BEGIN:VCALENDAR
VERSION:2.0
X-WR-CALNAME:2026mimtssconference
X-WR-CALDESC:Event Calendar
METHOD:PUBLISH
CALSCALE:GREGORIAN
PRODID:-//Sched.com 2026 MiMTSS Conference//EN
X-WR-TIMEZONE:UTC
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261119T130000Z
DTEND:20261119T134500Z
SUMMARY:Check In and Breakfast
DESCRIPTION:\n
CATEGORIES:
LOCATION:
SEQUENCE:0
UID:799b6456f14844add2513be348cf5952
URL:http://2026mimtssconference.sched.com/event/799b6456f14844add2513be348cf5952
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261119T134500Z
DTEND:20261119T140000Z
SUMMARY:Welcome and Introductions
DESCRIPTION:\n
CATEGORIES:
LOCATION:
SEQUENCE:0
UID:26e914638892e26bdb8fbdc4b776a3ed
URL:http://2026mimtssconference.sched.com/event/26e914638892e26bdb8fbdc4b776a3ed
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261119T140000Z
DTEND:20261119T150000Z
SUMMARY:Wired to Lead Fast: The Systems Behind Extraordinary Results
DESCRIPTION:\n
CATEGORIES:KEYNOTE SESSION
LOCATION:
SEQUENCE:0
UID:fef03d1c66ca386dad9e840bd00c09b2
URL:http://2026mimtssconference.sched.com/event/fef03d1c66ca386dad9e840bd00c09b2
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261119T150000Z
DTEND:20261119T151500Z
SUMMARY:Transition Break
DESCRIPTION:\n
CATEGORIES:TRANSITION
LOCATION:
SEQUENCE:0
UID:1d568a78af4c217fe5507721dfb122b6
URL:http://2026mimtssconference.sched.com/event/1d568a78af4c217fe5507721dfb122b6
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261119T151500Z
DTEND:20261119T163000Z
SUMMARY:An Examination of Effective Instruction\, Student Behavior\, and Anxiety in Classroom Instruction
DESCRIPTION:This session provides an overview of high-probability practices for fostering student success in the classroom. The focus will be on both practical strategies that teachers can engage in during their typical day and the degree to which teacher-student relationships are important and can be enhanced in simple ways.\n\nLearner Objectives:\nParticipants will...\nUnderstand that teachers control the probability of success through the practices they select. Be aware of how simple instructional strategies and the fostering of relationships can be applied in the context of their regular day.
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:9c01dedc91cbdec39c455d79e46f764e
URL:http://2026mimtssconference.sched.com/event/9c01dedc91cbdec39c455d79e46f764e
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261119T151500Z
DTEND:20261119T163000Z
SUMMARY:Including Students with Extensive Support Needs within the PBIS Framework
DESCRIPTION:This session explores how schools can meaningfully include students with extensive support needs (ESN) within the PBIS&nbsp\;framework&nbsp\;so that every student benefits from a cohesive\, tiered system of support. Drawing on current research\, we will examine common barriers that limit the participation of students with ESN in PBIS\, including issues related to accessibility\, misconceptions\, and resources and training. Participants will learn practical\, evidence‑aligned strategies for adapting PBIS expectations\, teaching procedures\, acknowledgement systems\, and data collection practices to ensure students with ESN are fully represented and supported across all tiers. The session emphasizes accessibility\, equity\, and intentional planning so that PBIS truly functions as a framework for all students.\n\nLearning Objectives:\nIdentify key research findings on the inclusion of students with ESN within PBIS.Analyze common barriers that prevent students with ESN from fully accessing PBIS.Identify strategies to adapt PBIS expectations\, teaching routines\, acknowledgment systems\, and data practices to better support students with ESN across all tiers.
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:fc2d62aca225c7f1f515d6ac86060f2e
URL:http://2026mimtssconference.sched.com/event/fc2d62aca225c7f1f515d6ac86060f2e
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261119T151500Z
DTEND:20261119T163000Z
SUMMARY:Maximizing MTSS Impact: Team-Based and Collective Leadership for Dyslexia and Literacy-Focused Change
DESCRIPTION:Implementing MTSS with fidelity to support students with dyslexia and other literacy challenges requires more than frameworks and data. It requires intentional leadership that builds shared ownership\, trust\, and coherence across systems to ensure all students receive the supports they need. This session explores how team-based and collective leadership serve as critical drivers for sustainable MTSS implementation\, continuous improvement\, and system-wide impact\, guided by Michigan’s MTSS Practice Profile and aligned with evidence-based literacy practices for dyslexia.\nDrawing on Michel & Brookhart’s&nbsp\;Instructional Leadership in Student-Focused Coaching: Creating Effective Systems to Cultivate Student Success\, the session highlights the shift from a top-down\, compliance-focused (proving) culture to an omnidirectional\, improvement-focused (improving) approach. Leaders will learn how to cultivate collaborative structures that empower educators\, align supports across tiers\, and move MTSS beyond compliance toward coherence\, with a focus on interventions and strategies that address dyslexia and literacy gaps.\nThrough practical examples and reflective dialogue\, participants will explore strategies to build a high-trust culture\, balance accountability with support\, and lead complex change that strengthens educator capacity and improves outcomes specifically for students with dyslexia and other literacy challenges.\n\nLearning Objectives:\nDescribe the core themes of Instructional Leadership in Student-Focused Coaching (Michel & Brookhart\, 2026) and how they support MTSS implementation\, continuous improvement\, and targeted literacy supports for students with dyslexia. Explain how team-based and collective leadership drive MTSS implementation\, system coherence\, and sustainability\, with attention to literacy and dyslexia-focused interventions. Analyze the shift from top-down\, compliance-focused (proving) approaches to omnidirectional\, improvement-focused (improving) approaches in leading MTSS and literacy instruction for students with dyslexia.
