This session provides an overview of the MiEWIMS tool and how it supports an Early Warning Intervention and Monitoring System (EWIMS) and Multi-Tiered System of Support (MTSS) in districts, schools, and classrooms. MiEWIMS supports educators in ensuring all learners are engaged in school and on track for high school graduation. The session is for individuals interested in learning more about MiEWIMS but who are not yet ready to support a district's use of MiEWIMS.
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 training expands upon the learning from "Behavior Interventions in the Classroom." It equips participants with additional strategies for addressing high-frequency, low-intensity behavior grounded in behavioral science and the Prevent, Teach, Respond framework.
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.
This session supports mental health and community providers in developing background knowledge of School-wide Positive Behavioral Interventions and Supports (SWPBIS) while implementing an Interconnected System Framework. This session provides an overview of PBIS, its relationship to a Multi-Tiered System of Supports MTSS), its foundational principles, and core features. This background knowledge allows the participants to understand the components of an Interconnected System Framework (ISF) and its enhancements to the core features of PBIS.
Educators are becoming increasingly aware of the impact of trauma on a student's academic and behavioral success. This session provides district and school leaders with an understanding of how trauma-informed practices can be installed within a system to strengthen support for students and staff.
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.