Embedded Files
KCKPS Leadership Teams
KCKPS has established leadership teams at all district levels: District Leadership Team, District Leadership and Learning Team, Building Leadership Teams, and Grade Level PLC teams. By establishing these teams, the district fosters an empowered culture and ensures that all layers of educators have an avenue to work toward a common vision. These teams are also part of the Self-Correcting Feedback Loop allowing for district wide communication and problem solving. The members, purposes, and responsibilities are outlined in the MTSS Leadership Teams document.
Role of the Professional Learning Community (PLC) Collaborative Teams
Each PLC is organized into a series of high-performing collaborative teams which meet on a regular (weekly) basis to focus on student learning. Collaborative teams review and analyze data related to student improvement, share data and ideas, and collaborate with other teams to refine instructional methods for all tiers of instructional support for academics, behavior, and SEL. Collaborative teams are the fundamental building blocks of PLCs and ensure student achievement for ALL students.
(adapted from: DuFour, DuFour, Eaker, & Many, 2006. Learning By Doing: A Handbook for Professional Learning Communities at Work. Bloomington, IN: Solution Tree)
Tiered Instruction
The triangle at the center of the Kansas MTSS graphic represents the multi-tiered levels for instruction also known as Tiered Instruction.
ALL - Tier 1 - Core Reading Instruction
ALL - Tier 1 - Core Reading Instruction
All (Core) Core Instruction, or Tier 1, is the foundation for the educational experience for all students and includes curriculum, instruction, and assessment. Grade level Core instruction is provided for ALL students at grade level. With high-quality Core instruction, Tier I should meet the academic needs of approximately 80% of students. Expectations for frequency and instructional minutes are included in the District Instructional Minutes document (see below).
Elementary Reading Tier 1 - Core
Core Knowledge Language Arts (CKLA) is the district wide Elementary Tier 1 – Core instructional resource. The KCKPS Guaranteed Viable Curriculum (GVC) provides recommended pacing, alignment of the ELA standards within CKLA and ensures horizontal as well as vertical content alignment across grade levels. The GVC promotes district wide equity of instruction and represents the core non-negotiables of student learning during Tier I instruction.
Secondary Reading Tier 1 - Core
MyPerspectives (SAVVAS) is the district wide Secondary Tier 1 – Core instructional resource. The KCKPS Guaranteed Viable Curriculum (GVC) provides recommended pacing, alignment of the ELA standards within MyPerspectives and ensures horizontal as well as vertical content alignment across grade levels. The GVC promotes district wide equity of instruction and represents the core non-negotiables of student learning during Tier I instruction.
District Priority 2: Multi-Tiered System of Support (Evidence-based Instructional Strategies)
Our second focus priority is implementing a multi-tiered system of support for Academic and Social Emotional Learning. Intentional focus will take place in this second priority to incorporate specific evidence-based strategies learned as a result of our work with AVID (6-12), LETRS (EC-5), and SIOP (K-12). Many of the strategies from these instructional frameworks and professional developments will strengthen core instruction through class and schoolwide implementation as we continue to respond to our students' current academic data.
SOME & FEW - Tier 2 and Tier 3 Reading Intervention
SOME & FEW - Tier 2 and Tier 3 Reading Intervention
Tier II and Tier III Reading Intervention
Even in a high-functioning MTSS structure with strong Core Tier I instruction, some students will need additional instructional academic support. Students who show High, or Some, levels of risk on the FastBridge Universal Screening assessments are recommended for Tiered Intervention.
Some (Strategic)
Strategic intervention is the center portion of the MTSS triangle, representing the strategic level of support provided to some students. This is often referred to as Tier 2. Approximately 15% of students should need Tier 2 instruction in the ideal MTSS framework. Universal and diagnostic screening data should be used to make informed intentional decisions that match interventions to student needs.
Few (Intensive)
Intensive intervention is the level at the top of the triangle and represents the most intensive and customized intervention. This is often referred to as Tier 3. Approximately 5% of students should need Tier 3 instruction in the ideal MTSS framework. The intensive support provided at this level is even more explicit and systematic and may include additional intervention minutes time with a smaller group size. Intensive services may necessitate an individual plan of student support. Guidance on intensifying intervention support is available on the KCKPS Reading Intervention Protocol (see links below for protocols).
Students who still show limited improvement after Intensified Reading Intervention should be considered for further support from the building Student Intervention Team (SIT). Please click here to access the KCKPS SIT Process document.
