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Program

Schedule

Thursday, April 30, 2020


TimeSession/Event
8:00-9:00 amRegistrant Check-in
9:00-10:30 amWelcome & Keynote
10:30-10:45 amTransition
10:45-12:00 pmSession 1
12:00-1:00 pmLunch
1:00-2:15 pmSession 2
2:15-2:30 pmTransition
2:30-3:45 pmSession 3

Friday, May 1, 2020


TimeSession/Event
8:00-9:00 amRegistrant Check-in
9:00-10:15 amWelcome & Keynote
10:15-10:30 amTransition
10:30-11:45 amSession 4
11:45-12:45 pmLunch
12:45-2:00 pmSession 5
2:00-2:15 pmTransition
2:15-3:30 pmSession 6

April 30 Session Details

Sessions vary in capacity and will close when full.

Keynote


A Logic for Instruction as the Hallmark of PBIS: Prediction and Prevention

Terry Scott, Ph.D.
University of Louisville

This session provides a simple logic for how instruction within PBIS is the foundation of it’s effect – and the biggest probability for student success. Specific examples will show how systems support instruction and lead to positive outcomes for students.

Session 1


Intensifying Reading Instruction for Students Who Are Not Responding to Current Reading Instruction

Jess Surles
University of Oregon

What happens when students continue to struggle with reading despite the use of high-quality, explicit Tier 1 and Tier 2 instruction? This session will discuss evidence-based, intensification practices to include in Tier 3 instruction. Through dynamic discussion and hands-on activities, participants will learn how to intensify instruction through the strategic integration of orthographic mapping, spelling, and writing. Integrating instructional supports to help address specific cognitive processing challenges, like self-regulation and attribution, will also be highlighted. At the end of the session, participants will leave with a comprehensive framework and strategies for intensifying reading instruction primarily at grades K-3, but supports could be applied to upper elementary as well.

This session is also offered May 1, Session 4.

Audience: Elementary, Implementation Support, Leadership, Special Education


An Overview of Project CALI: An Enhanced Co-teaching and Literacy Professional Development Model

Jade Wexler, Ph.D.
University of Maryland

Many schools use co-teaching as a service delivery model. In principle, co-teaching can increase the effectiveness of inclusion, reduce the student–teacher ratio, and improve student outcomes. However, a lack of evidence exists supporting co-teaching as a way to improve student outcomes and recent observation study research has confirmed that co-teaching is not being implemented in its intended form.  We designed Project CALI (Content Area Literacy Instruction), a U.S. Department of Education Institute of Education Development and Innovation Professional Development study, to address these gaps.  First, I will provide rationale for the development of the CALI model.  Second, I will provide an overview of the literacy and enhanced co-teaching practices that make up the model.  Third, I will present the findings from a recent pilot study of Project CALI.

Audience: Middle School/Jr. High, High School, Implementation Support, Leadership


It Does Not Have to be Complicated: How to Use Training Effectiveness Data to Improve Student Outcomes

Melissa Nantais, Ph.D.
MiMTSS Technical Assistance Center

Arminda Westra
Michigan Department of Education

Districts and ISDs often collect data on professional learning but may need additional guidance on how to use these data to inform decision making. This interactive session will take the concept of using training effectiveness data and make it realistic, manageable and doable. This session will provide an overview of the structures being used by MDE and the MiMTSS TA Center as it relates to professional learning for MTSS.  Examples will be provided of the types of data collected as well as how the data are summarized and used to inform follow up supports after professional learning. Participants will have an opportunity to practice using sample data to inform decision making.

Audience: Implementation Support, Leadership


Validating Voices & Building Community Through Listening: Meeting the Tier 2 Needs of High School Students

Glenn Champion, Meggan Mertz, Michael Palmer
Port Huron High School

Learn how a shift in thinking transformed the PBIS system at Port Huron High School.  Join in on the journey to meet the tier 2 needs of students through data collection and the implementation of restorative practices. Share in the experiences that have built connections, fostered relationships, and changed perspectives throughout a school community, and will continue to build them for years to come.

