All of the sessions below will be held on November 29 and 30, 2022 at the MiMTSS Conference: Working Together to Build, Strengthen, and Sustain MTSS – Implementation of Multi-Tiered System of Supports at All Levels.
Tuesday, November 29
9:00 –10:30 a.m. General Session
Keynote Address – Equity in Education: How to Leverage Existing Systems and Resources to Support Positive Student Outcomes
Dr. Tamika LaSalle, Ph.D., Associate Professor and Director of the Center for Research on School Safety, School Climate, and Classroom Management, Georgia State University
This keynote will focus on breaking the silos that inadvertently separate related and overlapping school efforts to promote positive student outcomes for students with minoritized and marginalized identities. Attendees will learn how to leverage related data to inform cultural responsive and affirming practices with students from marginalized and minoritized backgrounds. Recommendations for practice will be discussed.
Participants will:
- Describe the impact of school climate on student outcomes- particularly for students with marginalized and minoritized identities
- Discuss how to leverage MTSS systems to meet needs at the universal and targeted levels based on relevant and integrated data
- Discuss key components of equity, cultural responsiveness and social justice as they relate to school climate
10:45 a.m. – Noon Concurrent Learning Sessions
MTSS 101: Why MTSS?
Stephanie Dyer, Ed.S., BCBA, Statewide Autism Resources & Training (START)
Target Audience: All Attendees
Interested in learning more about what a Multi-Tiered System of Supports is and the benefits of implementing
an MTSS framework for ALL students, as well as for staff and systems? Perhaps you are seeking ways to explain MTSS to others? This overview session supports individuals exploring an MTSS framework by building background knowledge and identifying actionable next steps.
Participants will:
- Define Multi-Tiered System of Supports
- Describe how the use of data-based decision-making creates an efficient, effective, and equitable MTSS framework
Trauma-Informed PBIS: Creating Predictable and Safe Environments for Students
Valerie Vandlen, M.A., Social, Emotional, Behavioral, and School Mental Health Content Coordinator, Michigan’s MTSS Technical Assistance Center; and Allison Olivo, Ed.S, Professional Learning Specialist, Michigan’s MTSS Technical Assistance Center
Target Audience: All Attendees
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.
Participants will:
- Explain what trauma is and what a trauma response might look like in the classroom
- Explore ways in which trauma-informed practices can be integrated within their PBIS system
Know Better, Do Better: Moving beyond Alternatives to Exclusion to a Whole-Child, Whole-Heart, Whole-Mind Approach to Educational Equity
Dr. Rhonda Nese, Ph.D., Assistant Professor in the Department of Special Education and Clinical Sciences at the
University of Oregon and Principal Investigator within Educational and Community Supports
Target Audience: Elementary, Secondary, Implementation Support(i.e., coaches, coordinators, specialists), Leadership
This session will focus on what has been learned from five years of examining the implementation and impact
of instructional and restorative alternatives to exclusion, and how student and educator feedback shaped the service delivery model for this work. Attendees will leave with a clear understanding of the science behind preventative supports, and the benefits of whole-child universal interventions in lieu of exclusionary discipline.
Participants will:
- Be able to explain the detrimental impact of exclusionary discipline
- Be able to differentiate between exclusionary discipline and effective responses to behavior
- Be able to describe instructional and restorative practices that improve student success
IES Practice Guide Overview: Providing Reading Interventions for Students in Grade 4-9
Dr. Kim St. Martin, Ph.D., Director, Michigan’s Multi-Tiered System of Supports (MiMTSS) Technical Assistance Center
Target Audience: Upper Elementary, Secondary, and Leadership
The What Works Clearinghouse™ (WWC) released a new practice guide in partnership with a panel of experts on reading interventions. The panel distilled recent reading intervention research into four easily comprehensible and practical recommendations that educators can use to deliver reading intervention to meet the needs of students in grades 4–9. These recommendations will be useful for special educators, general education teachers, reading specialists/coaches, administrators, and parents. Each recommendation includes research-based strategies and examples for implementing these recommendations. Download the guide for free from the What Works Clearinghouse website.