Elementary Tiered Reading Intervention (K-5th Grade)
KCKPS has identified Tiered Reading Intervention program resources for the five Pillars of Reading (Phonological Awareness, Phonics, Fluency, Vocabulary, Comprehension) for all grade levels K-12. The KCKPS Elementary Reading Intervention Protocol outlines the student data profile, recommended diagnostic screeners, and the appropriate use of the intervention programs including: intervention entry and exit criteria, guidelines for Skill Based and GOM progress monitoring, and stretch and extend opportunities for students who are showing no risk on grade level Benchmarks. Please use the following links to access grade specific reading intervention protocols.
Kindergarten Reading Intervention Protocol
1st Grade Reading Intervention Protocol
2nd Grade Reading Intervention Protocol
3rd - 5th Grade Reading Intervention Protocol
Reading Intervention Protocol Resources
Secondary Tiered Reading Intervention (6th-12th Grade)
KCKPS has identified Tiered Reading Intervention program resources for the five Pillars of Reading (Phonological Awareness, Phonics, Fluency, Vocabulary, Comprehension) for all grade levels K-12. The KCKPS Secondary Literacy Intervention Protocol outlines the student data profile, recommended diagnostic screeners, and the appropriate use of the intervention programs including: intervention entry and exit criteria, guidelines for Skill Based and GOM progress monitoring, and stretch and extend opportunities for students who are showing no risk on grade level Benchmarks.
Who Provides Tiered Interventions
Tiered Intervention is provided by a variety of instructional staff members including, but not limited to: Certified and Classified Reading Interventionists, Special Education Teachers and Paras, and Certified and Classified ESOL staff. District guidelines for Intervention minutes and frequency are provided in the District Instructional Minutes documents below. Any staff member who is responsible for providing intervention should be formally trained in the Reading Intervention protocol resources. Formalized training helps to ensure that intervention program resources are being taught with fidelity across the district promoting high levels of student growth.
Assessments and Data Analysis
Universal Screeners
FastBridge is our EC-12 Universal Screener for Reading. All students are given the FastBridge Assessments three times a year (Fall, Winter, Spring) for their grade level. The KCKPS District Assessment Plan includes assessment details such as: testing windows, subtests given by grade level, purpose of assessments, and assessment Benchmark cut scores. The DERA Department, Curriculum and Instruction, and the MTSS team work closely to review and refine the District Assessment Plan. Please use the links below to see grade level specific assessment calendars.
Early Childhood and Elementary
Reading intervention, diagnostic screening, and progress monitoring will begin as needed following the guidance in the KCKPS Reading Intervention Protocol documents. Each building is encouraged to create a plan that identifies staff members who will be responsible for testing makeups and new student testing.
*** Students who move into the district after the district assessment window closes will be assessed following the KCKPS District Assessment Plan unless they are within 2 weeks of the next testing window.
Diagnostic Screeners & Progress Monitoring
Diagnostic screeners have been adopted for Phonological Awareness and Phonics. The diagnostic screeners will help to identify current skill mastery level and the beginning skill level for reading intervention instruction. It is not necessary to give every student a diagnostic screener. Students who score at Low Risk or College Pathway on FastBridge Universal Screeners are not likely to need a diagnostic screener.
Progress monitoring data, both skill specific and FastBridge General Outcome Measure (GOM), will be collected for students who are receiving Tiered Intervention. Guidelines for Diagnostic Screeners and Progress Monitoring are outlined in the KCKPS Reading Intervention Protocol documents. The chart below also provides guidance for selection of GOM progress monitoring subtests.
Elementary General Outcome Measures Guidance for Progress Monitoring Guidance
Secondary Reading General Outcome Measures (GOM) for Progress Monitoring Guidance
KCKPS ATLAS Data Analysis Protocol
The KCKPS ATLAS Data Analysis Protocol, adapted from the ATLAS Looking at Data Protocol from the National School Reform Faculty Harmony Education Center (nsrfharmony.org) and the CASEL SEL Data Reflection Protocol (casel.org), presents a structured reflection process for teams to observe trends and discuss ideas for continuous improvement of academic and SEL implementation. The structured approach of a protocol, with clear norms and expectations for conversation, creates a safe space for all participants. This protocol supports equity of voice and allows all members to describe the data, make inferences, and share implications for future work.
Why is equity a critical lens for data reflection?
Reflecting on data produces new insights, which in turn inform new actions to support systemic academic and SEL implementation. While data can provide many insights, it does not easily show the full reality and lived experience of those it represents. Looking at data through an equity lens requires us to highlight the student’s identity in an asset based manner, we must be knowledgeable of our biases and actively redress them, and we must be willing to challenge long held notions and practices that are not benefiting students. Without an equity lens, conversations about data often lead to ‘one-size-fits-all’ solutions that obscure biases and ignore differences in environment, identity, and culture. Data reflection should inform decision-making that promotes equitable outcomes for all members of the school community.
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