2025 Kansas MTSS & Alignment Symposium

Whether you’re new to the process or looking to refine your current practices, this session will equip you with strategies to collect meaningful data, analyze student progress effectively, and make instructional decisions that drive achievement. You’ll walk away with tools, resources, and real-world examples to help you confidently monitor progress and ensure every student is on the path to success.

This session will focus on how our district successfully implemented standards-based rubrics to drive both writing and comprehension instruction with greater intentionality and rigor. Rather than treating writing as a standalone subject, we embedded purposeful writing tasks throughout the day to align with ELA comprehension standards—ensuring students engage daily in writing that reflects the depth of knowledge required by the standards.  Our instructional shift focused on improving our Teacher Clarity by creating and utilizing rubrics that are directly aligned to the language and expectations of each ELA standard. These rubrics serve as both teaching tools (success criteria) and progress monitors, guiding instruction and helping students clearly understand what proficiency looks like. Teachers have utilized the rubrics to design writing tasks that are aligned to our current curriculum that ask students to recount, summarize, analyze, and compare texts—making writing an essential component of how comprehension is taught and assessed. Participants in this session will leave with practical tools, sample rubrics and benchmark assessments, and implementation steps for adopting a similar approach in their own districts or buildings. This includes:
●Developing standards-based rubrics for comprehension and writing
●Embedding writing tasks into daily ELA instruction
●Aligning instruction to the depth of knowledge required by the standard
●Supporting teacher clarity and student ownership of learning
Whether you are leading a building-wide initiative or starting with a single team, this session will offer actionable strategies to increase rigor, promote consistency, and help students write with clarity and purpose.

Even ten years ago, the use of technology during instruction was an occasional indulgence, far from the daily consideration it is now.  These days it can be difficult to imagine teaching when technology was not used in some way to plan or deliver (or both) instruction on a daily basis.  In this session, Dr. Michael Kennedy from the University of Virginia presents and demonstrates use of various technologies for supporting students with disabilities and others who struggle within inclusive classrooms.  The technologies will range from simple and free tools and options through emerging artificial intelligence solutions.  Dr. Kennedy will focus on technology tools and options with evidence for supporting successful student learning in literacy and mathematics.

Have you just finished with your Fall benchmark testing for reading? This session will explore practical strategies for grouping and sorting students in elementary reading using the Multi-Tiered System of Supports (MTSS). Participants will learn how to use data to form flexible reading groups to address the diverse needs of students across various skill levels. Attendees will leave with actionable ideas for enhancing reading instruction through targeted, responsive grouping.

The USD 241 district leadership team will present how we strategically designed and implemented a comprehensive, system-wide Reading MTSS framework across K-12. We will share how we adopted and implemented a new, evidence-based reading curriculum, refined our data practices to drive more precise and responsive instruction compared to previous years, and introduced a building-wide vocabulary initiative at the secondary level to enhance academic language development. Additionally, we will outline how we structured WIN (What I Need) time across all grade levels to provide targeted intervention and enrichment opportunities, ensuring every student's needs are met within the MTSS framework.

This session focuses on fidelity of implementation in the context of interventions within multi-tier systems of support. The session introduces a multi-dimensional conception of fidelity of implementation that includes intervention: (1) dosage; (2) adherence; (3) quality; (4) receipt; and (5) contrast. The session will provide definitions and examples for each of these dimensions of fidelity, with special emphasis on their relevance in the context of multi-tier systems of support. The session includes multiple examples and ideas for documentation, including how this data can be incorporated into individual decision-making processes.

When it comes to teaching vocabulary in content areas (including mathematics) there are many options for how to help students learn new and often complex terms and concepts.  Using the analogy of ordering drinks, appetizers, main course, dessert, and coffee/more drinks at a restaurant, Michael Kennedy from U.Va will discuss a range of evidence-based practices for successfully teaching vocabulary to students with disabilities, multilingual learners, and all students.  At the restaurant you order what you’re hungry for, and depending on if it is a special occasion, you might order something special.  Teaching vocabulary works the same way.  Sometimes we are hungry for a full multiple course meal, which would be when using a combination of practices to introduce and reinforce a key term or concept the student needs for the entire year and beyond.  Other times, you don’t need multiple courses, go right to the main course and that’s enough.  Attendees will leave with access to free links and resources.