Participants will:
- Identify the four recommendations for providing reading interventions for students in grades 4-9
- Describe practical strategies and resources available in the Practice Guide to support educators in implementing the recommendations
Intensifying Literacy Instruction to Accelerate Student Outcomes: An Implementation Story
Dr. Meagan Walsh, Ph.D., Assistant Professor, Western Michigan University; and Starr Lederer, Principal, Weidman
Elementary School
Target Audience: All Attendees
At the end of the 2020-2021 school year, the Chippewa Hills School District (like most Michigan districts), found itself with a reading crisis. Many students–far more than in a typical year–had finished the year with reading scores that were far below grade level expectations.
There was a clear need to accelerate literacy outcomes. So Chippewa Hills partnered with MiMTSS Technical Assistance Center to conduct a model demonstration of Data-Based Individualization (DBI). DBI is a systematic, evidence-based process for intensifying literacy instruction. During this session, team members from one of the Chippewa Hills elementary schools, Weidman Elementary, will share their DBI implementation story and how DBI implementation is leading to accelerated outcomes for students experiencing significant and persistent difficulty in reading.
Participants will:
- Describe steps Weidman team members have taken to implement DBI for the first time with their students
- Examine the results of initial DBI implementation on student outcomes
- Identify challenges faced and lessons learned from initial DBI implementation
Increasing Family Engagement in Program-Wide Implementation
Dr. Charis Wahman, Ph.D., BCBA-D, Assistant Professor of Special Education at Michigan State University
Target Audience: Early Childhood Educators and Administrators
Decades of research conducted over the last 40 years reveal a historic pattern of racially and/or ethnically diverse children, and children with disabilities being temporarily or permanently removed from the regular educational setting due to real or perceived violations of school policies. This presentation will describe research-based strategies that enhance connections between childcare providers and families in program-wide implementation.
Participants will:
- Identify and describe reasons why disconnection occurs between families and childcare providers
- Identify and explain universal, secondary, and tertiary strategies that enhance connections between childcare providers and families
PBIS: Never Quit Improving
Shari Straffon, LMSW, Supervisor of Behavior Supports, Port Huron Area School District
Target Audience: All Attendees
Sometimes it is just nice to sit back and listen to others share their experience. Join us as we reflect upon our district’s journey and evolution of PBIS work. From implementation in 2015 to continued change and re-conceptualization through the pandemic moving into 2022.
Participants will:
- Leave this session with a “how do we make PBIS work for our school” mindset as you move into the 2022-23 school year
1:00 p.m. – 2:15 p.m. Concurrent Learning Sessions
ISD Implementation Infrastructure to Support MTSS and Other Innovations
Dr. Jennifer Sell, Executive Director, Calhoun ISD, and Dr. Kim St. Martin, Ph.D., Director, Michigan’s Multi-Tiered System of Supports (MiMTSS) Technical Assistance Center
Target Audience: ISD Staff, ISD Administrators/Leadership
ISDs have an essential role in supporting educators and leaders in the effective use, sustainability, and scale-up of evidence-based practices that are encompassed within an MTSS framework. This session will focus on the organizational infrastructure components that should be attended to by ISD executive leadership. The infrastructure components create the conditions for consultants and ancillary staff to effectively deliver services (e.g., professional learning, coaching, technical assistance) to districts and schools. This will help with the sustainability and scalability of evidence-based practices across the county/region.
Participants will:
- Describe the organizational infrastructure components that ISD executive leadership needs to attend to while focusing on sustainability and scalability of evidence-based practices in their county/region
ISF Readiness: One System of Delivery for Schools, Mental Health, and Families
Tami Morrow, LMSW, Implementation Specialist, MiMTSS Technical Assistance Center; and Dr. Sheila Williams White, Ph.D., Implementation Specialist, MiMTSS Technical Assistance Center
Target Audience: All Attendees
The audience will learn how ISF enhances the core features of PBIS and supports district and school installation. We will review the steps to select school districts based on their readiness level, and explore and choose community mental health partners. We will discuss how to form district community teams to prepare for beginning installation work at the district community level. Participants will take a brief look at the Memorandum of Understanding ( MOU) and the core features needed to successfully bridge the work between the district and their community mental health partners. Come learn how to get started and benefit from the lessons learned guiding our schools through the beginning stages of building an infrastructure to address the needs of all of our students, families, and staff. Participants will be able to describe the components of an Interconnected Systems Framework.
