This training, intended for school or district lead teams, will assist schools in determining their desired state of providing high-quality instruction and interventions matched to student need while monitoring progress frequently to make decisions about changes in instruction and/or goals. The training will empower teams to build an action plan to determine the resources and supports necessary to ensure every student is provided the opportunity to succeed.

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For leadership teams who have attended Building Your System or beyond.

One of the greatest barriers with NDMTSS implementation is time for leadership team problem solving and action planning. The purpose of this session is to provide leadership teams the time to:

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This training is intended for leadership teams, designed utilizing the NDMTSS Essential Components to solve problems at the school, classroom, and student level. Emphasis will be given to translating current educational research into practice to help schools maximize resources and outcomes for all students. Examples of data systems for universal screenings and progress monitoring will be identified as well as specific interventions and curricula to address problems at a systems level.

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Pre-requisite: must complete Developing Pathways for Academics

This training, intended for school lead teams, will focus on innovation of the NDMTSS model with emphasis on:

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Pre-requisite: must complete Developing Pathways for Academics & Evaluating Your Systems

This one-day training is intended for MTSS teams who have established their reading and/or math academic pathways, and are implementing the MTSS processes at the district/school level.

The facilitated Data Review training days with Wayne Callender and NDMTSS Coaches, will assist teams as they look closely at their most current Benchmark data to determine the overall effectiveness of their MTSS process. Teams will come prepared with access to individual student Fall Benchmark scores, academic pathways, and most importantly thoughts and questions surrounding MTSS that they would like clarity on to enhance their overall processes. Teams will come away with an enhanced understanding of how to use their data to guide and strengthen their MTSS process to ensure all students succeed. 

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Schools will plan for the identification and teaching of school-wide expectations of behavior. Further, they will develop plans for active supervision, problem behavior, classroom management, data collection, and data systems.Upon completion, schools will have identified gaps in current practice and have an Action Plan for steps to improve practice in their building. 

Foundations: Developed as a standardized process for implementing Functional Behavior Assessment (FBA) and Behavior Intervention Planning (FIP) processes. This innovative model gives school-based teams a collaborative multi-step process to reduce serious challenging behaviors and increase desired behaviors of students needing individualized behavioral supports.

Modeling: Designed to provide educators who are, or intend to be, PTR coaches an opportunity to observe the PTR process with a school team. Work through the first three PTR Steps (goal setting, Assessment / hypothesis, intervention plan).

Virtual Boosters: Designed to provide ongoing implementation support and intended to increase knowledge/skills to implement the PTR process. Review steps, present and listen to case studies, and receive performance feedback to improve. 

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Orientation: Developed to assist coaches mentoring peers to implement the PTR process. Provides scripts and manualized processes necessary to implement high quality coaching. Practice-based coaching including behavioral skills training will be used to enhance coaching skills. This course is ideal for educators who will serve as master coaches for the PTR processes within their systems.

Performance Feedback Boosters: coaching processes and cases that implemented Step 1 (Goal Setting) and Step 2 (PTR Assessment).

TATE: Measure the technical adequacy (quality) of completed FBA/BIPs. TATE provides scores and patterns that help identify specific FBA/BIP areas needing improvement. Essential components of adequate FBA/BIPs are presented along with the rationale for including each.

FBA/BIPs: Improving FBA/BIP practice in districts requires systems level thinking and supports. This includes learning about other areas of need that enhance success of individualized supports such as the Good Behavior Game and increasing opportunities to respond.

Advanced PTR: This session is a deeper dive into the PTR process. Alignment of behavior interventions with hypotheses; developing task analysis steps for specific interventions; strategies for delivering active coaching support; data-based decision making; and expanding the PTR process to develop or supplement interventions to address internalizing behaviors such as anxiety are included.

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