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Model Demonstration Projects

Model demonstration projects are critical in translating research to practice. Find out more about the projects currently supported by the MiMTSS TA Center.

Intensifying Literacy Instruction

The Intensifying Literacy Instruction project focuses on intensifying evidence-based literacy practices implemented within a Multi-Tiered System of Supports (MTSS) framework at the elementary level for students experiencing significant reading difficulties. The Michigan Department of Education has committed to improving outcomes for these students as part of the State Systemic Improvement Plan (SSIP) and State Identified Measurable Results (SiMR). The MiMTSS TA Center will be responsible for providing professional learning and other implementation supports to increase statewide capacity to deliver intensive intervention. Data-Based Individualization (DBI) is an empirically validated problem-solving process for intensifying evidence-based practices. DBI components and the additional knowledge needed to provide robust intensive intervention supports are outlined in the document, “Intensifying Literacy Instruction: Essential Practices.”

Learning from this project will influence the larger work of the TA center in a number of ways:

  • Gathering data on the current attitudes and practices surrounding intensive intervention in the state of Michigan
  • Developing and piloting a scope and sequence of professional learning for intensifying evidence-based practices within an MTSS framework
  • Supporting the development of educator knowledge related to the reading science and the “Intensifying Literacy Instruction: Essential Practices” guide
  • Improving school implementation fidelity of the reading components of an MTSS framework
  • Developing district capacity to support schools and teachers in their role delivering the intensive intervention to students experiencing significant learning and behavior challenges 
  • Identifying and removing barriers to implementing intensive reading intervention supports
  • Producing educator tools to support ongoing DBI implementation and intensive intervention
  • Testing the feasibility of DBI implementation in authentic settings at the elementary grades
  • Improving outcomes for students with and without disabilities who are experiencing significant and persistent learning challenges

Application

The MiMTSS TA Center is welcoming applications for its second cohort of implementation sites to participate in our Intensifying Literacy Instruction Model Demonstration Project. We invite any District or School to apply. Competitive priority will be given to schools/districts that reflect demographic and geographic diversity, Comprehensive Literacy State Development (CLSD) grantees, schools/districts with past experience collaborating with MIMTSS, and/or schools/districts who are using evidence-based K-2 intervention curriculum resources (programs) that fall within the category of interventions that can be delivered using a “standard treatment protocol.” These intervention programs should address foundational word-reading skills (print awareness, phonemic awareness, basic phonics, fluency), incorporate explicit instruction principles, and provide guidance for placement and grouping (e.g., placement tests).

MiMTSS Intensifying Reading Instruction Model Demonstration Application for 2022-2023

Application Timeline and Important Dates

  • April 20, 2022
    • Application is released
  • May 16, 2022
    • Applications are due (entered online by 5:00 p.m. EST)
  • May 20, 2022
    • Applicants are notified of potential partnership
  • May 23-27, 2022
    • Conversations with potential partners

Process

  1. Download the application.
  2. Develop your answers to the questions on the application.
  3. Submit your answers through our online application. Applications will only be accepted through online submission.
  4. Receive notification of potential partnership.
  5. For potential partners, schedule exploration meetings with MiMTSS Technical Assistance Center. MiMTSS TA Center will clarify expectations and ensure a good fit with the program before mutual selection.

Opportunties to learn more:

Early Childhood MTSS

Early Childhood PBIS Model Demonstration Overview

The MiMTSS TA Center, in partnership with the National Center for Pyramid Model Innovations and the Michigan Department of Education, is conducting a model demonstration project currently focused on implementation of Positive Behavioral Interventions and Supports (PBIS) in preschool classrooms. Just like School-wide PBIS, Early Childhood PBIS (EC PBIS) ​​refers to the implementation of a multi-tiered approach to social, emotional, and behavior support. In EC PBIS all classrooms within an early childhood site or center seek to implement a common set of evidence-based practices that are organized in a three-tiered continuum of promotion, prevention, and intervention. That common set of practices is referred to as the Pyramid Model. EC PBIS is often described as Program-wide implementation of the Pyramid Model or Program-Wide PBIS. (See this fact sheet on PBIS and the Pyramid Model for more information.)