Participants will:
- Be able to identify the exploration, initial process, and beginning stages of installation at the MiMTSS TA Center
- Be able to describe the components of a Memorandum of Understanding (MOU) and how to identify the steps to get started
Know Better, Do Better: Moving beyond Alternatives to Exclusion to a Whole-Child, Whole-Heart, Whole-Mind Approach to Educational Equity (Repeat Session)
Dr. Rhonda Nese, Ph.D., Assistant Professor in the Department of Special Education and Clinical Sciences at the
University of Oregon and Principal Investigator within Educational and Community Supports
Target Audience: Elementary, Secondary, Implementation Support (i.e., coaches, coordinators, specialists), Leadership
This session will focus on what has been learned from five years of examining the implementation and impact
of instructional and restorative alternatives to exclusion, and how student and educator feedback shaped the service delivery model for this work. Attendees will leave with a clear understanding of the science behind preventative supports, and the benefits of whole-child universal interventions in lieu of exclusionary discipline. Participants will be able to explain the detrimental impact of exclusionary discipline.
Participants will:
- Be able to differentiate between exclusionary discipline and effective responses to behavior
- Be able to describe instructional and restorative practices that improve student success
MiMTSS Recognition Input Session
Dr. Anna Harms, Ph.D., Evaluation and Research Administrator, MiMTSS Technical Assistance Center
Target Audience: All Attendees
Join us to share ideas for future MiMTSS recognition criteria, procedures, and tools. Help us consider how MiMTSS recognition can be as equitable, efficient, and impactful as possible!
Participants will:
- Review provided feedback on the proposed MiMTSS Recognition process and criteria for 2022-2023
- Contribute additional ideas to continuously improve MiMTSS Recognition
Structured Literacy for English Learners: What Every Educator Should Know
Dr. Elsa Cardenas-Hagan, Ed.D., CCC/SLP, CDT, CALT, QI
Structured Literacy is a term that describes a comprehensive and evidence-based approach for literacy instruction. It includes foundational skills of reading and writing in addition to the development of oral language and comprehension in an explicit and systematic manner. English learners have been included in large-scale research studies. Evidence-based practices that are necessary for the successful development of literacy among English learners will be described. A demonstration of effective literacy instruction for English leaners that builds upon first language and literacy knowledge for the development of second language literacy will be modeled and practiced. Participants will learn how to address cross-linguistic features into every lesson and thus implement an asset-based approach to instruction.
Participants will:
- Learn how to address cross-linguistic features into every lesson and thus implement an asset-based approach to instruction
Early Childhood PBIS: Voices from the Field
Allison Olivo, Professional Learning Specialist, MiMTSS Technical Assistance Center; Katie Keith, Early Childhood
Supervisor; Rebekah Seelow, MSEd., MALDT, Crawford, Oscoda, Ogemaw, Roscommon Intermediate School District (COOR ISD) and Brenda Vronko, MA, Early Childhood Supervisor, West Shore Educational Service District
Target Audience: Elementary, Implementation Support (i.e., coaches, coordinators, specialists), Leadership
Early Childhood Positive Behavioral Interventions and Supports (EC PBIS) and implementation of the Pyramid Model support the social-emotional competence of young children. While there are many similarities between school-wide PBIS and early childhood PBIS, there are also some key differences. In this session, participants will explore some of these similarities and differences, and how EC PBIS could improve outcomes for young children in their setting. Implementers from the field will share their experiences with the implementation of early childhood PBIS, including barriers they encountered and lessons learned along the way.