Audience: Middle School/Jr. High, High School, Leadership


Enhancing Instructional Engagement: High Leverage Strategies to Engage Challenging Students

Terry Scott, Ph.D.
University of Louisville

This session takes a deeper dive into student engagement, detailing a range of specific strategies to be used during instruction. Participants will understand the connection between engagement and student achievement and the use of realistic strategies for engaging all students in the classroom. 

Audience: All Attendees


Introduction to Data-Based Individualization

Lindsey Hayes
National Center on Intensive Intervention

Students with the most severe and persistent learning and behavioral needs require access to the most intensive, evidenced-based supports. Data-based individualization (DBI) is a research-based process that gives schools a framework to provide intensive supports within a robust schoolwide prevention model. This session will introduce participants to the five steps of the DBI process through explanations, case examples, and application activities.

Audience: All Attendees

Session 2


Introduction to the National Center on Intensive Intervention Tools Charts

Lindsey Hayes
National Center on Intensive Intervention

The National Center on Intensive Intervention (NCII) has developed six tools charts intended to assist educators and families in becoming informed consumers who can select academic and behavioral assessment tools and interventions that address their specific needs. These web-based tools summarize the technical rigor and key implementation features of evidence-based intervention programs and assessment tools. They can be used as part of a data-based individualization (DBI) program for educating students with disabilities and other students who require intensive intervention.

Audience: All Attendees


Lessons Learned From an OSEP Funded Adolescent Literacy Model Demonstration Project

Jade Wexler, Ph.D.
University of Maryland

Enhancing the reading achievement of secondary struggling readers remains a priority for many school leaders.  To address the reading deficits of secondary struggling readers, it is essential for school leaders to implement multi-tiered systems of support (MTSS).  In this presentation, I will first provide background information about the state of adolescent literacy, important considerations for implementing a strong MTSS at the secondary level, and common challenges administrators and teachers face when trying to implement a MTSS at the secondary level.  Next, I will provide an overview of a four-year U.S. Department of Education Office of Special Education (OSEP) funded model demonstration project, PACT Plus.  Finally, I will provide an illustration of challenges we faced and describe lessons learned from implementation.

Audience: Middle School/Jr. High, High School, Leadership


The Dream: Single Point of Data Entry

Bersheril Bailey
Michigan Department of Education

Dave Cairy
Michigan Association of Intermediate School Administrators

Don Dailey
Michigan Data Hub

Tom Johnson
Kalamazoo RESA/MAISA

Anna Harms, Ph.D.
MiMTSS Technical Assistance Center

This session will be a good fit for individuals who are interested in learning about all of the ways that the MiMTSS Technical Assistance Center (TAC) is working collaboratively with the Michigan DataHub to support data integration and effective use of data. Participants will most benefit from this session if they have at least some background knowledge of the Michigan DataHub, the MiMTSS Data System, and assessments supported by the MiMTSS TAC.

This is designed to be an informational session. Participants will learn about collaborative efforts between the MiMTSS Technical Assistance Center, the Michigan Collaboration Hub, and the MiDataHub in the following areas:

  • MiEWIMS data system development
  • MiMTSS Data System integration and design
  • School-wide Information System integrations
  • MICIP Platform design and testing 
  • MiRead integrations
     

Audience: All Attendees


PBIS Student Leadership at the High School

Erin Carroll, Charles Mossett, Shari Straffon, LEAD team members
Port Huron Northern High School

If you are interested in building a PBIS Student Leadership team within the high school setting, this session is for you! The Port Huron Northern PBIS teaching team will share their experience in building a successful student leadership team from initiation to implementation. This student team (called the LEAD team ) is in its third year of programming with excellent outcomes. Fifteen students from Port Huron Northern High School will present team components and share their story fielding questions and answers throughout the session. This session will leave you motivated and energized with tips and suggestions to start your own PBIS student-led Team.