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:df1d3db05930cd7611728038bfc850fd
URL:http://2026mimtssconference.sched.com/event/df1d3db05930cd7611728038bfc850fd
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261119T151500Z
DTEND:20261119T163000Z
SUMMARY:Small Group Instruction in the Structured Literacy World
DESCRIPTION:In the science of reading era\, strong whole-group Tier 1 instruction must inform small-group practice. This session explores "teacher table" necessities that prioritize phonemic awareness\, decoding\, and encoding. These small-group activities are designed for easy implementation alongside any SOR-based curriculum. Join Jake in exploring a sample planning process that prioritizes well-paced warm-ups\, memory anchors\, and connected text.\n\nLearning Objectives:\nIdentify where small groups fit into the larger literacy landscapeExplore the necessary sections of a structured literacy small groupContrast sample student needs and will determine priorities within the suggested small group planning format.
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:e27927770b9a3e40b0818741f4d9ad19
URL:http://2026mimtssconference.sched.com/event/e27927770b9a3e40b0818741f4d9ad19
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261119T151500Z
DTEND:20261119T163000Z
SUMMARY:The Impact of Cognitive Load on Instructional Design
DESCRIPTION:Working memory is not a passive observer in the learning process — it is the gatekeeper and active participant that determines the extent and quality of our learning. It is a critical factor that explains why the learning process can be more labor-intensive for some students than for others. By understanding the limitations of working memory\, we can make sense of students' challenges as they transition from acquisition to fluency\, from fluency to generalization\, and from generalization to adaptation. This is a critical consideration for educators and instructional designers in guiding the development of instructional strategies and materials that foster learning.\n\nLearner Objectives:\nParticipants will...\nDescribe constrained and unconstrained skills and how they relate to cognitive load.Describe the three different load types and how they impact learning outcomes.Summarize the effectiveness of backward design in maximizing learning outcomes.Explain when and why exposure to content that students lack essential prerequisite skills can have negative consequences.Summarize the effectiveness of alignment of instructional materials\, lesson routines\, and academic language across tiers to reduce extraneous load.Identify common causes of cognitive overload and how to manage them to increase learning and improve student outcomes.\n
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:c7ff2504ecdf87f7bd7c3fae1fd32266
URL:http://2026mimtssconference.sched.com/event/c7ff2504ecdf87f7bd7c3fae1fd32266
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261119T151500Z
DTEND:20261119T163000Z
SUMMARY:Tier 2 is More than Just CICO: How to Identify and Adopt Evidence-Based Tier 2 Interventions
DESCRIPTION:We will briefly review five categories of Tier 2 interventions and how they can meet varying Tier 2 student needs. Then\, we will present how Teams can use the Hexagon Tool to evaluate interventions for evidence of effectiveness and whether it will meet existing Tier 2 needs.\n\nLearning Objectives:\nIdentify evidence-based interventions that address student needs associated with conduct issues\, hyperactive/inattentive behaviors\, social skills\, emotional symptoms\, and co-occurring academic needs.Learn how to use the Hexagon Tool to evaluate the supporting evidence\, contextual fit\, and feasibility of prospective Tier 2 interventions.Compare and contrast the fit of two different Tier 2 interventions using fictional case study data.
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:7d57008628a699d7d0c58d8edfbcf4cc
URL:http://2026mimtssconference.sched.com/event/7d57008628a699d7d0c58d8edfbcf4cc
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261119T163000Z
DTEND:20261119T173000Z
SUMMARY:Lunch
DESCRIPTION:\n
CATEGORIES:
LOCATION:
SEQUENCE:0
UID:76d421e23fb971fe570be7b219f5797b
URL:http://2026mimtssconference.sched.com/event/76d421e23fb971fe570be7b219f5797b
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261119T173000Z
DTEND:20261119T180000Z
SUMMARY:Lunchtime Showcase
DESCRIPTION:\n
CATEGORIES:
LOCATION:
SEQUENCE:0
UID:d2b8c0d0ad55daef20d93392bf8727b6
URL:http://2026mimtssconference.sched.com/event/d2b8c0d0ad55daef20d93392bf8727b6
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261119T180000Z
DTEND:20261119T191500Z
SUMMARY:Differentiating a Phonics Block for Above\, Below\, and Multilingual Learners
DESCRIPTION:We have made great progress in implementing a strong\, interactive Tier 1 phonics block across many states. However\, many questions remain: how do we support learners above and below grade level? How do we best serve multilingual learners during Tier 1? What decisions can we make that are both pre-planned and adaptive during live instruction? Join Jake for a model on how to put differentiation into action during your daily phonics instruction.\n\nLearning Objectives:\nContrast adaptive and pre-planned differentiation in Tier 1 structured literacyEngage in sample\, call-and-response multilingual learner supports such as motions and articulatory gesturesIdentify key supports for below and above-level readers and spellers.
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:4b7d3d2d89b4141b93171a9a8114ba6b
URL:http://2026mimtssconference.sched.com/event/4b7d3d2d89b4141b93171a9a8114ba6b
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261119T180000Z
DTEND:20261119T191500Z
SUMMARY:From Research to Practice: Structured Literacy Leadership Using the SAILS Instructional Model
DESCRIPTION:Join Dawn Brookhart in this interactive session to explore the transformative power of the SAILS Instructional Model—a comprehensive\, research-based framework designed to elevate literacy outcomes for all students\, particularly those with reading difficulties\, including dyslexia. Grounded in the work of Hasbrouck & Denton (2005)\, Hasbrouck & Michel (2022)\, and Michel & Brookhart (2026)\, the SAILS Instructional Model emphasizes transparency\, alignment\, and collective accountability to ensure instruction is both equitable and effective.\nThe SAILS Model includes five interconnected components: Standards\, Assessment\, Instruction & Intervention\, Leadership\, and Sustainability\, which together provide a roadmap for building coherent\, high-trust literacy systems. Participants will learn how to set non-negotiable literacy goals\, align instruction and assessment across MTSS tiers\, and use Student-Focused Coaching to foster collaboration\, fidelity\, and sustainable impact. Practical tools and strategies will support implementation across classrooms\, schools\, and districts\, improving literacy outcomes for all learners.\n\n\nLearning Objectives:\nDescribe how the SAILS Instructional Model integrates the science of reading\, MTSS\, and structured literacy to support students with dyslexia and other reading challenges. Apply collective leadership strategies to align SAILS components—Standards\, Assessment\, Instruction & Intervention\, Leadership\, and Sustainability—for sustainable literacy improvement. Identify actionable steps for creating coherent\, high-trust systems that enhance educator capacity and improve literacy outcomes across classrooms\, schools\, and districts.
