MTSS
The Kansas Multi-Tier System of Supports (MTSS) Integrated Framework is a coherent continuum of evidence based, system-wide practices to support a rapid response to academic and behavioral needs, with frequent data-based monitoring for instructional decision making to empower each Kansas student to achieve high standards. Kansas MTSS provides multi-phase training and ongoing support to districts (including pre-K through high school) to implement the integrated academic, behavior, and social framework.
KANSAS DISTRICTS SUPPORTED
During the 2016-17 school year, Kansas MTSS provided 106 trainings with a total of 4,263 participants. Additionally, 1,049 individuals registered for the September 2016 Kansas MTSS Symposium. Twenty of these trainings were observed by the TASN Evaluation team, who found that trainers met 97% of the indicators regarding demonstration, 97% of the indicators regarding engagement, and 95% of the indicators regarding mastery. Training participants reported that the trainings were of high quality and that the information would be used to improve their instructional practices.
KANSAS MTSS TRAINING SATISFACTION RESULTS
1,976 Participants, Average Ratings (1 = Strongly Disagree, 5 = Strongly Agree) 1
2
PARTICIPANTS’ RATINGS 3
4
4.23 4.11 4.10
Overall, the training was of high quality.
5
STUDENT GROWTH HIGHLIGHTS All schools implementing the Kansas MTSS Integrated Framework collected, analyzed, and determined appropriate interventions through universal screening data administered K-5 READING DATA three times per year. Eight schools Difference from Fall to Spring voluntarily shared their composite Universal Screenings data with the TASN Evaluation project. Students Needing Tier 3 Interventions Students Not Needing Interventions Analysis of data for students in 100% grades K-5 showed that the number of students needing intensive, Tier 3 80% 70.1% supports decreased by an average 60% of 2.2% between fall and spring 63.0% screenings and that the number 40% of students no longer needing 14.9% 20% 12.7% interventions, for whom core (Tier 1) instruction was sufficient, increased 0% Fall 2016 Spring 2017 by an average of 7.1%.
Kansas MTSS provided both intensive professional development for districts implementing the Integrated Framework as well as technical assistance and professional development to enhance the implementation of academic, behavior, and social instruction and interventions to districts across the state. During the 2016-17 school year, Kansas MTSS provided these supports to 124 districts and 18 educational service centers/cooperatives.
FAMILY ENGAGEMENT
increase
Fifty-four schools working with Kansas MTSS received feedback from parents of 3,445 students through the completion of the Family Engagement Survey. Twenty-two schools in three districts have given the survey for two years, utilizing the results to improve their family engagement practices. The graph represents the average ratings for these districts from 2,812 responses in 2015-16 and 1,966 responses in 2016-17.
FAMILY ENGAGEMENT SURVEY RESULTS
Average Ratings by Category (1 = Strongly Disagree, 5 = Strongly Agree) 2015-16 1
2016-17 2
3
4
Welcoming Environment Supporting Student Learning Effective Communication Sharing Power and Advocacy Community Involvement Overall
MORE INFORMATION AT:
5
3.93 3.82
4.21
4.13
3.75
4.03
3.76
4.08
3.56
3.90
3.77
4.08
WWW.KSDETASN.ORG/MTSS
22
in number
% of students
with disabilities
>95 at least
I understand how the content/practice is intended to improve outcomes for children and youth. I will use the content or implement the practice(s) from this training.
accurate reading
% in
Data on the performance of students with disabilities provided by 14 schools showed an increase in benchmark for each grade, K-4, from the previous year. Overall, these schools K-5 MATH DATA saw a 22% increase in the number of Difference from Fall to Spring students with disabilities who were at Universal Screenings least 95% accurate in reading. Students Needing Tier 3 Interventions Math data available from five of these schools also showed growth from fall to spring universal screenings. The number of students needing intensive, Tier 3 supports decreased by an average of 13.0%, and the number of students no longer needing interventions, for whom core (Tier 1) instruction was sufficient, increased by an average of 20.8%.
