$799.00 (Single Purchase) /
$15,000.00 (Site License Purchase)
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When: AVAILABLE at ANY TIME
What: 16+ Contact Hours of Video Presentations/
9 Independent Study Hours
(25 Continuing Education Units total)
Where: At a Computer Near You
Who: Dr. Howie Knoff, President,
Project ACHIEVE Educational Solutions
All Courses are Purchased "In Perpetuity."
Non-Transferable.
Video Course comes with Syllabus, Handouts, Readings, Resources, an Audio Presentation Option, Quizzes, and a Certificate (CEU) of Attendance.
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Sessions
Introduction
Session 1: Effective Academic and Behavioral MTSS Services and Supports: Moving from Referring, Testing, & Placing to Problem-Solving, Consulting, and Linking Assessment to Effective Interventions
Session 2: The MTSS Data-based Problem-Solving Process Focusing on Assessment to Get to Intervention--Part I
Session 3: The MTSS Data-based Problem-Solving Process Focusing on Assessment to Get to Intervention--Part II
Session 4: Multi-Tiered Assessment and Intervention for Students with Significant Academic Needs
Session 5: Behavioral Interventions for Disobedient, Disruptive, Defiant, and Disturbed Students
Session 6: Designing and Implementing a Comprehensive Schoolwide System of MTSS Services and Supports Effective Planning, Process, Procedures, & Practices
Session 7: The Economics and Ethics of Effective Instruction and Early Intervention Services: Where to Invest Your MTSS Time and Effort
Bonus Session #1: The Year-End Get-Go Process: Transferring Student “Lessons Learned” from One School Year to the Next
Bonus Session #2: Case Study--Joe
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Course Overview
The goal of every school across the country is to maximize the academic and social, emotional, and behavioral progress and proficiency of every student. Ultimately, this translates into academic independence and social, emotional, and behavioral self-management, respectively. All of this is accomplished through (a) effective and differentiated classroom instruction, complemented with (b) positive and successful classroom management, that (c) is delivered by highly qualified teachers who have (d) administrators, instructional support and related services staff, and other consultants available to support classrooms, grade-level or teaching units, and other school programs and processes. All of this is intended to result in students who demonstrate age-appropriate (or beyond) independent learning and behavioral self-management skills.
While an admirable goal, the reality is that not all students are successful even when in effective classrooms. Indeed, some students come to the schoolhouse door at-risk for educational failure, while others are struggling learners who are disengaged, unmotivated, unresponsive, underperforming, or consistently unsuccessful. These struggles occur academically and/or as social, emotional, or behavioral challenges. For these students, districts and schools are required by the federal Elementary and Secondary Education Act (ESEA) to have multi-tiered services, supports, strategies, interventions, and systems to address their individual academic or behavioral needs.
This seven-session (with one Bonus Session) professional development video-course provides everything that districts and schools need, as above, to create and implement their own successful multi-tiered systems. Designed for district and school administrators, student service and special education directors, and related services personnel, this is accomplished by guiding them through the essential information and practices needed:
- To understand the history, flaws and corrections, and current status of multi-tiered academic and social, emotional, and behavioral support systems in the field;
- To recognize the cost savings that result with effective prevention and early intervention services, the staff time that is wasted with unnecessary referrals for special education testing, and the importance on emphasizing student equity and excellence;
- To evaluate their own current systems’ strengths, limitations, and gaps;
- To design—guided by a nationally field-tested science-to-practice common sense implementation blueprint—their own scaffolded multi-tiered flowchart, that integrates effective instruction with early intervention services with their 504 accommodation processes with their IDEA special education processes;
- To conduct functional and practical data-based root cause student assessments; that link
- To multi-tiered academic (especially in literacy and mathematics) and social, emotional, and behavioral services, supports, strategies, and interventions.
The course comes with an MTSS Implementation Guidebook and other resources to help districts be successful in their multi-tiered self-evaluation and self-determination process.
Objectives and Outcomes
During this course, participants will learn about:
- The research and principles underlying effective multi-tiered systems of services, supports, and interventions.
- How to design and implement a multi-tiered school-level decision-making process for all students—but especially for academically and behaviorally unsuccessful students.
- The questions that will help identify classroom that need improvements in curriculum and instruction;
- The importance of effective differentiated instruction, and its characteristics;
- The characteristics of an effective academically-focused multi-tiered response-to-intervention program;
- The depth, breadth, and differences among remediation, modification, and accommodation, and the importance of assistive supports;
- Understand why interventions need to focus on students’ social, emotional, and behavioral needs, and not their diagnostic labels;
- Become aware of a range of social, emotional, or behavioral interventions that schools need to implement to assist students from diverse backgrounds who are behaviorally challenging;
- Consider the interdependence among student, teacher, instructional, and curriculum (and other cultural, SES, social, peer, and home) factors that must be considered when implementing interventions;
- The data-based problem-solving process—including the problem identification, problem analysis, intervention, and evaluation steps.
- How to complete a data-based Problem Analysis of a student’s academic or behavioral challenges—including how to generate and confirm or reject different instructional, curricular, and student hypotheses to explain specific challenges.
- The “Seven High-Hit Reasons” why students present with significant academic or behavioral concerns.
- How to link these “High-Hit” reasons to specific instructional, academic, or social, emotional, behavioral interventions.How to determine when to use (and examples of) skill-based versus curriculum-based interventions in the areas of literacy and math.
- How to determine when to use (and examples of) skill-based versus curriculum-based interventions in the areas of literacy and math.
- How to implement a number of selected interventions to address some students’ most significant academic or behavioral concerns.
- How to understand the differences between Tier 2 and Tier 3 interventions when using a continuum that focuses on the intensity of services and supports (and not on the percentage of involved students or the place of service delivery).
- The cost savings and student impact of an effective, prevention-focused multi-tiered system.
- The multi-tiered school-level procedural investments that help make multi-tiered preventative systems cost- and outcome-effective.
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