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:5827cd88f9d42e2029ad17130ee8656d
URL:http://2026mimtssconference.sched.com/event/5827cd88f9d42e2029ad17130ee8656d
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261119T180000Z
DTEND:20261119T191500Z
SUMMARY:Leveraging Student Voice in Behavior Intervention Planning
DESCRIPTION:Providing opportunities for student voice can improve the cultural responsiveness of interventions and lead to stronger outcomes. I will describe a framework for embedding student voice in behavior interventions to address needs across general and special education settings and include findings from a pilot study of a new behavior intervention.&nbsp\;\n\nLearning Objectives:\nDescribe the relationship between self-determination\, behavior\, and student voice.Identify the necessary components for effectively incorporating student voice within behavior interventions.Describe strategies for incorporating student voice across behavior intervention design decisions: writing operational definitions\, setting goals\, and evaluating progress.
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:b917cdd8654ec66c408f732a6a2e9931
URL:http://2026mimtssconference.sched.com/event/b917cdd8654ec66c408f732a6a2e9931
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261119T180000Z
DTEND:20261119T191500Z
SUMMARY:Maximizing the Benefit of Small Group Instruction
DESCRIPTION:Instructional time spent in a small-group setting is a precious commodity. We must use it thoughtfully and intentionally because even the most well-designed independent activities are less effective than time with a skilled teacher. Therefore\, our first goal is to prevent the number of students who require small-group interventions. We can accomplish this by solidifying our core instruction and rethinking how we deliver targeted interventions. When many students need specific skill support\, we can provide that intervention within our whole-group lessons. This requires data-driven decision-making and thoughtful planning to identify which skills need whole-group versus small-group instruction. We can then reserve small-group instruction for targeting skills that few students need. Effective small-group instruction is targeted and data-driven. It is designed to give students additional practice and feedback on a specific skill. It does not replace Tier 2 and 3 interventions\, but may enhance and reinforce that instruction. We should ask ourselves what a specific student or group of students needs that differs from everyone else in the class. That answer sets the purpose for small-group instruction. If each small group receives the same or similar instruction\, the instruction is not targeted and does not justify the small-group structure.\nLearner Objectives:\nParticipants will...\nSummarize the importance of reducing independent work time in small-group instruction.Describe how targeted\, skill-specific interventions increase efficiency.Summarize the impact of fluid student groupings in improving student outcomes.Explain the purpose of universal screeners and how to use this data to understand the scope of instructional needs.Summarize the purpose of diagnostic assessments and their connection to differentiation.Identify the purpose of progress-monitoring tools and their connection to evaluating instruction.Examine data-based decision-making models for small-group instruction.
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:23f41827095fb6597ce969d2f43adaa7
URL:http://2026mimtssconference.sched.com/event/23f41827095fb6597ce969d2f43adaa7
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261119T180000Z
DTEND:20261119T191500Z
SUMMARY:MTSS and Adolescent Literacy: Planning for Literacy Interventions to Accelerate Growth
DESCRIPTION:This professional learning session provides secondary educators with critical information to implement MTSS in middle and high school settings. &nbsp\;Too often\, secondary interventions focus on homework help and accommodating struggling readers\, rather than teaching the skills necessary for literacy. This session will prepare educators to implement MTSS systems and structures and to use a flowchart to align student interventions with assessment data. The literacy instruction needs of secondary struggling readers are diverse\, but with appropriate interventions\, all students can be taught to read. This begins with strong tier-one literacy instruction across content areas and is sustained by data-informed interventions.&nbsp\;\n\nLearning Objectives:\nReview systemic changes necessary to implement MTSS at the middle school and high school level. Identify skill deficits for struggling readers Align student interventions to assessment data to benefit struggling adolescent readers.
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:c8682dd4e920013b8fd9fa9a4d47a150
URL:http://2026mimtssconference.sched.com/event/c8682dd4e920013b8fd9fa9a4d47a150
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261119T180000Z
DTEND:20261119T191500Z
SUMMARY:Supporting the Behavioral Needs of Students with Extensive Support Needs: The Power of Communication
DESCRIPTION:Some students with extensive support needs (ESN) may have elevated behavioral support needs that necessitate individualized behavior support plans. In this session\, information about building and implementing individualized\, communication-based supports to address these behavioral support needs will be shared with a particular focus on function-based thinking.\n\nLearning Objectives:\nIdentify the role of function-based thinking in designing individualized behavior intervention plans for students with ESN. Identify communication-based supports to include in individualized behavior intervention plans for students with ESN.
