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2021 Live Sessions

Session Descriptions

Below you'll find session descriptions for all the LIVE 2021 NDMTSS Virtual Conference breakout sessions. We'll continue to update as presenters continue to submit information leading up to the conference.

MTSS:  A Framework for Integrating ALL Instruction and Supports

Every task demand placed on students contains an academic, behavior and social-emotional component.  Integration of these components is essential for student and staff success.  Treating them separately, in siloes, will reduce their impact on positive student outcomes.  This keynote will focus on integration from a systems perspective. 

  • Understand the "must haves" to implement a systems-level MTSS.
  • Discuss the organizational infrastructure necessary to implement an integrated MTSS framework.
  • Discuss what an "integrated" MTSS really looks like.
Teaming is critical to the successful implementation of MTSS. This session will examine the functions of teams at the district, school and individual student support levels.
Participants will learn:
  • The important function teams play in the implementation of MTSS
  • The various team structures critical for MTSS
  • The role and responsibilities of team members for MTSS
Research is clear that improving instruction is the heart of improving student achievement. While this is not doubted a large and complex subject when viewed from a K-12 cross-disciplinary perspective, one domain that is essential at every grade level is that of meaningful academic engagement of EVERY student in EVERYTHING (including making mistakes which combined with feedback are essential to student growth.)
This session will explore evidence-tested instructional strategies with clear unscripted video examples to assist teachers with creating a culture of EVERYONE DOES EVERYTHING!
  • Clarify exactly what student academic engagement consists of
  • Describe and model key tactics to engage students in all phases of instruction from warm-up/homework debriefs to Exit tickets and lesson closers
  • Identify how to build academic language/vocabulary into a range of student responses verbal and written responses
  • Examine how to structure partner and small group interaction such that ALL students participate meaningfully

The large majority of behavior problems in schools are not serious or severe but disrupt the learning environment on a regular basis.  Proactively addressing these behavior challenges with evidence-based strategies reduces the risk of these issues growing into larger problems. A Simple Behavior Plan designed to prevent, teach, and respond provides educators the road maps they need to effectively and efficiently manage these behavior challenges. 

This workshop shows educators how to create and implement individualized Simple Behavior Plans, highlighting a process that is both efficient and practical.  Any educator, from administrators to paraprofessionals, are invited to join this workshop intended to build capacity across your site to successfully manage student behaviors.  Student-specific behavior planning resources and tasks are provided, so your teams can start building actual behavior plans now!

  • Understand why and when Simple Behavior Intervention Plans are appropriate Learn how to match evidence-based interventions to specific student needs

Tier 1 instruction focuses on the success of all students. One of the best ways to ensure that success is through the usage of prioritized standards, proficiency scales, and high-quality assessments.  This session will be an overview of the standards, scales, and assessment strategies that support NDMTSS.

  • Understand the connection between NDMTSS and Guaranteed and Viable Curriculum (GVC)
  • Understand potential next steps for operationalizing GVC in your classroom/school/system

This session demonstrates how data stored in the SLDS may be accessed and analyzed to support specific purposes for using data within the NDMTSS framework.

  • Identify NDMTSS data use purposes that are supported by the SLDS
  • Identify which accumulated data elements may help support each purpose
  • Identify where data may be accessed in the SLDS to support each purpose
  • Describe how to analyze data retrieved from the SLDS to support specific purposes for data utilization
Please join Aaron Stabel, CEO and Founder of Behavior Advantage, to learn how technology, online clinical support, and classroom-specific perspectives can lead to efficient and effective behavior intervention solutions for any educator. An open forum discussion will be facilitated to explore how we can best build capacity in our schools to support the growing social-emotional and behavioral needs of students across K-12.
  • Learn how Behavior Advantage guides educators to design, implement, and progress monitor positive behavior interventions for any student.
  • Learn how Online Clinical Support with a BCBA can significantly improve your teams' processes to support students, programs, and build capacity over time.
  • Open-ended Q & A discussion will be facilitated, so bring any current thoughts, questions, or concerns to the session!

Hop in to get your questions answered as we'll have multiple NDMTSS staff available!

Participants will learn about the core components of an effective Tier 1 MTSS system for behavior (MTSS-B). School personnel who are not currently implementing MTSS-B or Positive Behavior Intervention Supports (PBIS) for Tier 1 will learn about the basic components of MTSS-B and assess their commitment and capacity to implement such a system. New implementers and experienced implementers will learn some new content that can enhance the system that they have already established to be more effective, equitable, trauma-informed, and culturally responsive.
  • All participants will learn about the critical components for Tier 1 MTSS-B
  • Personnel from schools considering implementation of MTSS-B will learn about the basic components of MTSS for Behavior and assess their commitment and capacity to implement a system.
  • Personnel from schools that have been implementing MTSS-B for several years will learn new content to make their systems more effective, equitable, trauma-informed, and culturally responsive.
  • Personnel from schools that started to implement MTSS-B but had a COVID disruption will review the basic components and new content to make their systems more effective, equitable, trauma-informed, and culturally responsive.
Many schools and districts are adopting a whole child approach to MTSS that incorporates both academic and behavioral supports. This session will discuss considerations for integrating both content areas into a comprehensive program for students needing tier 2-3 supports.
Participants will learn:
  • Why academic and behavior supports should be integrated
  • How integration can take place at tier 2 supports
  • How integration can take place at tier 3 supports

This session will focus on how to use information gathered during the MTSS process for special education referrals and evaluations.

Participants will understand how to use data collected during the MTSS process for

  1. evaluating the effectiveness of interventions in general,
  2. evaluating a student's response to intervention, and
  3. eligibility for special education. 

Research has repeatedly shown that Check-In/Check-Out effectively decreases problem behaviors and increases academic achievement . . . when implemented as designed.  Improve implementation fidelity by training your staff on the essential components of this powerful intervention. 

Join us as we develop a Check-In/Check-Out program, discuss and model implementation, and create graphs to progress monitor, making the process both efficient and practical.   Any educator, from administrators to paraprofessionals, is invited to join this workshop intended to build capacity across your site to successfully manage student behaviors across the Tier 2 and Tier 3 spectrum.

  • Learn the essential components of a dynamic Check-In/Check-Out intervention
  • Understand how implementation fidelity and progress monitoring co-occur in this evidence-based intervention
What does it take to narrow the stubborn academic gap between affluent and low-income students? Despite billions of dollars and the best efforts of dedicated reformers, the United States isn’t much closer to solving this problem today than it was 25 years ago. Maybe it’s time to try something different.

Presented by Justine Gibbon (Title I Reading), Kindred Elementary & Rachel Richtsmeier (Performance Strategies), Northern Cass

Four rural ND districts received a grant from the state to identify characteristics of dyslexia, implement curriculum to address learner needs, and partake in professional development. 

  • Summarize the work we've done in the past two years
  • Share tips and tricks we've learned along the way
  • Review progress of students who were identified for the grant

What worked yesterday may not work today so let's review some techniques for de-escalation that will help students and staff maximize instructional time, reinforce lagging skills and keep everyone safe. 

Those in attendance will:

  • be able to share preventative strategies that students can use to guide them through possible stressors.
  • learn about programming that supports skill-building and instruction in self-regulation and social-emotional development.

Methods of looking deeper into specific needs of students who are not responding to intervention and matching those needs to specific intervention tools and strategies.

  • Developing familiarity with literacy assessment tools and techniques.
  • Determining if a student is not "responding" to an intervention?
  • Looking at student behavior, error, and progress, and clues for next steps.
  • Creating a deep base of next steps.

Hop in to get your questions answered as we'll have multiple NDMTSS staff available!

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