2018 MTSS PLI

This session will discuss how to build a trauma-informed system of care within your educational community.  Orange County examples of how they integrated this into the collaborative work of students and families will be shared.  Click Here for Session Handouts

Presenters will review best-practices for the Tier 2 Intervention of social skills instructional groups and be provided opportunities to explore the use of this intervention to support youth in their development of 21st-century skills.

Attendees will develop their own social skills lessons to support their students in navigating digital space with savvy. Click Here for Session Handouts

Join us in learning how Aeries is managing foster youth data in Orange County.  Participants will view a live demonstration of the Aeries Student Information System’s Foster Youth Page and explore ideas how to track and develop programs that support the educational outcomes of foster youth. Click Here for Session Handouts

Panel discussion with CA alt-ed admin and teachers.

Through a moderated panel discussion, attendees will gain an awareness and a shared understanding of the various approaches to MTSS implementation.  Click Here for Session Handouts

This workshop will introduce a function-based integrated competing pathways analysis of academics and behavior.  Participants will walk through a function based competing pathways process to identify academic and behaivor interventions for a student with reading and behavaior difficulties. Click Here for Session Handouts

What is the CA RURAL ED NETWORK Model and Rural Resource Bank?

The intention of the CA Rural Ed Network is to advocate for rural students, be a champion for rural educators, discover and share best practices, and inform, educate and influence policies affecting rural communities.
Join us for an overview of the new CA Rural Ed Network and preview the Rural Resource Bank. Participants will learn how to access the Rural Resource Bank as well as discover topics of interest specific to educators in rural California. The Rural Resource Bank and FREE resources will be available in the Fall, 2018.  Click Here for Session Handouts

In this session, we’ll explore how California districts like Sunnyvale, Tracy, San Bernardino, and Long Beach are using tools to identify at-risk students, monitor tiered interventions, and integrate social-emotional learning (SEL) data into their MTSS process. We’ll share case studies about how surfacing attendance data daily can improve attendance rates, and how student reflections of SEL skills like emotion regulation and growth mindset can provide a deeper understanding of student progress.  Click Here for Session Handouts

The session will take a quick look at the research behind the benefits of mindful movement for students, different types of mindful movement options, tips and strategies, and list of related resources. Click Here for Session Handouts

During this session Dr. Jawetz will share the results of her recent dissertation research project.
As a step forward in eliminating disproportionate discipline for students of color, her study attempted to gather information regarding the lived experiences of students through the sharing of their stories.  The study was done through individual interviews of 8th grade males.  This research attempted to answer the following research questions:

• What factors contribute to how 8th-grade male African American and white students experience discipline at school? 
• Are there differences in perceptions based on the race of the student?

Participants will leave the session with a deeper understanding of how students perceive their interactions with adults at school, what students need from the adults to be more successful academically and behaviorally and how they view racism inside and outside of school. Click Here for Session Handouts

Research has shown that high levels of parental and community involvement help students succeed in school. Comprehensive family engagement strategies can also help to close the academic achievement gap. While few would disagree, figuring out how to create open communication and strong collaboration between schools and parents can be an arduous task. Learn tips and tricks to engage parent using technology.

A common practice in the medical field is the use of medical rounds.  Experts gather together to examine a patient, conduct further diagnosis, analyze the results, develop a treatment plan, and re-evaluate to determine if the treatment is effective.  Why should practices in the field of education be any different?  In this session, let’s focus on appropriate assessment tools to determine academic and behavioral strengths and needs of students, how teams work collaboratively with stakeholders to develop a plan of action, implement effective, evidence-based practices, and monitor progress to ensure that students are successful. Click Here for Session Handouts

Take a conference break and join us for a few minutes of mindfulness practice. No prior experience needed. Walk away feeling more focused and calm. Click Here for Session Handouts

Presenters will review best-practices for the Tier 2 Intervention of social skills instructional groups and be provided opportunities to explore the use of this intervention to support youth in their development of 21st-century skills.

Attendees will develop their own social skills lessons to support their students in navigating digital space with savvy. Click Here for Session Handouts

One reason RTI is gaining approval is that the discrepancy model, where students’ reading or math skills had to be seriously weaker than their IQ, meant that intervention could not be provided until students’ skills were seriously behind their peers. Given that prevention is more effective than remediation, early identifica tion instead of “waiting for students to fail” makes a lot of sense. However, even with RTI, some students are watched for a period of time in Tier 1 before they are moved to Tier 2, and they wait again before they are moved to Tier 3. With dynamic RTI, students move immediately to either Tier 2 or Tier 3 depending on their assessed constellation of skills and weaknesses. In our study, To wait in Tier 1 or intervene immediately, we randomly assigned first graders (n = 562) within classrooms (n = 22) to receive traditional RTI or dynamic RTI. The RTI interventions were exactly the same except for the timing of when students were moved to Tier 2 or 3. Tier 1 instruction followed the Open Court curriculum and was conducted for 90 minutes per day. Tier 2 followed a standard protocol, and Tier 3 was individualized.

Results showed that students who received Dynamic RTI made significantly greater gains in reading during first grade than their matched peers who received traditional RTI, with an effect size of 0.36, which is educationally meaningful and represents a 2- to 3-month advantage. Plus, students in Tier 2 and Tier 3 Dynamic RTI made greater gains than did their peers in Traditional RTI Tier 2 and Tier 3. Practical considerations for implementation and the importance of valid and reliable screening of vocabulary and reading will be discussed. Click Here for Session Handouts

Effective MTSS, particularly RTI, depends on highly effective Tier 1. When Tier 1 is not effective, too many students are referred unnecessarily to Tier 2 and Tier 3 instruction. The What Works Clearinghouse Practice Guide (2008) recommends that Tier 1 instruction be differentiated (or personalized or individualized) based on students’ assessed skills. In this presentation, we will discuss the Assessment-2-Instruction (A2i) technology, which is a professional support technology designed to support teachers’ ability to differentiate kindergarten through third grade Tier 1 literacy instruction. A2i includes integrated online and adaptive assessments for screening and progress monitoring of vocabulary, decoding, and comprehension. These assessments (and others that schools might use, like DIBELS), are used in the A2i algorithms to recommend amounts of four types of literacy instruction – both code-focused and meaning-focused. There are also algorithms that recommend student flexible learning groups (although teachers can change groupings), lesson planning tools, and online PD resources. Results of randomized controlled trials show that students in A2i classrooms make greater gains in reading (kindergarten through 3rd grade) than do students in classrooms where teachers received PD but not A2i. The presentation will discuss how A2i works, how teachers implement data-informed individualized instruction in their classrooms and the benefits to students in literacy and self-regulation gains.  Click Here for Session Handouts

Did you know that there are strategies specifically designed for Early Childhood teachers to implement a Multi-Tiered System of Support in their classrooms? During this quick talk, we will explore the Teaching Pyramid Model and its alignment with the California MTSS framework. Come learn about this model and how it can transform your classroom!  Click Here for Session Handouts