Audience: Middle School/Jr. High, High School, Implementation Support, Leadership


Essential Practices for Intensifying Literacy Instruction

Brandy Bugni
Michigan Department of Education

Kim St. Martin, Ph.D.
MiMTSS Technical Assistance Center

Students with severe and persistent reading and writing needs require individualized, intensive intervention. This session outlines six essential practices necessary for intensifying intervention instruction. Some of the topics discussed in this session will include: importance of a reading and writing learning progression, factors effecting motivation and attitudes, designing an "Intervention Platform," adaptions to increase the instructional intensity of an intervention, infrastructures to support students with severe and persistent needs.

Audience: All Attendees


Responding to Escalating Behavior: Effective Adult Responses to Maxmize the Probability of Successful Resolution

Terry Scott, Ph.D.
University of Louisville

This session describes a basic set of considerations when dealing with students whose behavior is escalating. Video vignettes will demonstrate each strategy with both a negative and positive example.

This session is also offered in Session 3.

Audience: All Attendees


MTSS: Engaging Families in Tier 3 Interventions

Stacie Rulison
Michigan Department of Education

Family engagement in a child’s education is vital to improved grades, attendance, graduation rates, enrollment in post-secondary education, and more. Families must be informed about their role in MTSS and benefits to all children. When a child is in need of more intensive Tier 3 interventions, each child's needs must be considered unique and interventions based on their own set of needs. Obtaining family perspectives and involving them as valued partners could provide a more comprehensive understanding of the whole child, be an impetus to improved behaviors, aid in collecting relevant data, and promote maintenance and generalization of skills beyond the educational environment. This session will focus on best practices related to family engagement, differentially and collaboratively engaging families, and supporting learners at home when Tier 3 interventions are implemented in school.

Audience: All Attendees

Session 3


Dyslexia Screening and Acadience Reading

Margie McGlinchey, Ph.D., Julie Nixon
MiMTSS Technical Assistance Center

In this session, Michigan Acadience Super Mentors will provide guidance on how to use the Acadience Reading K-6 measures to screen students for indicators of risk for dyslexia.  Participants will understand how dyslexia screening and diagnosis should include a critical examination of the effectiveness of the instructional environment.

Audience: Elementary, Implementation Support, Leadership, Special Education


Secondary School-wide Content Area Reading Model: A Systematic Approach

John Vail
MiMTSS Technical Assistance Center

Katie DeNooyer, Amanda Fischer, Kate Smith, Travis Thomsen, Johanna Toth
Portage North Middle School

Adolescent literacy is a growing concern among middle school educators. More than half of Michigan 8 th grade students were not proficient on last year’s ELA M-STEP. The data is more concerning for students coming from economically disadvantaged backgrounds, only 27.5% were proficient on the ELA M-STEP in 2018. Learn from one school who has systematized adolescent literacy through a series of Tier 1 initiatives and a prescribed Tier 2 approach to adolescent literacy. We will describe our processes and systems as it relates to developing a robust school-wide approach to adolescent literacy. Successes and failures will be shared as a tool for improving our overall state literacy rates.

Audience: Middle School/Jr. High, High School, Implementation Support, Leadership, Special Education


Learn to "Excel" With Basic Spreadsheet Formulas and PivotTables

Amy Basket, Anna Harms, Ph.D., Cheyne LeVesseur, Ph.D.
MiMTSS Technical Assistance Center

Do you have spreadsheet anxiety, and do you find formulas and PivotTables challenging? Are you saying to yourself, “None of this adds up!” Jumpstart your work by learning basic spreadsheet skills using Excel and Google Sheets. Participants will be able to use education data like never before by understanding basic spreadsheet organization and sorting/filtering, performing operations, automating calculations, and displaying results via formulas and PivotTables. Common spreadsheet symbols, formulas, and functions will be introduced; as well as strategies for timesaving. In the end, learn to be an efficient problem solver so you can spend more time using the results to improve outcomes for learners.

Audience: All Attendees


Building Capacity for Interconnected Systems Framework (ISF) at the ISD

Leisa Gallagher
Michigan Department of Education

During this panel discussion, ISD staff will share their efforts to embed mental health services into their PBIS infrastructure. Participants will learn what kind of community partnerships, family engagement, and mental health enhancements are necessary to adopt an Interconnected Systems Framework (ISF).

