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2021 Pre-Recorded Sessions

Pre-Recorded Session Descriptions

Below you'll find Pre-Recorded sessions and descriptions that will be available to ALL 2021 NDMTSS Conference participants to view through Sept. 30, 2021.

North Dakota's Multi-Tier System of Supports (NDMTSS) is a framework to support all students to be successful academically, behaviorally, socially and emotionally in school. This session will define and describe NDMTSS and the five essential components and explain why a systems approach to school improvement supports both teachers and students!
  • Define & Describe NDMTSS Understand WHY MTSS is so important
  • Understand how NDMTSS is a Continuous Improvement process
  • Know the 5 Essential Components of NDMTSS and their interdependence
An overview of the Self Assessment of North Dakota.
  • MTSS Continuous Improvement Cycle
  • Moving from your school's current state to your desired state
  • SAND Facilitation Process
This session will provide an overview of the NDMTSS Training Pathways for Academics, Behavior, and Social-Emotional Learning (SEL) and will explain how implementation science guides this work and leads to sustained change for student success. Additional guidance on how to get started and sign up for training is included in the presentation.
  • Understand the NDMTSS Training Pathways for Academics, Behavior, and Social-Emotional Learning.
  • Understand how implementation science supports sustained change of evidence-based practices.
  • Understand the process and identify contacts to help your team get started with NDMTSS trainings.

Lyndsi Engstrom, CREA Director of Research Design and Value & Keely Ihry, SEEC Health & Wellness Coordinator

Rooted in continuous improvement, the ND SEL Network, launched in January 2020, is designed to assist ND school districts in advancing the implementation of systemic SEL through customized planning, tiered technical assistance, and resource review and generation. Hear from Network facilitators and ND K-12 Member Leads as they share their learning journey about how intentional collaboration coupled with intensive external support has allowed for expansion, extension and innovation of their district's MTSS framework.

  • Understand the purpose and intended outcomes of the establishment of the ND SEL Network;
  • Analyze the scope and sequence of ND SEL Network activities;
  • Apply strategies and lessons learned as described by committed K-12 Member school districts participating in the ND SEL Network; 
  • Evaluate the ND SEL Network opportunity as it relates to your District. 

Participants will be introduced on how to design and deliver high-quality instructional practices where the cognitive load shifts slowly and purposefully from the teacher as a model to joint responsibility, to learning with others, to independent practice and application by the learning. This model is essential for differentiating within the classroom to meet individual learners' needs. 

Gaining consensus around the work is vital for moving NDMTSS forward. This is a brief overview on how to improve the consensus necessary for the work. 

The goal of changing your schedule should be to make the school more efficient and effective for teachers and students. As best said by Paul Batalden, “Every system is perfectly designed to get the results it gets.” Participants will learn a 5 step process to address many of the complexities in achieving an advantageous schedule for all. 

Within an MTSS school improvement framework, having consensus around the work and the school culture to cultivate the work is vital. Participants will receive tools and thinking processes to assist in moving forward in development.

This session focuses on key strategies  educators can use to improve the effectiveness of Tier 1/core instruction, including the use of explicit teaching, gradual release, active engagement during instruction, and strategic use of learning objectives. Participants will be provided documents helpful for implementation of strategies in the classroom. 

Participants will be able to implement key strategies to improve effectiveness of Tier 1/core instruction. 

Dr. Corey Martin is a Yale-trained family physician-driven to change the delivery of healthcare and improve the mental and physical health of our communities. Dr. Martin is also the founder of the Bounce Back Project. Driven to do this work by the loss of two colleagues and friends, Corey strives to create an environment of opportunity in which all of us can do the deep, heartfelt work of changing the way we show up and interact in each other's lives.

Since COVID-19, do you feel like you have lost your mojo?  Do you find it difficult to connect with friends, family and colleagues?  When you scroll through social media, do you wonder how people can really think that way?  Do you think that maybe, just maybe, we are more alike than different AND if given the chance, we could once again have meaningful, connecting conversations that would fill our hearts and connect us in ways that we long for?  These short talks are a powerful, experiential session based on the principles of the Center for Courage and Renewal that will help you understand how much power and control you have to make a meaningful difference in creating the connected life we all long for.

