Are you wearing multiple hats? Come to this session to learn how to balance some of the chaos! This session is specifically designed for our Counselors, SLPs, and EC staff. It will focus on topics, such as using research based interventions to progress monitor our students in both academic and behavior areas. The team will also have an opportunity to collaborate and share best practices as well as review current guidelines, procedures, and policies.
Learner Outcomes
By the end of the sessions participants will know / be able to:
Learn more about the MTSS process
Implement new behavior and attendance interventions
Learn new strategies for progress monitoring
Deep Dive: Counselors/ SL... Staff (M-3) Presentation
Day 1
What is MTSS? A: A FRAMEWORK FOR SCHOOL IMPROVEMENT. We will go over MTSS as well as conduct an exploration of interventions.
Day 2
Behavior and Attendance Interventions: In the realm of behavior/social-emotional skills, the goal of diagnostic processes is to replace problem behavior with acceptable behaviors that will enable learning for the student. Another important note is that within a standard treatment protocol for behavior/social-emotional skills, this diagnostic process is used very quickly and efficiently. For an appropriate match to pre-determined supplemental interventions, teams must ask questions related to the function of student behavior but this is done very quickly and informally. This should not be a lengthy process that delays support to students. Instead, adults think critically but efficiently about student behavior to match an appropriate intervention. If these interventions are not successful or if student behavior problems are severe, then the team will engage in deeper problem-solving in order to individualize student behavior support.
Day 3
EC Progress Monitoring: Individual student response to intervention cannot be ascertained, however, outside of the context of intervention and intervention system effectiveness. Intervention effectiveness asks the question regarding the effectiveness of a particular practice or program’s ability to close gaps for students. We must look at the group of students receiving the same intervention and determine the percentage of students responding positively to that intervention. The recommended data decision rule for intervention effectiveness is that 75-80% of students within an intervention group should be responding positively to that intervention. In other words, if you have 4 students receiving the same intervention, then at least 3 out of the 4 students should be responding positively in order to deem that intervention effective for that group. This becomes particularly important when determining if a student or group of students needs an intervention intensified.
Additional Resources
Deep Dive: Counselors/ SL...sentations, images, etc.)