Audience: All Attendees


Responding to Escalating Behavior: Effective Adult Responses to Maximize the Probability of Successful Resolution

Terry Scott, Ph.D.
University of Louisville

This session describes a basic set of considerations when dealing with students whose behavior is escalating. Video vignettes will demonstrate each strategy with both a negative and positive example.

Audience: All Attendees


Educators and Families: Roles and Resources for Children's Literacy Success

Jess Surles
University of Oregon

The National Center on Improving Literacy (NCIL) is a federally funded comprehensive center jointly administered by the Office of Special Education Programs (OSEP) and the Office of Elementary and Secondary Education (OESE) at the U.S. Department of Education. This session reviews how the home environment is linked to success at school, and how educators and parents/caregivers can best work together to ensure reading success for students. Attendees will learn how educators and parents/caregivers can take four key actions-learn, advocate, partner, and support-to help students both in and out of school. At the end of this session, participants will leave with practical ideas, tips, and strategies to support parents and families as they take part in literacy experiences that help develop children’s reading and language skills from preschool through adolescence.

Audience: Elementary, Implementation Support, Leadership, Special Education

May 1 Session Details

Sessions vary in capacity and will close when full.

Keynote


Integrated MTSS: Stumbling Blocks and Promising Solutions

Michael Coyne, Ph.D.
University of Connecticut

Although there is rigorous evidence about the knowledge and practices that support positive reading and behavior outcomes, we often underestimate the support that teachers and schools need to build the systems and infrastructure to fully implement and sustain these practices, particularly within a truly integrated MTSS framework. This session will present common stumbling blocks that schools face when working to implement integrated MTSS and offer potential solutions for moving past these barriers.

Session 4


Operationalizing District Instructional Coaching

Keriann Poquette
MiMTSS Technical Assistance Center

Alicia Thorlund
Ionia Public Schools

Build a district coaching system to operationally define district coaching supports. The system will include guidance on coaching both school leadership teams in the development of MTSS and staff in their effective use of instructional practices.

Audience: All Attendees


Beginning to Embed Culturally Responsive Practices in the Universal System

Milaney Leverson, Kent Smith
Wisconsin RtI

Culturally responsive practices and PBIS are critical elements of how teams function in order for all students to achieve. In this session, participants will learn about current research, best practices, critical conversations that need to occur, how to begin embedding these, and resources to help teams accomplish this.

Audience: All Attendees


Getting Started, Getting Buy-in, Getting Better, Keeping Buy-in

Erik Mason, John Shiner
Manistique Area Schools

80% buy-in, do you have it? Is your whole staff engaged in the PBIS, School-wide Reading and Content Area Reading work? Team based leadership is one critical component, but an entire staff engaged in the work really moves the dial with student outcomes. Participants at this session will learn one school's journey from “the secret leadership team” to engaging all staff.

Audience: Middle School/Jr. High, High School, Implementation Support, Leadership


Aligning Systems for Statewide Coherence: MICIP, MiMTSS, and the SSTS

Ben Boerkoel
Michigan Department of Education

Jennifer Sell, Ph.D.
Calhoun ISD

Kim St. Martin, Ph.D.
MiMTSS Technical Assistance Center

MDE is working to create coherence across its technical assistance providers that support district systemic infrastructure. This session will outline efforts underway by leadership of the Michigan Integrated Continuous Improvement Process (MICIP), Michigan MTSS (MiMTSS), and the Statewide System of Technical Support (SSTS) to align language and leverage resources supporting the installation and use of a district implementation infrastructure designed to support ongoing continuous improvement.  Participants will leave with an understanding of how MICIP, MiMTSS and the SSTS are commonly applying implementation science to improve learning outcomes statewide.

Audience: Leadership


What Works: Integrating Chronic Absence Into a Multi-Tiered System of Support

Emma Herdean, Hedy Nai-Lin Chang
Attendance Works

Chronic absence is a major challenge eroding student success in Michigan. Chronic absence affects one out of five students in Michigan, and is a proven early warning sign that students are off track for reading in third grade, passing middle school classes and graduating from high school. The good news is that reducing chronic absence is within your reach! When your attendance improvement efforts are a part of your multi-tiered system of support, it creates a positive climate which motivates students to show up to school, and offers support to address barriers to attendance.Take away proven strategies today to apply tomorrow.