Students Not Needing Interventions
100% 80% 60% 40%
70.5% 49.7% 24.2% 11.2%
20% 0%
Fall 2016
Spring 2017
KANSAS DISTRICTS SUPPORTED
During the 2016-17 school year, Kansas MTSS provided 106 trainings with a total of 4,263 participants. Additionally, 1,049 individuals registered for the September 2016 Kansas MTSS Symposium. Twenty of these trainings were observed by the TASN Evaluation team, who found that trainers met 97% of the indicators regarding demonstration, 97% of the indicators regarding engagement, and 95% of the indicators regarding mastery. Training participants reported that the trainings were of high quality and that the information would be used to improve their instructional practices.
KANSAS MTSS TRAINING SATISFACTION RESULTS
1,976 Participants, Average Ratings (1 = Strongly Disagree, 5 = Strongly Agree) 1
2
PARTICIPANTS’ RATINGS 3
4
4.23 4.11 4.10
Overall, the training was of high quality.
5
STUDENT GROWTH HIGHLIGHTS All schools implementing the Kansas MTSS Integrated Framework collected, analyzed, and determined appropriate interventions through universal screening data administered K-5 READING DATA three times per year. Eight schools Difference from Fall to Spring voluntarily shared their composite Universal Screenings data with the TASN Evaluation project. Students Needing Tier 3 Interventions Students Not Needing Interventions Analysis of data for students in 100% grades K-5 showed that the number of students needing intensive, Tier 3 80% 70.1% supports decreased by an average 60% of 2.2% between fall and spring 63.0% screenings and that the number 40% of students no longer needing 14.9% 20% 12.7% interventions, for whom core (Tier 1) instruction was sufficient, increased 0% Fall 2016 Spring 2017 by an average of 7.1%.
Kansas MTSS provided both intensive professional development for districts implementing the Integrated Framework as well as technical assistance and professional development to enhance the implementation of academic, behavior, and social instruction and interventions to districts across the state. During the 2016-17 school year, Kansas MTSS provided these supports to 124 districts and 18 educational service centers/cooperatives.
FAMILY ENGAGEMENT
increase
Fifty-four schools working with Kansas MTSS received feedback from parents of 3,445 students through the completion of the Family Engagement Survey. Twenty-two schools in three districts have given the survey for two years, utilizing the results to improve their family engagement practices. The graph represents the average ratings for these districts from 2,812 responses in 2015-16 and 1,966 responses in 2016-17.
FAMILY ENGAGEMENT SURVEY RESULTS
Average Ratings by Category (1 = Strongly Disagree, 5 = Strongly Agree) 2015-16 1
2016-17 2
3
4
Welcoming Environment Supporting Student Learning Effective Communication Sharing Power and Advocacy Community Involvement Overall
MORE INFORMATION AT:
5
3.93 3.82
4.21
4.13
3.75
4.03
3.76
4.08
3.56
3.90
3.77
4.08
WWW.KSDETASN.ORG/MTSS
22
in number
% of students
with disabilities
>95 at least
I understand how the content/practice is intended to improve outcomes for children and youth. I will use the content or implement the practice(s) from this training.
accurate reading
% in
Data on the performance of students with disabilities provided by 14 schools showed an increase in benchmark for each grade, K-4, from the previous year. Overall, these schools K-5 MATH DATA saw a 22% increase in the number of Difference from Fall to Spring students with disabilities who were at Universal Screenings least 95% accurate in reading. Students Needing Tier 3 Interventions Math data available from five of these schools also showed growth from fall to spring universal screenings. The number of students needing intensive, Tier 3 supports decreased by an average of 13.0%, and the number of students no longer needing interventions, for whom core (Tier 1) instruction was sufficient, increased by an average of 20.8%.
Students Not Needing Interventions
100% 80% 60% 40%
70.5% 49.7% 24.2% 11.2%
20% 0%
Fall 2016
Spring 2017