Participants will:
- Understand the key components of EC PBIS
- Identify key differences in the implementation of PBIS between K-12 and preschool settings
- Explore implementation examples and products from EC PBIS sites
Integrating Data Review and the Monitoring of Continuous Improvement Within the MICIP Platform: One District’s Story
Dave Gough, M.A., S.Psy.S., Implementation Specialist, Michigan’s MTSS Technical Assistance Center; Keriann
Pouqette, Special Education Supervisor for Montcalm Area ISD, and Brandon Hubbard, Superintendent of Vestaburg Community School
Target Audience: All Attendees
This session will focus on one district’s experiences with integrating a formal data review process in the MICIP Platform in order to accomplish the monitoring requirements of Michigan’s Integrated Continuous Improvement Process at both the District and School Leadership Team levels. Participants will explain how the MICIP Platform can be used during data review to support monitoring plans at the district and school level.
Participants will:
- Identify key takeaways from one district’s continuous improvement journey
- Apply learning to their district’s context to improve their monitoring process
2:30 p.m. – 3:45 p.m. Concurrent Learning Sessions
START with MTSS: Engaging All Learners
Stephanie Dyer, Ed.S., BCBA, Statewide Autism Resources & Training (START)
What might it really look like to implement an MTSS framework for ALL students? Are there barriers to including students with disabilities within your MTSS framework, including separate general and special education systems? This session will include evidence-based, universal supports and high leverage practices that allow educators to increase academic and social engagement of students with autism and students with other learning and behavioral differences and reduce the common barriers to implementing an MTSS framework that serves ALL students.
Participants will:
- Identify foundational beliefs that may impact having an MTSS framework that supports all students
- Describe the universal supports that promote academic and social engagement of diverse learners
School Climate Matters: How Do We Measure It, How Do We Use It?
Dr. Tamika LaSalle, Ph.D., Associate Professor and Director of the Center for Research on School Safety, School Climate, and Classroom Management, Georgia State University
The purpose of this keynote is to discuss the significance of school climate data and gathering student perceptions to guide targeted, culturally, and contextually relevant supports to enhance students academic, behavioral and social, and emotional outcomes. Implications for policy, classrooms, academics, and home-school collaboration will be discussed.
Participants will:
- Learn about the process used to gather school climate data from students, personnel and families using validated and readily accessible methods
- Analyze school climate data at the overall and subgroup level to guide decision making at the school, grade and subgroup level
- Identify ways to progress monitor school climate data
The Characteristics of Dyslexia Among English Learners: Key Considerations for Screening and Instruction
Dr. Elsa Cardenas-Hagan, Ed.D., CCC/SLP, CDT, CALT, QI
There are more than 5 million English learners attending public schools in the United States. The majority of these
students participate in English as a Second Language classrooms, while fewer receive instruction in their home language. Context matters and must be considered for screening, classroom instruction, identification, and treatment of dyslexia. Dyslexia is a reading disability that exists across languages. However, English learners are less likely to be identified with dyslexia.
Participants will:
- Describe the characteristics of dyslexia, the necessary components for universal screening, and the additional considerations necessary for accurate identification and evidence-based instruction
Installing Secondary PBIS: A Junior High’s Journey
Amy Basket, Implementation Specialist, MiMTSS Technical Assistance Center; Jeff Dinauer, Principal, Cramer Junior High School; Jennifer Brooks, Math Teach, Young Fives to Grade Four; Karla LaBrenz, Literacy Specialist, Cramer Junior High School; Zachary Zeilinger, 7th Grade World History Teacher, Cramer Junior High School; Jill Moreno, Junior High Health & Physical Education Teacher; Mary Knochel, Junior High Science Education Teacher, Cramer Junior High School, Essexville-Hampton Public Schools
Target Audience: Secondary Attendees
This session will provide a first-hand account of how a Junior High School installed PBIS in the midst of a pandemic. The team will explain the actions taken from building buy-in with the staff to creating school-wide expectations in the common areas. They will also discuss how they kept momentum going after the initial kick-off. The team will share the lessons they learned and how they applied them for their second year of implementation. Time will be reserved at the end for questions and answers.