Audience: All Attendees


Intensifying Reading Instruction for Students Who Are Not Responding to Current Reading Instruction

Jess Surles
University of Oregon

What happens when students continue to struggle with reading despite the use of high-quality, explicit Tier 1 and Tier 2 instruction? This session will discuss evidence-based, intensification practices to include in Tier 3 instruction. Through dynamic discussion and hands-on activities, participants will learn how to intensify instruction through the strategic integration of orthographic mapping, spelling, and writing. Integrating instructional supports to help address specific cognitive processing challenges, like self-regulation and attribution, will also be highlighted. At the end of the session, participants will leave with a comprehensive framework and strategies for intensifying reading instruction primarily at grades K-3, but supports could be applied to upper elementary as well.

Audience: Elementary, Implementation Support, Leadership, Special Education

Session 5


Sound Walls: It's All About Print

Dawn Durham
Pennsylvania Training and Technical Assistance Network (PaTTAN)

How many of us have sent a student to the word wall only to find the child staring at the wall ten minutes later? Our traditional word walls are limiting in how they can assist students in achieving proficiency. Sound walls are instructional tools that lend themselves to the articulation and phoneme-grapheme correspondence of words. Our language embraces the notion of speech to print match. A sound wall draws a parallel to this match and the understanding of our unbuilt circuity for reading and writing. This session will equip practitioners with the knowledge of our sound system and the evidence-based benefits of incorporating a sound wall into their practice.

Audience: Elementary, Implementation Support, Leadership, Special Education


Crisis Prevention in a PBIS Framework

Vikki Hennard, Ph.D.
Charlevoix-Emmet ISD

Stacey Miller
Eastern Upper Peninsula ISD

Heather Mroz
Copper County ISD

The prevention and reduction of escalated behavior is a hallmark of a solid PBIS system's framework. Research suggests that prevention efforts developed through this framework reduce the need for seclusion and restraint. Learn the research behind why deescalation approaches and considerations are an integral part of PBIS practices.

Audience: All Attendees


Understanding and Coaching the Implementation Dip

Tawny Smith
MiMTSS Technical Assistance Center

This session will focus learning on the Implementation Dip phenomenon and how to support staff experiencing the Implementation Dip through the use of coaching.

Audience: Implementation Support, Leadership


Trauma-Informed PBIS: Creating Predictable and Safe Environments for Students

Allison Olivo, Valerie Vandlen
MiMTSS Technical Assistance Center

Understanding what trauma is and how it impacts our students is critical to creating a consistent, predictable environment for learning. Integrating trauma-informed practices into your current PBIS system is an efficient, effective way to meet the needs of students impacted by trauma. Examples and data from Michigan schools will be shared.

Audience: All Attendees


Supporting Students With, and At-Risk for, Dyslexia Within an MTSS Framework

Michael Coyne, P.h.D.
University of Connecticut

Multi-tiered systems of support frameworks can help teachers and schools coordinate effective reading practices in assessment, instruction, intervention, and data-based decision making for students with, and at-risk for, dyslexia. This session will focus on how MTSS frameworks can help teachers and schools intensify supports for students with dyslexia.

Audience: All Attendees


Data Need Not Be a Four-Letter Word: Running Efficient and Effective School Leadership Team Meetings With Discipline Data

Melissa Nantais, Ph.D., Sarah Weaver
MiMTSS Technical Assistance Center

Michelle Perkins
Central Lake Schools

Are you interested in improving your School Leadership Team's meetings? Do you want to maintain a focus on data for problem solving? If your answer is YES to either of these questions, this session is for you! During this highly interactive session, we will provide a rationale for developing a data routine using the four-step problem-solving process, outline what it takes to get organized for the monthly meetings, as well as practice running monthly meetings using SWIS data. Participants will hear a real world example of this work happening in Central Lake Public Schools.

