2025 Kansas MTSS & Alignment Symposium

We are teaching lessons on intrapersonal and interpersonal skills—now what? This session will address vital implementation questions related to recently released Kansans Can Competency Framework free curriculum in self-efficacy, assertiveness, conflict management and self-regulation. Come learn and discuss steps to schoolwide implementation, including planning around sustainability and impact goals. A newly released process for intervention and Individualized Supports will also be shared with resources. Templates and timelines will be shared for optimal support of staff and students.

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.

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.

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.

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.

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

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.

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.