Session Materials

Years of research indicate that strong oral language skills are key factors in literacy development (Chang & Monaghan, 2019; National Early Literacy Panel, 2008). This session prepares educators to understand the language components involved in learning to read. Having shared literacy and language knowledge, speech-language pathologists and teachers can work together to address learners' reading needs.

This course explores that while Multi-Tiered Systems of Support (MTSS) and the Science of Reading (SOR) are both critical educational components, they require meaningful integration to meet all learners' needs. Participants will learn how these two key elements maximize K-12 learner outcomes through effective literacy instruction and intervention. The session highlights alignment across the levels to assist in stakeholder ability to identify why integration is essential for peak implementation of MTSS. Information provided will assist attendees in examining whether the current curriculum and intervention intensification methods align with the science supporting how all brains learn to read.

The Memorandum of Understanding (MOU) can be used to align and integrate the educational and mental health systems. The components of the MOU checklist will provide participants with a framework to explore and install the organizational structures, processes, and systems required to integrate SEBH at the district /mental health level. This integration promotes collaboration, sustainability and implementation of services at which can lead to positive social, emotional, behavioral outcomes for all students.

This series is designed to increase educators’ exposure to and knowledge of various aspects of mental health and well-being and how they can impact students and manifest in the school setting. Introductory and non-clinical training sessions will be provided on 5 topics.

The MiMTSS Data System is a free-access web-based data system designed for LEAs, ISDs and MDE to gather and analyze data that are critical for the continuous improvement of MTSS in Michigan. When teams use data to drive decisions about MTSS, it is more likely that MTSS will be implemented and sustained to support each and every learner.

This is a hands-on session. Current MiMTSS Data System users will login to their accounts and practice performing data entry, reporting, and analysis tasks within the system.

Developing a common understanding and shared language around MTSS is critical. In this four-part series, sessions will focus on the five Essential Components of MTSS:

-Session 1: Team-Based Leadership

-Session 2: Tiered Delivery System

-Session 3: Selection & Implementation of Instruction, Intervention & Supports

-Session 4: Comprehensive Screening & Assessment System, and Continuous Data-Based Decision Making

Examples of how districts and schools have applied these MTSS essential components in their setting will be shared. When the five components are in place, structures exist to support educators with strong implementation of systems and practices to ensure that learners experience an equitable and high-quality education system that builds on their strengths and has a continuum of supports to address needs.

Early Childhood Positive Behavioral Interventions and Supports (EC PBIS) and implementation of the Pyramid Model support the social-emotional competence of young children. This training provides an overview of early childhood PBIS, including the data, systems, and practices necessary for implementation. Participants will also be provided with readiness activities to help determine their next steps.

Supporting the academic and behavioral needs of students beyond Tier 1 is critical. Intervention systems outline the process for using data, systems, and practices necessary for implementation.

Implementing Social, Emotional, and Behavioral (SEB) supports school-wide can improve outcomes for students. SEB supports in non-classroom settings include a focus on the data, systems, and practices necessary for implementation.