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:3b75459c8612c8ce1e6d1a32082c971b
URL:http://2026mimtssconference.sched.com/event/3b75459c8612c8ce1e6d1a32082c971b
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261119T180000Z
DTEND:20261119T191500Z
SUMMARY:The Basics of Classroom Management and Responses to Escalating Misbehavior
DESCRIPTION:This session provides an overview of the basic foundations of effective classroom management - including scheduling\, the physical environment\, and responding to behavior. Videos will be used to demonstrate high-probability responses to typical student escalations and misbehaviors.\n\n\nLearner Objectives:\nParticipants will...\nUnderstand how misbehavior can be prevented through effective classroom management. Be aware of high-probability strategies for responding to misbehavior in an effective manner.\n\n
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:c84280e769734285804d0923039dba83
URL:http://2026mimtssconference.sched.com/event/c84280e769734285804d0923039dba83
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261119T191500Z
DTEND:20261119T193000Z
SUMMARY:Transition Break
DESCRIPTION:\n
CATEGORIES:TRANSITION
LOCATION:
SEQUENCE:0
UID:c195a698d54273e8b90d1cbebf1e8961
URL:http://2026mimtssconference.sched.com/event/c195a698d54273e8b90d1cbebf1e8961
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261119T193000Z
DTEND:20261119T204500Z
SUMMARY:Beyond the Benchmark: Designing Instruction that Works for Every Student
DESCRIPTION:Using the MDE MTSS Practice Profile as our guide\, we leverage a robust Tier 1 foundation to differentiate support across all tiers. We ensure that data-based decision-making is the driver of instructional change at every level. Our tiered system uses the evidence-based practices from UFLI Foundations\, Collaborative Literacy\, and&nbsp\;The Reading Comprehension Blueprint Activity Book&nbsp\;by Nancy Hennessey and Julia Salamone. By focusing on the Learning Hierarchy\, we match instructional routines to a student's specific stage of learning (Acquisition\, Fluency\, Generalization\, or Adaptation)\, ensuring interventions are precise and effective.&nbsp\;\n\nParticipants will receive sample data sets\, data analysis guidelines\, progress-monitoring and intervention templates\, and guidelines for drafting student success plans.Basis for Data-Based Decision Making and Evidence-Based Curricular Resources.\n\nLearning Objectives:\nParticipants will analyze data to identify areas of student need.&nbsp\;Participants will use the Learning Hierarchy to identify a student's current stage and determine the next instructional steps needed to build skill fluency.Participants will work in small groups to develop targeted Student Success Plans using data samples.\n
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:14b31843c2b79c35f77df46d35d6bafc
URL:http://2026mimtssconference.sched.com/event/14b31843c2b79c35f77df46d35d6bafc
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261119T193000Z
DTEND:20261119T204500Z
SUMMARY:Levers for Literacy Success in Adolescent Literacy
DESCRIPTION:Adolescents who struggle to read often struggle to learn. While secondary educators are not expected to teach students how to read within their content classes\, every teacher plays an essential role in helping students access complex texts\, build knowledge\, and deepen comprehension. This session explores the high-impact instructional "levers" that improve literacy across all disciplines without sacrificing content instruction.\nParticipants will learn practical\, evidence-based routines that can be embedded into daily instruction in any content area classroom. When paired with appropriate Tier 2 and Tier 3 interventions within an MTSS framework\, these practices improve access to grade-level content\, strengthen comprehension\, and accelerate learning for all students—especially those with persistent literacy difficulties.\n\nLearning Objectives:\nProvide a rationale for the implementation of content area literacy in core instruction across disciplines as a component of an MTSS framework.Identify levers for improving comprehension across disciplines to accelerate achievement. Practice routines to be embedded in every content area.\n
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:c953087b10a55fa934eb61af9295aabe
URL:http://2026mimtssconference.sched.com/event/c953087b10a55fa934eb61af9295aabe
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261119T193000Z
DTEND:20261119T204500Z
SUMMARY:Not All Programs Are Created Equal: Selecting an Evidence-Based Intervention Program
DESCRIPTION:This session focuses on strengthening participants' ability to evaluate and select a validated intervention program using research-based frameworks\, ensuring alignment with student needs and evidence-based practices. This highly interactive session will include connections to Public Act 146 and the National Center on Intensive Intervention's (NCII) Taxonomy of Intervention Intensity: Academic Rating Rubric.&nbsp\;\n\nLearning Objectives:\nIdentify the dimensions of the Taxonomy of Intervention IntensityUnderstand how to select evidence-based intervention materials that support equitable\, data-driven decision-making and improved learner outcomes.
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:1e3fced4f30f2f22bc7183cd5ac6ddf8
URL:http://2026mimtssconference.sched.com/event/1e3fced4f30f2f22bc7183cd5ac6ddf8
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261119T193000Z
DTEND:20261119T204500Z
SUMMARY:Stronger Together: Building MTSS Teams from the Ground Up
DESCRIPTION:In this session\, we will explore the critical role of robust team structures in the successful implementation of a Multi-Tiered System of Supports (MTSS). Participants will see examples from two school districts on how to design\, sustain\, and align teams at both the district and building level to create a seamless\, data-informed framework that addresses both academic achievement and behavioral health. Whether you are in the early stages of MTSS adoption or looking to refine your current collaborative practices\, this session provides actionable strategies to ensure your teams are not just meeting\, but effectively driving improved student outcomes through tiered support.\n\nLearning Objectives:\nParticipants will identify the essential conditions for sustainable team health\, including scheduled time\, shared leadership\, and systematic professional development.Participants will see how to establish collaborative structures to support district K-12 cohesion of an integrated MTSS model that's driven by data-based decision making.\n
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:a2ed7ccf8e3d4eb42bf76db58be27b2e
URL:http://2026mimtssconference.sched.com/event/a2ed7ccf8e3d4eb42bf76db58be27b2e
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261119T193000Z
DTEND:20261119T204500Z
SUMMARY:The Power of Explicit Instruction: Voices from the Explicit Instruction Facilitator Network
DESCRIPTION:Through authentic stories\, lessons learned\, and evidence of impact\, members of the Explicit Instruction Facilitator Network will share how participation in the Network strengthened instructional practices\, enhanced educator capacity\, and contributed to improved student outcomes. Attendees will gain practical insights into the implementation process\, explore factors that supported successful adoption\, and examine strategies for sustaining and scaling explicit instruction across diverse educational settings.\n\nLearning Objectives:\nDescribe the role of the Explicit Instruction Facilitator Network in building educator capacity and supporting instructional improvement.Identify key practices\, supports\, and conditions that contributed to successful implementation and sustainability of explicit instruction.