Audience: All Attendees


Making 2+2=5: Aligning Practices and Programs Within Your PBIS Framework

Matthew Hoge, Ph.D.
MiMTSS Technical Assistance Center

In our efforts to try and do multiple practices and programs to support students, we can experience unintended outcomes that diminish the efficacy of our work. An intentional alignment of practices and programs within the PBIS Framework assists schools to implement with fidelity, creates efficiencies in their implementation, and increases impact on student outcomes. This session presents the why, what, and how of conducting an initiative alignment within the PBIS framework.

Audience: All Attendees

Session 6


Enhancing and Refining the Use of a Sound Wall

Dawn Durham
Pennsylvania Training and Technical Assistance Network (PaTTAN)

Once we understand how students perceive words, we adjust our practices to enhance reading instruction. Establishing a sound wall augments instruction through speech and articulation, the way in which we engage with the printed world. Utilizing a sound wall as a daily instructional tool will allow for students to make connections between phonemes and graphemes – orthographic mapping, building the circuitry for reading and spelling. Educators need to understand how to use a sound wall to support their students’ reading and spelling development. This session will continue the learning for educators and address how to implement a sound wall into classroom instruction.

Audience: Elementary, Implementation Support, Leadership, Special Education


Importance of Identity Work in Implementing Culturally Responsive PBIS

Milaney Leverson, Kent Smith
Wisconsin RtI Center

Bias is a natural part of how we navigate the world. Building awareness of our own identities and biases will help make practices more equitable. This session will discuss identity development at the staff, student, family, school, and community level; and examine practices to build awareness of implicit bias.

Audience: All Attendees


Communicating It Right: Annual Evaluations of PBIS and Reading

David Gough
MiMTSS Technical Assistance Center

Helping districts and schools document and report meaningful outcomes to key stakeholder groups is critical for maintaining political and financial support for MTSS. During this interactive session, participants will learn critical features of annual evaluation reports for PBIS and Reading, including data visualization best practices, that implementation teams can successfully employ to communicate student outcomes effectively. Participants will leave this session with actionable next steps to support communicating the outcomes related to their MTSS work.

Audience: All Attendees


Family Engagement: Don’t Let it Be the Missing Link

Catherine Claes
MiMTSS Technical Assistance Center

Leisa Gallagher
Michigan Department of Education

Have you ever wondered what it looks like when families are truly engaged? Then this is the session for you! Learn why family engagement is a critical part of student success in schools. Whether it is through PBIS, MTSS, or the Interconnected Systems Framework, family voice and involvement is a key piece to success. During this session, you will have an opportunity to identify the current level of family engagement within your school or district and determine steps to strengthen engagement.

Audience: All Attendees


Intervention Adaptation: Intensifying Instruction

Kim St. Martin, Ph.D.
MiMTSS Technical Assistance Center

Students with severe and persistent needs require individualized, intensive intervention. Progress monitoring and diagnostic data are used to determine if students are responding to the instruction and to inform adaptations to the intervention. This results in increasingly intensive supports. This session will provide an overview of two things: 1) Assessments that are used to inform adaptations to intervention instruction; 2) intervention dimensions that need to be considered for intensification.

Audience: All Attendees


Making it Stick: Maximizing Implementation Through Instructional Coaching

Debbie Boersma
Kalamazoo RESA

Nicole R.S. Coleman
MiMTSS Technical Assistance Center

Implementation of new practices are often abandoned prematurely without support beyond professional development, ultimately wasting valuable time and resources. Instructional coaching supports practitioners navigate the highs and lows of initial and on-going stages of implementation, thus minimizing this issue. A coach that has deep background knowledge of content, builds professional relationships, identifies data-based problems, and provides recommendations that support implementation can serve as a driver of strong implementation and increase the likelihood of sustainability. When operating within a system, the coach, teaching staff, administrators and district leadership work together to make instructional coaching highly effective. Participants will be equipped with a proven coaching protocol, and develop personalized action plans for implementation within local contexts.