Participants will:
- Identify steps that can be taken to implement a Schoolwide PBIS framework in a secondary setting
- Describe activities that can be used to sustain the use of the School-wide framework by staff
Tier 2: Small Group Social Skills Instruction
Heather Birkholz, Behavior Interventionist/Coach; Stephanie Ford, Behavior Interventionist/Coach and Bethany Davis, Behavior Interventionist/Coach, Port Huron Area School District
Target Audience: All Attendees
How do I determine the best lesson plan for small group social skill instruction? How will I measure student success, assist the student in generalizing behaviors into the classroom and determine when the student is ready to exit the intervention? These are all questions typically asked by teams and interventionists when delivering small group behavior intervention. Join Heather, Stephanie and Bethany as they share their experience with Tier 2 social skills small groups. You will leave this session with an increased understanding of group structures and procedures as well as lesson planning and tips to generalize behaviors into the classroom.
Participants will:
- Describe how one district approaches planning for successful small group social skills instruction
- Identify lessons learned related to group structures and procedures
- Identify tips to generalize behaviors into the classroom
Program-Wide Implementation of the Pyramid Model
Dr. Charis Lauren Wahman, PhD, BCBA-D, Assistant Professor of Special Education at Michigan State University
Target Audience: Early Childhood Educators and Administrators
In recent years, there has been an increase in the number of young children entering early childhood programs with serious social and emotional concerns. This presentation will highlight research-based strategies early childhood teachers can employ to address young children’s social-emotional development, particularly for those children who are at risk for preschool suspension and expulsion.
Participants will:
- Identify and explain universal and secondary strategies that support responsive and nurturing relationships for young children with social and emotional delays
- Describe usable and feasible ways to differentiate interventions for children with more significant challenging behaviors
Integrating Academic, Social, Emotional, Behavioral, and Mental Health Supports
Dr. Steve Goodman, Ph.D., Partner, Center on Positive Behavioral Interventions and Supports
Target Audience: All Attendees – Elementary, Secondary, Implementation Support (i.e., coaches, coordinators, specialists), Leadership
A greater opportunity for meaningful outcomes occurs when social, emotional, behavioral, and school-based mental health supports are integrated with academics through a multi-tiered framework. This session will discuss both why and how to integrate MTSS.
Participants will:
- Explain why integration of student supports is important
- Identify critical features to ensure integration can take place
- Identify strategies for integrating academic, social, emotional, behavioral, and mental health
Wednesday, November 30
9:00 –10:15 a.m. General Session
Keynote Address: Why it is Critical to Intentionally Sustain an Equity Focus in MTSS Implementation
Dr. Seena M. Skelton, Ph.D., Director of Operations, Great Lakes Equity Center/Midwest and Plains Equity Assistance Center
In this address Dr. Seena M. Skelton discusses how some “equity” work can be performative, often masking the real work that is required to bring about authentic transformative change towards educational equity. Dr. Skelton highlights some of the pitfalls in MTSS implementation that can derail it from achieving equitable outcomes and describes the features of truly equity- centered MTSS.
10:30 a.m. – 11:45 a.m. Concurrent Learning Sessions
Key Practices for Sustaining Equity in MTSS Implementation
Dr. Seena M. Skelton, Ph.D., Director of Operations Great Lakes Equity Center/Midwest and Plains Equity
Assistance Center
Target Audience: Implementation Support (i.e., coaches, coordinators, specialists)
In this session Dr. Seena M. Skelton will expand on her keynote address and describe key practices educators can engage in to truly center equity in their implementation of MTSS.
Participants will:
- Examine equity core constructs and discuss the relationship between positionality and intersectionality in engaging in equity-focused, multi-tiered systems of support
- Explore strategies for identifying oppressive school-based and classroom practices and cultivating critical consciousness among educators within equity-focused multi-tiered systems of support implementation
Using Data-Based Decision Making in Math Within an MTSS Framework
Dr. Sarah Powell, Ph.D., Associate Professor, The University of Texas at Austin
Target Audience: All Attendees
In this session, we review the data-based decision-making framework from the National Center on Intensive Intervention. We describe the creation of an instructional platform. Then, we review progress monitoring and decision-making rules. Finally, we discuss when and how to make adaptations to the instructional platform.