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:55d96f4a1149024bd336c00c031bf412
URL:http://2026mimtssconference.sched.com/event/55d96f4a1149024bd336c00c031bf412
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261119T193000Z
DTEND:20261119T204500Z
SUMMARY:Using Data to Support Thriving Classrooms
DESCRIPTION:Join the Merrill Elementary team as we share our journey of strengthening classroom PBIS implementation through the intentional use of data. Over the past two years\, our team has developed systems and practices to assess classroom PBIS implementation\, use data to guide professional learning and coaching\, and embed classroom data into existing school improvement structures. Participants will leave with practical tools\, lessons learned\, and actionable strategies for using data to enhance classroom practices and improve student outcomes.\n\nLearning Objectives:\nParticipants will identify tools to assess classroom PBIS implementation aligned to the TFI 3.0. Participants will develop feasible approaches for collecting and using implementation data to guide training and coaching. Participants will explore strategies for integrating classroom implementation data into existing systems to strengthen implementation and improve outcomes.
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:2c3ed23df378a6f29a0f5c2e2d873e82
URL:http://2026mimtssconference.sched.com/event/2c3ed23df378a6f29a0f5c2e2d873e82
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261120T130000Z
DTEND:20261120T134500Z
SUMMARY:Check In and Breakfast
DESCRIPTION:\n
CATEGORIES:
LOCATION:
SEQUENCE:0
UID:3e2b5f2767cf845ef6b072f2640e8c3a
URL:http://2026mimtssconference.sched.com/event/3e2b5f2767cf845ef6b072f2640e8c3a
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261120T134500Z
DTEND:20261120T140000Z
SUMMARY:Welcome and Introductions
DESCRIPTION:\n
CATEGORIES:
LOCATION:
SEQUENCE:0
UID:a62111c1f7fd06bef3e94072ad921182
URL:http://2026mimtssconference.sched.com/event/a62111c1f7fd06bef3e94072ad921182
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261120T140000Z
DTEND:20261120T150000Z
SUMMARY:Keynote: Instruction and Intervention in Math
DESCRIPTION:In this session\, we focus on five research-validated practices for math instruction and intervention. We will discuss the importance to building an instructional platform that develops math vocabulary\, uses multiple representations\, incorporates modeling and practice\, builds fluency\, and focuses on word-problem solving.&nbsp\;\n\nLearner Objectives:\nParticipants will...\nExplain how to develop formal math vocabulary. Describe the three types of representations. Share two ways to build math fact fluency.
CATEGORIES:KEYNOTE SESSION
LOCATION:
SEQUENCE:0
UID:3624e37b3e43d11f27b1ff42d8a8be73
URL:http://2026mimtssconference.sched.com/event/3624e37b3e43d11f27b1ff42d8a8be73
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261120T150000Z
DTEND:20261120T151500Z
SUMMARY:Transition Break
DESCRIPTION:\n
CATEGORIES:TRANSITION
LOCATION:
SEQUENCE:0
UID:6bc7dd8d7298f8617e6abf67a6012653
URL:http://2026mimtssconference.sched.com/event/6bc7dd8d7298f8617e6abf67a6012653
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261120T151500Z
DTEND:20261120T163000Z
SUMMARY:Every Minute Matters: Building a WINN System That Transforms Literacy Outcomes
DESCRIPTION:Many schools face a daunting reality: if a student is not reading on grade level by mid-first grade\, their chances of catching up are as low as 0–12%. Facing stagnant data and a “waiting to fail” intervention model\, Niles Community Schools embarked on a comprehensive transformation of their MTSS framework. This session highlights how two schools—Ballard Elementary and Eastside Connections—shifted from isolated “Islands of Intervention” to a cohesive\, school-wide “Walk-to-Read” model\, supported by a strong partnership with Rebecca Miles and Berrien RESA.\n\nParticipants will follow our multi-year journey\, from the early stages of “building the plane while flying” with limited Tier 3 pull-outs to the implementation of adult flooding\, student sharing\, and data-driven WINN (What I Need Now) blocks. We will share strategies used to build staff buy-in\, the transition from balanced literacy to structured literacy\, and the measurable impact of these changes—including a 30% reduction in students performing well below benchmark in just one year.\n\nThe second half of the session is a hands-on workshop. Participants will apply their learning by building master schedules using provided templates and coaching frameworks developed in partnership with Berrien RESA. This work supports the implementation of a Walk-to-Read model that protects intervention time and ensures every student receives targeted instruction aligned to their needs.\n\nLearning Objectives:\nParticipants will learn how to design and implement a schoolwide WINN (What I Need Now) intervention block that uses real-time data to drive flexible grouping and targeted instruction.Participants will understand how to build sustainable MTSS systems through strategic scheduling\, staff collaboration\, and partnerships (such as with RESA) to move beyond a “waiting to fail” model.Participants will leave with practical tools—including scheduling templates and planning frameworks—to create a Walk-to-Read model that ensures every student receives instruction aligned to their specific needs.\n
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:f9bde4ea467228b23039521359866dcb
URL:http://2026mimtssconference.sched.com/event/f9bde4ea467228b23039521359866dcb
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261120T151500Z
DTEND:20261120T163000Z
SUMMARY:From Identification to Impact: Using EWIMS to Drive Student Success
DESCRIPTION:EWIMS empowers schools to turn data into action—giving staff the right information at the right time to implement meaningful interventions\, celebrate student success\, and continuously monitor progress. By identifying students early and responding with targeted support\, schools can build and refine systems that ensure every student has the opportunity to succeed.&nbsp\;\n\n\nWe implemented the EWIMS process to move from simply identifying students to&nbsp\;taking intentional\, data-driven action:\nEstablished a consistent system to&nbsp\;identify students at risk&nbsp\;using attendance\, behavior\, and course performance data (at 20 days and all 4 quarters)Created a&nbsp\;bi-weekly progress monitoring cycle&nbsp\;to review student data\, adjust interventions\, and celebrate growthEnsured&nbsp\;every student received either support or recognition&nbsp\;\nTitle funds helped support planning\, celebrations\, and interventionsDeveloped&nbsp\;building-wide systems&nbsp\;to improve outcomes in attendance\, behavior\, and academic performance\nEx. Attendance building-wide challenges\, PBIS reteaching/ celebrations\, identifying intervention courses through the DIT MTSS selection process (and hexagon tool)Shifted staff mindset from&nbsp\;“identification”&nbsp\;to&nbsp\;ownership\, action\, and impact\nLearning Objectives:\nBy the end of this session\, participants will:\nDescribe the EWIMS purpose and process\, including identification\, data analysis\, intervention planning\, and progress monitoring.Explain the impact of EWIMS implementation&nbsp\;on student achievement\, attendance\, and behavior.Describe and differentiate progress monitoring practices&nbsp\;used to evaluate impact and adjust supports for improved student outcomes.&nbsp\;\nList and explain decision rules&nbsp\;used to determine interventions\, tier movement\, and responsiveness.&nbsp\;Describe progress monitoring practices&nbsp\;used to evaluate intervention effectiveness and guide instructional adjustments.\n