7 Pre-Recorded Modules:

  1. Burnout: Burnout is an epidemic that's resulting in educators reducing their jobs to part-time or leaving the profession altogether. In this talk, Dr. Corey Martin shares how common job burnout is among teachers and educators. You'll learn the consequences of burnout on your personal wellbeing, your institution, and your colleagues and students.
  2. Leadership: In this module, Dr. Corey Martin shows how the principles of everyday leadership can help build personal and organizational resilience. You'll discover how expressing gratitude and appreciation leads to less burnout and more meaning and joy in our lives and work.
  3. Resilience: In this module, Dr. Corey Martin discusses how scientists have discovered that practices such as random acts of kindness and gratitude practices can lead you to greater health and happiness. In this talk, you’ll see how you can create more joy in social relationships at home, work and in your communities.
  4. Gratitude: In this module you'll discover the power gratitude has to increase your wellbeing and joy.
  5. Mindset: In this module you'll discover your mindset matters. In fact, your mindset can have a significant impact on your health, happiness, and relationships. In this module, Dr. Martin show how your mindset can either limit you or help you.
  6. Relationships: In this module, Dr. Martin shares the importance of relationships and the detrimental effects loneliness has on our communities and our own mental and physical wellbeing. You’ll see that the quality of your relationships is the best predictor of your long-term health and happiness.
  7. Courage: In this module, Dr. Martin shares how courage plays a role in how much happiness you allow in your life. We hope that you all have enjoyed this series, and have found pieces that can be incorporated into your daily work and personal life.


Lyndsi Engstrom, CREA Director of Research Design and Value & Keely Ihry, SEEC Health & Wellness Coordinator

Focused on the 5 competencies (self-awareness, self-management, social awareness, relationship skills, and responsible decision making) of Social and Emotional Learning (SEL) as defined by the Collaborative for Academic Social and Emotional Learning (CASEL), the ND SEL Network SEL Goals and Scales were designed for ND educators by ND educators! This session is intended to introduce educators to the ND SEL Network Goals and Scales as a strategy to guide to explicit instruction of SEL skills, navigate selection of evidence-based programs and curriculum, steer professional learning, and assess knowledge and skills in a sequential manner.

  • Identify the 5 competencies of SEL as defined by CASEL;
  • Understand the purpose of the ND SEL Network Goals and Student-Friendly Scales;
  • Understand how to access the ND SEL Network Goals and Student-Friendly Scales;
  • Apply a process for integrating ND SEL Network Goals and Student-Friendly Scales into current practice.

Lyndsi Engstrom, Behavioral Health in Education: Resources and Opportunities (B-HERO) Technical Assistance Center Director 

Understanding the behavioral health needs of students and families is the first step toward building healthier, happier schools and communities. Learn how the technical assistance, collaborative opportunities, and evidence-based content, provided by the Behavioral Health in Education: Resources and Opportunities (B-HERO) Technical Assistance Center can assist North Dakota Behavioral Health Resource Coordinators support the wellbeing of students and their families.

  • Understand the journey behind establishing the B-HERO Technical Assistance Center, and
  • Access curated B-HERO resources and endorsed opportunities.
An overview of two tools used to View Data with an EL Lens are shared in this quick webinar.
The EL Norms application is intended to provide users with information about the typical performance of EL students on the NWEA, STAR, ACT, and Aspire assessments by grade level at various points in the school year based on their level of English language proficiency.
The ACCESS Growth Charts spreadsheet is intended to allow users to track individual and whole group student progress on the ACCESS for ELLs 2.0 Composite assessment over time.
Using these two tools will allow school teams to make decisions about their EL programming as well as decisions about individual student progress in both language and content.  

Amy Frericks, SEEC Regional Special Education Coordinator (also works with Rural Cass & South Valley Special Education Units)

Students that have been identified as having a disability may need supports to make and show progress in the school setting. This session will provide a refresher on what a 504 plan and an IEP consist of and their similarities and differences.  

Those in attendance will:

  • be able to give the criteria for a student to qualify for a 504 or IEP.
  • be able to state what is different between the two legal documents.

Amy Frericks, SEEC Regional Special Education Coordinator (also works with Rural Cass & South Valley Special Education Units)

Knowing the difference between accommodations and modifications is not always clear. This session is geared to help clarify the definitions and give examples of what and when they can be most successful and how many are finding that often, what we have considered accommodations are supportive to all.  

Those in attendance will:

  • be able to define the difference between an accommodation and a modification.
  • Provide examples of each that may be used in the classroom setting.
  • Explain how some accommodations would be beneficial for individuals and whole groups.

The Prevent Teach Reinforce (PTR) Foundations training equips educators in understanding how to apply the PTR process to:

  • REDUCE serious challenging behaviors and
  • INCREASE desired behaviors.

Training is ideal for lead teachers, behavior strategists, special education staff and also may serve as a reinforcement learning opportunity for educators who have previously been introduced to PTR.

Get a SNEAK PEEK at a new resource being developed by the ND SEL Network! It is scheduled to be released by Fall 2021.

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