Participants will:
- Describe the data-based decision-making framework
- Learn core components of an effective instructional platform in math
- Explain how to make decisions about student progress
- Review common adaptations in math to the instructional platform
Phonics Instruction is not Enough for ELs. But It’s Still Foundational
Dr. Claude Goldenberg, Ph.D., Nomellini & Olivier Professor of Education (emeritus), Stanford University
Target Audience: All Attendees
EL educators often express doubts about the value of explicit and systematic phonics instruction for students learning to read English as an additional language. In this presentation I will examine the arguments and the evidence. While directly relevant studies are not plentiful, those we do have point to instruction in foundational skills (phonemic awareness, letter-sound associations, phonics, and decoding) being as important for ELs as for students already proficient in English. I will discuss the implications of these findings for differentiated instruction within an MTSS framework. Participants will explain why phonics instruction (“foundational skills” more generally) is as important for ELs learning to read in English as it is for children who are already proficient in English.
Participants will:
- Cite at least one study and explain how and why it supports the need for providing ELs with phonics/foundational skills instruction in their beginning and early literacy development
Promoting Adolescents’ Literacy Skills Across the Content Areas
Dr. Elizabeth Swanson, Ph.D., Meadow Center for Preventing Educational Risk, University of Texas at Austin
Target Audience: Secondary, Implementation Support (i.e., coaches, coordinators, specialists)
Too many students enter middle and high school unable to learn content from text reading. Teachers report that text is too hard, and students have few strategies to use when asked to learn content from text. This session is designed to provide teachers with simple-to-implement instructional practices that can be used with any science, social studies, and English language arts text. In prior studies, the practices result in improved content knowledge for a variety of students served in the general education classroom, including students with disabilities and English learners.
Participants will:
- Receive sample lessons they may implement the very next day, lesson planning templates, and other resources
- Learn how to use a set of instructional practices to deliver explicit vocabulary instruction
- Learn how to teach text comprehension strategies and guide text-based discussions that improve content knowledge
Supporting Staff Wellness: Leveraging the SEL and PBIS Frameworks
Valerie Vandlen, Social, Emotional, Behavioral and School Mental Health Coordinator, Michigan’s MTSS Technical Assistance Center; and Delilah Smith, M.A., LPC, Professional Learning Specialist, Michigan’s MTSS Technical Assistance Center
Target Audience: All Attendees
Understanding how teacher stress can impact student outcomes, especially our most vulnerable populations, is an important step in taking action to change how we support our school staff. We can leverage our knowledge of Social-Emotional Learning and the MTSS/PBIS frameworks to create a culture of staff wellness, resulting in positive impacts on staff and student outcomes.
Participants will:
- Understand how creating a culture of staff wellness can increase job satisfaction, reduce burnout, improve relationships with students, and have a positive impact on student outcomes
- Explore district and school-wide strategies that support staff well-being through the lens of data, systems, and practices
ISF-Readiness: One System of Delivery for Schools, Mental Health, and Families (Repeat Session)
Tami Morrow, LMSW, Implementation Specialist MiMTSS Technical Assistance Center, and Dr. Sheila Williams White, Ph.D. Implementation Specialist MiMTSS Technical Assistance Center
Target Audience: All Attendees
The audience will learn how ISF enhances the core features of PBIS and supports district and school installation. We will review the steps to select school districts based on their readiness level, and explore and choose community mental health partners. We will discuss how to form district community teams to prepare for beginning installation work at the district community level. Participants will take a brief look at the Memorandum of Understanding ( MOU) and the core features needed to successfully bridge the work between the district and their community mental health partners. Come learn how to get started and benefit from the lessons learned guiding our schools through the beginning stages of building an infrastructure to address the needs of all of our students, families, and staff. Participants will be able to describe the components of an Interconnected Systems Framework.