When an implementation site commits to EC PBIS (or a program-wide approach to the implementation of the Pyramid Model), they establish a leadership team to guide the implementation process and develop the supports and infrastructure needed to ensure that implementation of the Pyramid Model can occur within the classrooms and services provided to children and their families. The program-wide approach ensures that programs are attending to both the implementation of evidence-based practices and the development of the infrastructure to support the durable implementation of those practices. Programs that have used this approach have experienced the following:

  • Reductions in child challenging behavior
  • Increases in children’s social skills
  • Increased satisfaction of program staff and families
  • Reduced turnover in the program
  • Increases in teachers' competence and confidence in the support of children
  • Changes in classroom and program climate
  • Sustained implementation of the Pyramid Model

Application

The MiMTSS TA Center is welcoming applications for its second cohort of implementation sites to participate in our EC PBIS Model Demonstration Project. We invite any early childhood site that is operated by an ISD or district and has at least one GSRP classroom to consider applying.

EC PBIS Model Demonstration Site Application for 2022-2023

EC PBIS Training Scope and Sequence

Building Capacity for Program Coaching

EC PBIS Evaluation Measures

EC PBIS Roles and Responsibilities

Application Important Dates and Timeline

  • March 11, 2022
    • Application released
  • March 18, 2022
  • April 13, 2022
    • Application due via online survey by 5:00 p.m. EST
  • April 29, 2022
    • Applicants notified of potential partnership
  • May 2-6, 2022
    • Conversations with potential partners

Process

  1. Download the application.
  2. Develop your answers to the questions on the application.
  3. Submit your answers through our online application. Applications will only be accepted through online submission.
  4. Receive notification of potential partnership.
  5. For potential partners, schedule exploration meetings with MiMTSS Technical Assistance Center. MiMTSS TA Center will clarify expectations and ensure a good fit with the program before mutual selection.

Opportunities to learn more:

Interconnected Systems Framework (ISF)

The ISF Model Demonstration effort, a partnership between the MiMTSS TA Center and staff at the Michigan Department of Education, focuses on providing training, technical assistance, and ongoing support for the blending of PBIS, school mental health, and Tier 1 social/emotional learning. Activities include:

  • Guiding a cross-sector state leadership team inclusive of MDE staff with expertise in school health and mental health and MiMTSS TA Center staff with expertise in PBIS, coaching, and implementation science. 
  • Leveraging existing system-level coaches at the TA Center and MDE as a way to work with district teams. District teams will eventually select and support a pair of local ISF coaches (a community clinician and a school-employed clinician); 
  • Training local implementation of the integration of evidence-based mental health, social/emotional, and PBIS programming; 
  • Supporting the expansion and use of school and community data sets for data-based decision-making within the ISF framework.

Learning from this project will influence the larger work of the TA center in a number of ways:

  • Determining critical implementation decisions and practices regarding how to blend PBIS, school mental health, and social/emotional learning (SEL) within an MTSS framework.
  • Operationalizing the core features of ISF and how to appropriately adapt the core features to the district/school local context:
    • Effective implementation of school-wide PBIS
    • Teaming structures that include perspectives from the school, district personnel, mental health, and family voice
    • Family and youth engagement
    • Intervention selection, implementation, and measuring progress
    • School-wide data-based decision making expanded to include additional data sources for ISF implementation, school, and community data to ensure there is a single system of care for school and mental health
  • Scaling-up a high-quality professional learning sequence to support districts and schools in their efforts to install the ISF core features
  • Strengthening methods for the recruitment and selection of individuals to provide practitioner and systems-level coaching supports in the continued implementation of PBIS and the use of social-emotional learning curriculum and intervention supports

Opportunities to learn more:

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