Audience: Implementation Support, Leadership


Myth Busters! Dispelling the Common Misconceptions of Tiers 2 & 3 for Stronger Implementation of Supports to Students

Stephanie Dyer
MiMTSS Technical Assistance Center

Is Tier 2 a bigger scoop of Tier 1? Is differentiation of instruction considered Tier 3? Do you have to provide universal and targeted supports first before providing intensive supports to a student? Where do special education supports fit in? If you have wrestled with these or similar questions, this presentation is for you! Existing misrules of Tier 2 and Tier 3 can often result in unintentional barriers to students receiving the interventions that they need. This interactive session will dispel common myths and prompt consideration of facts.

Audience: All Attendees

Remote Site Session Details

Thursday, April 30


Keynote


A Logic for Instruction as the Hallmark PBIS: Prediction and Prevention

Terry Scott, Ph.D.
University of Louisville

This session provides a simple logic for how instruction within PBIS is the foundation of it’s effect – and the biggest probability for student success. Specific examples will show how systems support instruction and lead to positive outcomes for students.

Session 1


Enhancing Instructional Engagement: High Leverage Strategies to Engage Challenging Students

Terry Scott, Ph.D.
University of Louisville

This session takes a deeper dive into student engagement, detailing a range of specific strategies to be used during instruction. Participants will understand the connection between engagement and student achievement and the use of realistic strategies for engaging all students in the classroom.

Session 2


Essential Practices for Intensifying Literacy Instruction

Brandy Bugni
Michigan Department of Education

Kim St. Martin, Ph.D.
MiMTSS Technical Assistance Center

Students with severe and persistent reading and writing needs require individualized, intensive intervention. This session outlines six essential practices necessary for intensifying intervention instruction. Some of the topics discussed in this session will include: importance of a reading and writing learning progression, factors effecting motivation and attitudes, designing an "Intervention Platform," adaptions to increase the instructional intensity of an intervention, infrastructures to support students with severe and persistent needs.

Session 3


Responding to the Escalating Behavior: Effective Adult Responses to Maximize the Probability of Successful Resolution

Terry Scott, Ph.D.
University of Louisville

This session describes a basic set of considerations when dealing with students whose behavior is escalating. Video vignettes will demonstrate each strategy with both a negative and positive example.

Friday, May 1


Keynote


Integrated MTSS: Stumbling Blocks and Promising Solutions

Michael Coyne, Ph.D.
University of Connecticut

Although there is rigorous evidence about the knowledge and practices that support positive reading and behavior outcomes, we often underestimate the support that teachers and schools need to build the systems and infrastructure to fully implement and sustain these practices, particularly within a truly integrated MTSS framework. This session will present common stumbling blocks that schools face when working to implement integrated MTSS and offer potential solutions for moving past these barriers.

Session 4


What Works: Integrating Chronic Absence into a Multi-Tiered System of Support

Emma Herdean, Hedy Nai-Lin Chang
Attendance Works

Chronic absence is a major challenge eroding student success in Michigan. Chronic absence affects one out of five students in Michigan, and is a proven early warning sign that students are off track for reading in third grade, passing middle school classes and graduating from high school. The good news is that reducing chronic absence is within your reach! When your attendance improvement efforts are a part of your multi-tiered system of support, it creates a positive climate which motivates students to show up to school, and offers support to address barriers to attendance.Take away proven strategies today to apply tomorrow.

Session 5


Supporting Students With, and At-Risk for, Dyslexia Within an MTSS Framework

Michael Coyne, Ph.D.
University of Connecticut

Multi-tiered systems of support frameworks can help teachers and schools coordinate effective reading practices in assessment, instruction, intervention, and data-based decision making for students with, and at-risk for, dyslexia. This session will focus on how MTSS frameworks can help teachers and schools intensify supports for students with dyslexia.

Session 6


Intervention Adaptation: Intensifying Instruction

Kim St. Martin, Ph.D.
MiMTSS Technical Assistance Center

Students with severe and persistent needs require individualized, intensive intervention. Progress monitoring and diagnostic data are used to determine if students are responding to the instruction and to inform adaptations to the intervention. This results in increasingly intensive supports. This session will provide an overview of two things: 1) Assessments that are used to inform adaptations to intervention instruction; 2) intervention dimensions that need to be considered for intensification.

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