Participants will:
- Be able to identify the exploration, initial process, and beginning stages of installation at the MiMTSS TA Center
- Be able to describe the components of a Memorandum of Understanding (MOU) and how to identify the steps to get started
Positive Behavioral Interventions and Supports: Promoting Effective Implementation for YOUR Classroom
Dr. Sarah E. Pinkelman, Ph.D., BCBA-D, Associate Professor of Psychology at Western Michigan University
Target Audience: Elementary, Implementation Support (i.e., coaches, coordinators, specialists)
In class-wide positive behavioral interventions and supports (PBIS), it can be challenging for teachers to determine (a) which support strategies to implement given the unique characteristics of their classrooms, (b) how to ensure those strategies are implemented with fidelity, and (c) how to evaluate and monitor the success of those strategies. This session will address these challenges by offering practical suggestions.
Participants will:
- Learn about evidence-based behavior support strategies as they relate to aspects of the instructional environment in general and special education settings, with an emphasis on selecting strategies that are best matched to the context of the classroom
- Learn about ways to assess fidelity and how to use data to evaluate the effectiveness of behavior support strategies
- Describe how to incorporate contextual fit when selecting, implementing, and evaluating the effectiveness of behavior support strategies
- Identify activities to improve the implementation of positive behavior support strategies in their classrooms
12:45 p.m. – 2:00 p.m. Concurrent Learning Sessions
Laying the Ground Work for Centering & Sustaining Equity in PBIS
Dr. Ruthie Payno-Simmons, Ph.D., Equity Specialist, Michigan’s MTSS Technical Assistance Center
Target Audience: All Attendees
Participants will leverage a culturally sustaining framework that centers equity within PBIS to apply professional learning strategies supportive of leading building/district-wide equity-focused professional development. Participants will discuss the Why? for centering equity in PBIS & the need for equity-focused professional learning and explore Culturally Sustaining Systems of Support Framework Tenets learning activities that cultivate critical awareness that teams can implement in their professional development plans supportive of centering equity in PBIS and other educational systems that impact PBIS implementation.
Participants will:
- Discuss the Why? for centering equity in PBIS & the need for equity-focused professional learning
- Explore Culturally Sustaining Systems of Support Framework Tenets
- Experience an example of one of the learning activities that cultivate critical awareness teams can implement in their professional development plans supportive of centering equity in PBIS and other educational systems that impact PBIS implementation
Five Essentials for Math Instruction Within Your MTSS Framework
Dr. Sarah Powell, Ph.D., Associate Professor, The University of Texas at Austin
Target Audience: Elementary and Secondary
In this session, we discuss five evidence-based practices for core and targeted instruction in math. First, we outline systematic instruction in which modeling, practice, and feedback are key components. Then, we discuss the importance of using formal math language and multiple representations. We finish with a focus on building fluency and providing effective word-problem instruction.
Participants will:
- Describe the core components of systematic instruction
- Describe why formal math language is important
- Explain different representations that can be used to help students understand math concepts and procedures
- Outline ways to build fluency
- Describe two effective practices for word-problem instruction
Phonics Instruction is not Enough for ELs. But It’s Still Foundational (Repeat Session)
Dr. Claude Goldenberg, Ph.D., Nomellini & Olivier Professor of Education (emeritus), Stanford University
Target Audience: All Attendees
EL educators often express doubts about the value of explicit and systematic phonics instruction for students learning to read English as an additional language. In this presentation, I will examine the arguments and the evidence. While directly relevant studies are not plentiful, those we do have point to instruction in foundational skills (phonemic awareness, letter-sound associations, phonics, and decoding) being as important for ELs as for students already proficient in English. I will discuss the implications of these findings for differentiated instruction within an MTSS framework. Participants will explain why phonics instruction (“foundational skills” more generally) is as important for ELs learning to read in English as it is for children who are already proficient in English.