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:68e70ee2c189a1899a8142f82bdddfbb
URL:http://2026mimtssconference.sched.com/event/68e70ee2c189a1899a8142f82bdddfbb
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261120T151500Z
DTEND:20261120T163000Z
SUMMARY:How Learning Works and What That Means for our Schools and Classrooms
DESCRIPTION:Over the past several decades years\, there has been an explosion of research about around how learning works and the implications of this research on teaching and learning. &nbsp\;How does learning work and how can we translate this information into the art of teaching? &nbsp\;What are the most significant factors that contribute to the learning progressions of your students? &nbsp\;\nThis workshop unpacks the latest findings from neuroscience\, cognitive science\, and educational psychology to form what David Daniel initially labeled the promising principles behind learning. Moving from promising principles to hypotheses of practice\, we will chart the pathway from research to reality\, intention to integration\, and potential to practice. &nbsp\;You will walk away with ideas and a plan to more purposefully\, intentionally\, and deliberately align learning&nbsp\;experiences with the science behind what makes learning stick.\nLearning Objectives:\nDescribe key findings that explain how learning works in my school/classroom.Develop ways to integrate these findings into specific learning experiences.
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:7d050e6aaafd2072854b95844871ceed
URL:http://2026mimtssconference.sched.com/event/7d050e6aaafd2072854b95844871ceed
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261120T151500Z
DTEND:20261120T163000Z
SUMMARY:Learning How to Dance: Using Attendance to Build an MTSS System That Actually Moves
DESCRIPTION:Learning how to “dance” within a Multi-Tiered System of Supports (MTSS) is not always easy\, especially when systems feel fragmented\, inconsistent\, or unclear. This session presents a practical approach to using attendance as a strategic entry point for building a coherent MTSS system that moves from data collection to meaningful\, system-wide action.\nGrounded in research on early warning systems and MTSS frameworks\, this work positions attendance as a leading indicator of student risk and a critical lever for improving access to instruction\, engagement\, and outcomes. Evidence-based practices highlighted include tiered intervention systems\, data-based decision-making cycles\, and fidelity tools such as the R-TFI and District Capacity Assessment\, ensuring alignment to Michigan’s MTSS framework.\nParticipants will learn how one Michigan district redesigned its approach to attendance - shifting from passive monitoring to proactive\, tiered responses across Tier 1\, Tier 2\, and Tier 3. This shift included not only systems and interventions\, but also intentional changes in adult language emphasizing presence\, belonging\, and engagement rather than absence and compliance. As a result\, the district saw reductions in chronic absenteeism\, earlier identification of student need\, and increased consistency in adult practices across buildings.\nThis session explicitly connects attendance to both academic outcomes and social\, emotional\, and behavioral health (SEBH)\, reinforcing its role in improving access to high-quality instruction and supporting student success. Participants will leave with practical\, replicable resources\, including a tiered attendance framework\, data protocols\, team structures\, and intervention strategies that can be implemented immediately to strengthen MTSS systems in their own contexts.\n\nLearning Objectives:\nParticipants will identify how attendance data can be used as an early warning indicator within a Multi-Tiered System of Supports (MTSS) to guide Tier 1\, Tier 2\, and Tier 3 responses.Participants will describe key components of a tiered attendance framework\, including aligned data protocols\, team structures\, and intervention practices that support student engagement and access to instruction.Participants will explain how intentional adult practices\, including consistent response systems and the language used to promote presence and belonging\, impact student attendance and overall MTSS effectiveness.\n
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:f62eea17f8934391214153d90274c31e
URL:http://2026mimtssconference.sched.com/event/f62eea17f8934391214153d90274c31e
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261120T151500Z
DTEND:20261120T163000Z
SUMMARY:MTSS for Tier 1 Reading Improvement: From Students to Systems
DESCRIPTION:The perspective we take with our data determines our next steps. When we look only at student-level data\, we end up with a list of students who need intervention and one more thing for teachers to carry. However\, when we zoom out to consider patterns across groups\, we start to see system opportunities to support educators\, not just student problems. In this session\, we’ll explore how to balance student-level and system-level data use within MTSS. Participants will consider how to empower educators with agendas and data protocols to address both system and student needs throughout the school year.\n\nLearner Outcomes:\nParticipants will...\nIdentify the difference between system and student data use within MTSS. Analyze aggregate data using system-level questions to determine next step actions. Discuss local next steps.\n
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:9e4f1c646f3be9ce856f51b5f6ba4002
URL:http://2026mimtssconference.sched.com/event/9e4f1c646f3be9ce856f51b5f6ba4002
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261120T151500Z
DTEND:20261120T163000Z
SUMMARY:Student Lead SWPBIS-Making Big Impacts Using Student Voice
DESCRIPTION:Making SWPBIS work at the high school level can be a challenge. &nbsp\;This session will detail how the student SWPBIS team at Homer is making big impacts using an innovative\, student-driven PBIS model. Led by PBIS Lead Hannah Philson\, the program centers on a dedicated GRIT leadership elective where students take the reins of school culture. &nbsp\;The GRIT class provides comprehensive PBIS support led by giving students the opportunity to:\nCreate Content:&nbsp\;Develop weekly newsletters\, instructional lessons\, and videos for staff and peers.Drive Data-Based Decision Making:&nbsp\;Students help staff analyze monthly referral data to design targeted interventions.Improve Climate of the School:&nbsp\;Launch school-wide challenges for students and staff to boost attendance and decrease referrals.Learning Objectives:\nParticipants will:\nExplore the student led PBIS model and see examples of the products and processes the students created and engage in during class.Identify strategies to take back to buildings to build a student led\, data-driven culture.Discuss challenges and highlights with the student participants (students will present) and teacher lead.
