Change contrast:

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.

Data-Based Individualization

The Data-Based Individualization (DBI) 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. 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

Opportunties to learn more:

Early Childhood MTSS

The Intensive Technical Assistance Grant, awarded from the National Center for Pyramid Model Innovations, is a partnership between the MiMTSS TA Center and staff at the Michigan Department of Education. The grant focuses on providing training, technical assistance, and ongoing support for the state-wide implementation and scale-up of Early Childhood Positive Behavioral Interventions and Supports as defined by the Pyramid Model. The Pyramid Model is a conceptual framework of evidence-based practices for promoting young children’s healthy social and emotional development.

Project activities include guiding a cross-sector state leadership team, establishing a professional development network of program coaches, training local implementation programs, and guiding the use of data-based decision-making by state and local programs.

This model demonstration will take place in three preschool sites over a two-year period. Learning from this project will influence the larger work of the TA center in a number of ways: 

  • Developing the knowledge base on effective practices and implementation supports for the implementation of the Early Childhood PBIS
  • Providing web-based resources, tools, modules, webinars, guides, training resources, and other materials that will strengthen the implementation of Early Childhood PBIS
  • Providing Technical Assistance (TA) that will provide state and local Part C and 619 programs with the strategies, tools, materials, guidance, and capacity to implement and scale-up Early Childhood PBIS
  • Providing intensive, sustained TA to support local implementation and state scale-up of Early Childhood PBIS to improve the social, emotional, and behavioral development of infants, toddlers, and preschoolers in early care and education programs and home settings;
  • Mentoring future leaders in the field to understand and promote the implementation and scale-up of an early childhood MTSS framework focused on social, emotional, and behavioral development of infants, toddlers, and preschoolers; and
  • Establishing and maintaining systems to coordinate the center’s activities with other TA centers and key constituencies

Model Demonstration Application

MiMTSS Early Childhood PBIS Model Demonstration Application

We invite Great Start Readiness Programs (GSRP) to consider becoming one of our partners as an EC PBIS Initial Implementation Site. An implementation site may include multiple GSRP or GSRP/Head Start Blend classrooms operated by a single ISD or district. Implementation sites will receive training, technical assistance, and coaching to implement EC PBIS program-wide.

Submit Application

Applications should be submitted using our online survey: 2021-2022 Application to Participate in the MiMTSS Early Childhood Model Demonstration Project

Additional Information

After reviewing the application, you may wish to review supplemental resources to deepen your understanding of the model demonstration project.

Application Important Dates and Timeline

  • April 12, 2021 Application is released to the public.
  • April 16, 2021 Informational webinar [video]
  • May 3, 2021 Applications are due (entered by 5:00 p.m. EST).
  • May 17, 2021 Applicants are notified of the potential partnership.
  • May 24-28, 2021 Conversations with potential sites to discuss their application, answer additional questions, and mutually determine if the model demonstration project is a good fit. These meetings will clarify the work and expectations.

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:

Page Feedback

Did you find this information useful?