather than the students instructional level. Tier 2 and Tier 3 supports require about 30 (ranging from 20 to 45) minutes 4+ days per week beyond the core.
Backwards Testing The student will begin by taking the previous grade’s Universal Screener to compare achievement with that level’s end of year target scores. If the student does not achieve the end of year target scores, he/she will then take the previous grade universal screener to determine achievement by end of year target scores. This process will continue until the student achieves at or above all end of year target scores. Once this occurs, a student will be considered to have an instructional level one grade above that achievement.
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Backwards Testing
Backwards Testing
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Example: Martha is a 6th Grade Student. Her Universal Screening score showed a need for Tier 3 Support. Her backwards testing scores are listed on the right side of the snapshot of the ‘Determining Instructional Level for Mathematics’ Tool. 5th MCOMP: 22 5th MCAP: 6 4th MCOMP: 57 4th MCAP: 15 3rd MCOMP: 61 3rd MCAP: 16
Martha’s instructional level is 4th grade, and she will be Progress Monitored at a 3rd grade level.
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Placement Test
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Quality comprehensive intervention curricula provide some form of placement exam. The purpose of this exam is to place the student at the most appropriate entry point into the intervention curricula. Placement tests will be given at initial placement and whenever the instructional implications of progress monitoring have indicated a need for a change in interventions.
Instructional Planning Report
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If a school does not have access to a comprehensive intervention curriculum, collaborative teams must determine intervention material based on the student’s most remedial needed instruction as reported in the Instructional Planning Report. The interventionist should group students based on like need and levels. Students should be pre and post tested to ensure mastery of the intervention material and the interventionist should continue interventions along a sequence of most remedial needs as the student passes each intervention. Instruction should be research/evidence based strategies in a systematic and explicit teacher‐directed fashion. It should be unstructured in an alternative manner of how it was presented in the core.
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Homogeneous Grouping
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It is crucial that intervention groups be prepared based on the implications of the placement test or instructional planning report. Once all students needing intervention are organized by which intervention is needed, group sizes should be as small as feasibly possible. Appropriate intervention is more important than the group size of the intervention.
Comprehensive Interventions
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• Account for all appropriate standards of the grade level(s) it is written for. • Placement exam to align student to the correct entry point within the curriculum. • Pre/Post tests to ensure student mastery. • Explicit and systematically aligned to standards. • Organized to facilitate and monitor success within all steps for each student.
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Progress Monitoring
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• Progress monitoring is recommended in mathematics is recommended every three weeks and should never extend beyond monthly. • Should be aligned to the students instructional level. • Efficient and adequate representation of the students growth during interventions.
Improvement Decision Rules
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6 Point Decision Rules: Once at least 6 progress monitoring points have been established, if 3 consecutive points lie above the target line, the student’s goal should be raised to the next instructional level. This also implies that the student will be Progress Monitored at the next level as well.
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Lack of Improvement
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6 Point Decision Rules: Once at least 6 progress monitoring points have been established, if 3 consecutive points lie below the target line, the intervention is considered to be inadequate. At this point the interventionist must consider all alterable possibilities as to why the intervention is unsuccessful. Certainly behavior, social, and reading data should be considered. If no foreseeable solution is found, the interventionist should apply either Marolynn Burns’ Error Analysis (Math Reasoning Inventory) or a Formal Diagnostic assessment.
Error Analysis and Formal Diagnostics
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Error Analysis and Formal Diagnostics are typically lengthy assessments or interviews aimed at determining misconceptions and shortcomings of the students understanding of mathematics. They are used to determine precisely where the student’s instruction should begin. They are to be used only in cases that intervention is unsuccessful for unknown mathematical reasons.
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