Purpose
This SPDG will expand on the state’s coherent, integrated MTSS framework to support districts and schools. It proposes technical assistance supports (training and coaching) to increase the competencies of Early Childhood (EC) educators, elementary educators, and district and school personnel to implement an integrated MTSS, specifically in literacy and social, emotional, behavioral, and mental health practices (SEBMH). This project is designed to expand quality PBIS to EC settings to create continuity in support from EC-Grade 5 and use evidence-based practices for educators to improve SEBMH and literacy outcomes for all students, including students with and at risk for disabilities.
The MiMTSS Technical Assistance Center will provide training, coaching, and technical assistance across three levels of the education continuum: district, school, and classroom. A three-year partnership will be established with LEAs using a professional development series focused on bidirectional, nonlinear implementation of MTSS across early childhood and elementary grades that addresses all tiers concurrently (e.g., class-wide, Tier 1 core instruction and intervention). Competitive preference for partnership will be provided to rural and urban districts within historically marginalized communities. The project’s performance will be evaluated using district capacity data, PBIS, and literacy implementation fidelity data, and student outcome data.
Explore Cohort Projects
2022 Vermont
In response to a notice inviting applications from the Office of Special Education Programs at the U.S.
2022 Georgia
To expand and sustain the implementation of an MTSS framework, improve reading outcomes of students in grades 3-8, and increase the retention of special education teachers.
2022 Alabama
In response to a request for proposals from the Office of Special Education Programs (OSEP) at the U.S.