Session Materials

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.

Building and using an effective MTSS involves establishing an efficient, equitable, and effective system of supports at Tiers 2 and 3. This team-based series focuses on establishing a Multidisciplinary Team (MDT) to build and refine the infrastructure needed at the advanced tiers, applying the Data-Based Individualization (DBI) process to determine whether intensification is warranted, and applying the taxonomy of intervention intensity to improve student outcomes in reading. The series is designed for schools interested in establishing or refining the advanced tiers in their setting.

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.