This two-part presentation addresses the nature of dyslexia and best practices for identification and treatment within the context of multi-tier systems of support (MTSS). It begins with a review of definitions of dyslexia, highlighting key commonalities and differences, and focusing on implicit classification hypotheses. The presentation then reviews empirical evidence for proposed definitional attributes, focusing on key sources of controversy, including the role of IQ and instructional response, as well as issues of etiology and immutability. The session includes specific recommendations for assessment and identification developed at the Texas Center for Learning Disabilities and documented in an influential practice guide. 

The second session focuses on instructional practices to address the reading, language, and behavior needs of students with dyslexia. The session highlights evidence-based practices for all students with dyslexia, then outlines strategies to intensify intervention based on individual student data. The session concludes by addressing several myths and misconceptions around dyslexia.

Cognitive load theory is based on the idea that all humans are limited in their cognitive functionality at any given time and can easily be overwhelmed by too much or complex information.  When overwhelmed, new learning is unlikely, and performance is hindered.  In this session, Michael Kennedy from U.Va will introduce the main components of cognitive load theory, and specifically discuss how the design and delivery of vocabulary and other instruction can scaffold cognitive maximalization for both teachers and students.  He will use the analogy of what happens when one’s bank account tied to our debit cards is maxed out and the horrible feeling that comes when one hears “your card is declined.”  That horrible feeling is how students with disabilities, multilingual learners, and others who struggle feel constantly and multiple times per day when learning complex content being taught in ways that overwhelm their limited capacity.  Students with disabilities not only often have cognitive imperfections that result in slower processing, but also they lack needed strategies and skills for success.  Therefore, everything is “more expensive” for these students when learning, and teachers can learn key strategies for “lowering the costs” of learning.  As a bonus, teachers can also experience an empty bank account, which results in hindered performance.  Dr. Kennedy will present strategies for teachers to keep their cognitive “accounts” in positive territory despite multiple charges needing to be paid.

This two-part presentation addresses the nature of dyslexia and best practices for identification and treatment within the context of multi-tier systems of support (MTSS). It begins with a review of definitions of dyslexia, highlighting key commonalities and differences, and focusing on implicit classification hypotheses. The presentation then reviews empirical evidence for proposed definitional attributes, focusing on key sources of controversy, including the role of IQ and instructional response, as well as issues of etiology and immutability. The session includes specific recommendations for assessment and identification developed at the Texas Center for Learning Disabilities and documented in an influential practice guide.

The second session focuses on instructional practices to address the reading, language, and behavior needs of students with dyslexia. The session highlights evidence-based practices for all students with dyslexia, then outlines strategies to intensify intervention based on individual student data. The session concludes by addressing several myths and misconceptions around dyslexia.

Everyone is looking for the “magic fairy dust” for students who struggle to comprehend. While primary-grade interventions typically target the lower strands, these approaches often show reduced effectiveness for older students. As research continues to evolve, so does our understanding of the upper strands of Scarborough’s Rope as they relate to comprehension. Join us as we dive into advanced instructional models, discuss their implications and promising strategies, and expand your knowledge base for teaching in grades 4–12.

Even ten years ago, the use of technology during instruction was an occasional indulgence, far from the daily consideration it is now.  These days it can be difficult to imagine teaching when technology was not used in some way to plan or deliver (or both) instruction on a daily basis.  In this session, Dr. Michael Kennedy from the University of Virginia presents and demonstrates use of various technologies for supporting students with disabilities and others who struggle within inclusive classrooms.  The technologies will range from simple and free tools and options through emerging artificial intelligence solutions.  Dr. Kennedy will focus on technology tools and options with evidence for supporting successful student learning in literacy and mathematics.

In this interactive session, participants will explore high-impact instructional practices designed to support English learners at all proficiency levels. Grounded in research and classroom application, the session will focus on scaffolding strategies that make content accessible while promoting language development, and fostering student engagement, comprehension and confidence. Our goal is that you will leave this session with ready-to-use strategies to enhance your ESOL instruction and elevate outcomes for multilingual learners.

Join us for an engaging session designed to increase your knowledge about our process for building an effective secondary schools MTSS model from the ground up.  In addition to sharing tips and tools, we will explore scheduling, intervention programs, and building-wide strategies that have a positive impact for all students.

