Selection and deselection of educational initiatives and innovations should be the result of a thorough analysis of critical factors related to successful implementation, including resources required and evidence of effectiveness. District Implementation Teams will develop a high-quality review process to be used when selecting initiatives, innovations, and assessments.
This series is designed to assist schools in orienting and integrating Mental Health providers into a single system of delivery to make a bigger impact on the Social, Emotional, and Behavioral well-being of learners across a Multi-Tiered System of Support.
This three-part series includes readiness and installation activities to build a PBIS and mental health infrastructure to support the implementation of the Interconnected School Framework (ISF) at the district/community level.
This two-part series focuses on Tier 3, the most intensive level of intervention support. A process will be shared to evaluate student response to intervention instruction to design either group or individualized intensive intervention plans. Participants will review example data sets to create group and individualized intensive intervention plans. Participants will reflect on how the process described compliments what is happening in their district or school. Various resources will be shared to support participants in generalizing the information to their settings.
ISD implementation teams create action plans based on four types of data: student outcome, fidelity, capacity, and reach. Data are used from school, district, and ISD levels to continuously improve ISD supports for implementing MTSS with fidelity, focusing on efficiency, effectiveness, and sustainability.
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.