Session Materials

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.

Phonics for Reading is a research validated program that focuses on decoding, encoding (writing), fluency, and comprehension skills usually mastered in grades K to 3. The program uses explicit, teacher-directed instruction to introduce skills and strategies. Participants will learn the science behind the program as well as how to implement the program.

When Practice-Based Coaching (PBC) is used with fidelity, it leads to positive changes in teachers’ implementation of Pyramid Model practices. This change in classroom practices is related to positive outcomes for children and teachers. Pyramid Model Preschool Classroom Coaches play an important role in supporting and sustaining high fidelity of Pyramid Model practices in preschool classrooms. This series provides Preschool Classroom Coaches with the information they need to support Pyramid Model practices through the use of Practice-Based Coaching.

The Pyramid Model for Promoting Social and Emotional Competence is a multi-tiered system of support for young children. It can support any early childhood education curriculum and, when implemented with fidelity, improves social-emotional outcomes for all children. This series provides information and instructional strategies for implementing all levels of the Pyramid Model for preschool classrooms.

This series is designed to support individuals who facilitate or participate on teams completing functional behavioral assessments and behavior intervention plans for preschool children. Participants will learn about the manualized Prevent, Teach, Reinforce for Young Children (PTR-YC) process, which is a research-based process designed to reduce the challenging behaviors of young children and support children with engagement in positive relationships, social-emotional competencies, and classroom learning. The series will help providers implement the assessment and intervention strategies with a high level of fidelity, leading to improved outcomes for children.

The Reading Tiered Fidelity Inventory 2.0 (R-TFI 2.0) has been updated based on validation efforts, reading research, MTSS implementation, and? methods for intensifying instruction. The session will prepare existing R-TFI Facilitators to understand the changes to the tool to administer the R-TFI successfully to school teams. Prerequisites: Previous in-person R-TFI Facilitator Training or the EduPaths R-TFI 1.0 Facilitator Course series in EduPaths

This orientation meeting is designed to provide an overview of the role of the School Leadership Team and ensure the team is set up for success prior to engaging in school-level training.

School-Level Data Revies provide School Leadership Teams time to focus on problem-solving and act upon student outcome and fidelity data to improve student achievement. Teams will update implementation plans tied to the Continuous Improvement Process, identify celebrations to share with the school community, and identify any barriers to implementation requiring district support.

Coaches are prepared to support teams through the data review and ensure that data are gathered and organized to support the data review process.

This all staff readiness activity is designed to provide a compelling “why” for MTSS secondary reading, build background knowledge in the need for secondary reading instruction, and prepare secondary staff for Secondary Content Area Reading.