Rising enrollment of emergent bilingual (EB) students has sparked concerns about representation and access in special programs, including intervention programs within multi-tier systems of support. Building on research emerging from two national research centers focused on improving outcomes for EBs at-risk for reading difficulty, this session: (1) systematically reviews research on screening, progress monitoring, and special education identification with EBs to summarize what is known and where there are open questions; (2) synthesizes recommendations for instruction and intervention for EB students, particularly those with significant risk for reading difficulties; and (3) consider additional questions related to the reading and language needs of diverse EBs, including newcomers and EBs with interrupted formal educations.

This is an opportunity to ask your questions in an informal Q & A session.

This is an opportunity to ask your questions in an informal Q & A session.

This interactive session will provide you with the latest research and updates in literacy instruction. Dr. Laurie Curtis from KSDE  Early Literacy/Dyslexia Program, will highlight new initiatives, policy changes, and resources aimed at supporting evidence-based reading practices in schools. Attendees will have the opportunity to ask questions and make connections to their current literacy practices.

When it comes to teaching vocabulary in content areas (including mathematics) there are many options for how to help students learn new and often complex terms and concepts.  Using the analogy of ordering drinks, appetizers, main course, dessert, and coffee/more drinks at a restaurant, Michael Kennedy from U.Va will discuss a range of evidence-based practices for successfully teaching vocabulary to students with disabilities, multilingual learners, and all students.  At the restaurant you order what you’re hungry for, and depending on if it is a special occasion, you might order something special.  Teaching vocabulary works the same way.  Sometimes we are hungry for a full multiple course meal, which would be when using a combination of practices to introduce and reinforce a key term or concept the student needs for the entire year and beyond.  Other times, you don’t need multiple courses, go right to the main course and that’s enough.  Attendees will leave with access to free links and resources.

This two-part presentation addresses the nature of dyslexia and best practices for identification and treatment within the context of multi-tier systems of support (MTSS). It begins with a review of definitions of dyslexia, highlighting key commonalities and differences, and focusing on implicit classification hypotheses. The presentation then reviews empirical evidence for proposed definitional attributes, focusing on key sources of controversy, including the role of IQ and instructional response, as well as issues of etiology and immutability. The session includes specific recommendations for assessment and identification developed at the Texas Center for Learning Disabilities and documented in an influential practice guide. 

The second session focuses on instructional practices to address the reading, language, and behavior needs of students with dyslexia. The session highlights evidence-based practices for all students with dyslexia, then outlines strategies to intensify intervention based on individual student data. The session concludes by addressing several myths and misconceptions around dyslexia.

This two-part presentation addresses the nature of dyslexia and best practices for identification and treatment within the context of multi-tier systems of support (MTSS). It begins with a review of definitions of dyslexia, highlighting key commonalities and differences, and focusing on implicit classification hypotheses. The presentation then reviews empirical evidence for proposed definitional attributes, focusing on key sources of controversy, including the role of IQ and instructional response, as well as issues of etiology and immutability. The session includes specific recommendations for assessment and identification developed at the Texas Center for Learning Disabilities and documented in an influential practice guide.

The second session focuses on instructional practices to address the reading, language, and behavior needs of students with dyslexia. The session highlights evidence-based practices for all students with dyslexia, then outlines strategies to intensify intervention based on individual student data. The session concludes by addressing several myths and misconceptions around dyslexia.

Cognitive load theory is based on the idea that all humans are limited in their cognitive functionality at any given time and can easily be overwhelmed by too much or complex information.  When overwhelmed, new learning is unlikely, and performance is hindered.  In this session, Michael Kennedy from U.Va will introduce the main components of cognitive load theory, and specifically discuss how the design and delivery of vocabulary and other instruction can scaffold cognitive maximalization for both teachers and students.  He will use the analogy of what happens when one’s bank account tied to our debit cards is maxed out and the horrible feeling that comes when one hears “your card is declined.”  That horrible feeling is how students with disabilities, multilingual learners, and others who struggle feel constantly and multiple times per day when learning complex content being taught in ways that overwhelm their limited capacity.  Students with disabilities not only often have cognitive imperfections that result in slower processing, but also they lack needed strategies and skills for success.  Therefore, everything is “more expensive” for these students when learning, and teachers can learn key strategies for “lowering the costs” of learning.  As a bonus, teachers can also experience an empty bank account, which results in hindered performance.  Dr. Kennedy will present strategies for teachers to keep their cognitive “accounts” in positive territory despite multiple charges needing to be paid.