Participants will:
- Cite at least one study and explain how and why it supports the need for providing ELs with phonics/foundational skills instruction in their beginning and early literacy development
Promoting Adolescents’ Literacy Skills Across the Content Areas (Repeat Session)
Dr. Elizabeth Swanson, Ph.D., Meadow Center for Preventing Educational Risk, University of Texas at Austin
Target Audience: Secondary, Implementation Support (i.e., coaches, coordinators, specialists)
Too many students enter middle and high school unable to learn content from text reading. Teachers report that text is too hard, and students have few strategies to use when asked to learn content from text. This session is designed to provide teachers with simple-to-implement instructional practices that can be used with any science, social studies, and English language arts text. In prior studies, the practices result in improved content knowledge for a variety of students served in the general education classroom, including students with disabilities and English learners.
Participants will:
- Receive sample lessons they may implement the very next day, lesson planning templates, and other resources
- Learn how to use a set of instructional practices to deliver explicit vocabulary instruction
- Learn how to teach text comprehension strategies and guide text-based discussions that improve content knowledge
Introduction to the Michigan Dyslexia Handbook: A Guide to Accelerating Learner Outcomes in Literacy
Shelly Proebstle, M.A. Michigan Department of Education Office of Educational Supports, Literacy Manager; Kimberly St. Martin, Ph.D. Michigan’s Multi-Tiered System of Supports Technical Assistance Center, Director; and Nancy Rotarius, Ed.S. Michigan Department of Education Office of Special Education, State Policy Coordinator
Michigan Department of Education staff will provide participants with an overview of the recently released Michigan Dyslexia Handbook. This handbook is designed to help educators and district and school leaders develop a shared understanding of best practices to prevent reading difficulties associated with the primary consequences of dyslexia (word-level reading disability) and to implement assessment practices needed to inform the provision of instruction and intervention methods for learners with dyslexia characteristics.
Participants will:
- Be introduced to the Michigan Dyslexia Handbook
- Develop a shared understanding of best practices to prevent reading difficulties
- Understand assessment practices needed to inform instruction and intervention
Bringing Early Childhood PBIS to Scale in Michigan
Dr. Kelly Tuomikoski, Ph.D., MTSS Model Demonstration and Research Projects Administrator, Michigan’s MTSS Technical Assistance Center; and Dr. Noel Kelty, Ph.D., Saginaw Valley State University
Target Audience: Leadership
Leaders with an interest in supporting Early Childhood PBIS (i.e., Program-wide Implementation of the Pyramid Model) are encouraged to attend this session to learn more about our state’s efforts to bring this work to scale. Updates will be shared from the Early Childhood MTSS State Team, and leaders will receive guidance on how to build district and ISD capacity to support the role of Pyramid Model Program Implementation Coaches.
Participants will:
- Describe the work happening in Michigan to bring EC PBIS to scale
- Identify next steps to build local capacity to support the role of Pyramid Model Program Implementation Coaches
Working Together to Support the Whole Child
Dr. Melissa Nantais, Ph.D., Professional Learning Specialist; MiMTSS Technical Assistance Center; Angela Blood, MA
in Educational Leadership, Regional School Health Coordinator, Calhoun ISD, and Ashley Westerlund, MA in Education Leadership, Muskegon County Schools
Target Audience: All Attendees
The need to create and sustain safe, engaging, predictable, and positive environments is critical for students and staff. This interactive session will explore the connections that can be made between the implementation of the Michigan Model for Health and School-wide PBIS practices within an MTSS framework to support outcomes for all learners. Participants will hear from schools working to integrate MMH and SWPBIS.
Participants will:
- Describe the Michigan Model for Health (MMH) and School-wide Positive Behavioral Interventions and Supports (SWPBIS)
- Identify how MMH and SWPBIS can be leveraged within an MTSS Framework
- Articulate the potential benefits to students, staff, and family when MMH and SWPBIS are implemented with a school and district’s MTSS framework
2:15 –3:00 p.m. Closing Session
Endnote: With Changes Comes Opportunity
Laurie VanderPloeg, Associate Executive Director for Professional Affairs, the Council for Exceptional Children (CEC)
Change creates opportunity to redesign a new system that opens doors for new, innovative practices. We will review and discuss situational changes and creative ways to reimagine and rejuvenate a momentum for positive change. This session will identify opportunities for innovative change; identify barriers and how to break them down and identify strategies to facilitate change with Educator Shortage.