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:840318fba923fe82a63eaa5a329fbae1
URL:http://2026mimtssconference.sched.com/event/840318fba923fe82a63eaa5a329fbae1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261120T151500Z
DTEND:20261120T163000Z
SUMMARY:Word Problems? No Problem!
DESCRIPTION:In this session\, we focus word-problem solving. We will discuss two ineffective word-problem strategies. Then\, we will review and practice two effective strategies - use of an attack strategy and a focus on common word-problem schemas. Come learn how to make word-problem solving more approachable for your students!\n\nLearner Objectives\nParticipants wil...\nDescribe why the keywords strategy is an ineffective strategy. Share an example of a word-problem attack strategy.Identify common word-problem schemas.
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:cb83409c03fba08d4e7c7bc1e7c28db0
URL:http://2026mimtssconference.sched.com/event/cb83409c03fba08d4e7c7bc1e7c28db0
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261120T163000Z
DTEND:20261120T164500Z
SUMMARY:Transition Break
DESCRIPTION:Snacks will be provided.
CATEGORIES:TRANSITION
LOCATION:
SEQUENCE:0
UID:b4ffc60cb7702cf68f95cf8b2328bc91
URL:http://2026mimtssconference.sched.com/event/b4ffc60cb7702cf68f95cf8b2328bc91
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261120T164500Z
DTEND:20261120T180000Z
SUMMARY:“This is the Way Cass Does It”: Building a Coherent MTSS System for Tier 1 Literacy in a Rural District
DESCRIPTION:Cassopolis Public Schools\, a small rural district\, is engaged in a multi-year effort to move beyond isolated initiatives toward a coherent Multi-Tiered System of Supports (MTSS) that strengthens Tier 1 literacy instruction and improves student outcomes. This session highlights how the district is progressing from installation and implementation to system ownership\, adapting MTSS frameworks to meet local needs.\n&nbsp\;\nParticipants will explore how our leadership structures (District Implementation Team/District MTSS\, School Leadership Teams\, and Instructional Advisory Council) use data tools and protocols (such as the District Capacity Assessment\, Reading Tiered Fidelity Inventory&nbsp\;&nbsp\;(R-TFI)\, and a data dialogue protocol) to inform continuous improvements. Furthermore\, participants will gain insight on how a district MTSS initiative can be cohesively integrated into Michigan Integrated Continuous Improvement Process&nbsp\;(MICIP). The session will emphasize the importance of system coherence\, leadership capacity\, and data-informed decision-making in moving from compliance to internalization of practice.\n\nLearning Objectives:\nParticipants will:\nDescribe how MTSS functions as an integrated systemIdentify key structures that support fidelity and sustainabilityApply a coherent process for Tier 1 improvementSynergize leadership\, data and instruction within their own district context to drive students success\n
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:57462dd6de0d5538cf4a16611a5eeea1
URL:http://2026mimtssconference.sched.com/event/57462dd6de0d5538cf4a16611a5eeea1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261120T164500Z
DTEND:20261120T180000Z
SUMMARY:An Effective Explicit and Systematic Math Intervention
DESCRIPTION:A local district utilizes Delta Math RTI readiness screeners and intervention materials to close achievement gaps for junior high students. Models of service delivery will be shared including small group pull-out sessions with interventionists and/or special education teachers\, small group push-in sessions with interventionists\, and co-teaching within general education classrooms with special education teachers.&nbsp\;\n\nParticipants will gain a conceptual understanding of how to use Delta Math readiness screeners\, intervention materials\, and progress monitoring tools. Additionally\, presenters will share the intervention materials on the Delta Math RTI website\, as well as how to organize them for quick and efficient instruction. Outcomes data will be shared\, as well as anecdotal feedback from instructors and students.\n\nLearning Objectives:\nParticipants will be able to conceptualize delivering math interventions utilizing the Delta Math RTI materials.&nbsp\;Participants will be able to conceptualize using the Delta Math RTI Readiness Screeners to identify students who may benefit from math interventions\, as well as progress monitor their response to intervention.Participants will be able to conceptualize organizing Delta Math RTI intervention materials to be grab and go ready for interventionists.
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:8631186e8033aa21477b4f4d65593d38
URL:http://2026mimtssconference.sched.com/event/8631186e8033aa21477b4f4d65593d38
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261120T164500Z
DTEND:20261120T180000Z
SUMMARY:Including Gifted Learners in MTSS: Ensuring Growth for Every Student
DESCRIPTION:Gifted learners are often overlooked within Multi-Tiered System of Supports (MTSS) frameworks\, leaving their academic and social-emotional growth needs unmet. This session explores how educators can intentionally incorporate gifted learners into MTSS planning by utilizing the MTSS Practice Profile Components to identify\, support\, and monitor advanced learner growth.&nbsp\;\nBy expanding MTSS thinking to include gifted learners\, educators can create equitable systems that support achievement\, engagement\, and well being for all students. Participants will leave with ideas to apply within their schools and districts for continuous growth for all students\, including the gifted learners.\n\nLearning Objectives:\nIdentify common gaps in MTSS implementation that impact gifted learners. Analyze MTSS Practice Profile Components through a gifted education lens. Develop strategies to incorporate gifted learners into tiered academic and social-emotional supports.Apply MTSS processes to monitor and promote continuous growth for advanced learners.
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:0c855ad8556263a4aabc29c51ae1e864
URL:http://2026mimtssconference.sched.com/event/0c855ad8556263a4aabc29c51ae1e864
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261120T164500Z
DTEND:20261120T180000Z
SUMMARY:Intervention Effectiveness: From Data to Decisions
DESCRIPTION:Progress monitoring is only as powerful as the actions it informs. In this session\, participants will build confidence in using student data to inform next steps. Using system-level questions to guide actions\, teams will explore the effectiveness of the interventions they use within their schools.&nbsp\;Using real-world scenarios\, participants will work through dimensions that determine overall intervention effectiveness\, and practice using team agendas and data protocols to identify intervention needs.&nbsp\;\n\n\nLearner Objectives:\nParticipants will...\nEvaluate the effectiveness of interventions. Compare the effectiveness of multiple interventions.Intensify an intervention.\n
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:432978bcbc5cc8c94f700bccbf4b931c
URL:http://2026mimtssconference.sched.com/event/432978bcbc5cc8c94f700bccbf4b931c
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261120T164500Z
DTEND:20261120T180000Z
SUMMARY:Motivation and What Works Best
DESCRIPTION:This interactive workshop explores a research-based approach to understanding and enhancing student motivation and engagement. Participants examine different modalities of engagement\, the role of mental models\, and key factors that influence motivation\, including relationships\, task design\, and classroom climate. Emphasis is placed on “turning the engagement dial” through intentional instructional moves such as scaffolding\, appropriate challenge\, and meaningful feedback. Educators will apply evidence-based strategies to design learning experiences that foster curiosity\, persistence\, and belonging\, ultimately developing actionable plans to sustain high levels of engagement for all learners.\n\nLearning Objectives:\nDescribe the key aspects of motivation.Explain what "turns the dial" of motivation in my learners.Develop tasks that foster\, nurture\, and sustain motivation and engagement in my classroom.
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:2637ca03213922be2fd030cc2b686da4
URL:http://2026mimtssconference.sched.com/event/2637ca03213922be2fd030cc2b686da4
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261120T164500Z
DTEND:20261120T180000Z
SUMMARY:School-Based Wraparound: How To Engage School Teams and Families In Effective Tier 3 Behavior Intervention
DESCRIPTION:This session focuses on the Tier 3 school-based wraparound process. Research done by Lucille Eber and others provides the evidence-base for the alignment of multiple systems in this data-driven process. The goal of the school-based wraparound process is to achieve better outcomes for students with the most significant behavioral needs. Often school teams encounter barriers as they work with families\, ABA\, court systems\, etc. The Tier 3 school-based wraparound process engages all student supports including families in a structured\, meaningful and data-driven intervention. Real success stories from the field will be highlighted in this session.\n\nLearning Objectives:\nParticipants will be able to identify students who need Tier 3 intervention\, specifically students who need an intensive\, school-based wraparound intervention.&nbsp\;Participants will be able to facilitate the school-based wraparound process and identify when the process has been successful.&nbsp\;Participants will be equipped to immediately apply the knowledge\, skills and resources they receive in this session upon returning to their districts.&nbsp\;Participants will have an opportunity to ask questions and discuss the types of student behavioral issues they encounter on a daily basis in their work.&nbsp\;
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:900f1591945fca49cbd0ce456b6810af
URL:http://2026mimtssconference.sched.com/event/900f1591945fca49cbd0ce456b6810af
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T203741Z
DTSTART:20261120T164500Z
DTEND:20261120T180000Z
SUMMARY:SWPBIS-TFI 3 Aligned Advanced Tiers: Grandville's Model
DESCRIPTION:We have spent the last several years working to develop and refine a Tier 2 and Tier 3 support model. The focus will be on describing the model we have built here in Grandville\, including the structure of teaming\, coordinated roles of different teams\, student risk identification\, matching students to appropriate supports\, our T2 intervention platform/grid\, the individualized plans available for T3 support\, and the process of monitoring intervention delivery and student progress. &nbsp\;Copies of plan templates\, intervention platform\, and other supporting documentation will be available to session attendees.\n\nLearning Objectives:\nParticipants will be able to describe the model that Grandville has developed and make compare and contrast to their own models.Participants will be able to explain how the model is linked to the SWPBIS-TFI 3.Participants will be able to discuss establishing or refining their own models based on learning and resources in this session.
CATEGORIES:BREAKOUT SESSION
LOCATION:
SEQUENCE:0
UID:f33f47074459050aef477d35e5d50f70
URL:http://2026mimtssconference.sched.com/event/f33f47074459050aef477d35e5d50f70
END:VEVENT
END:VCALENDAR