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 Missouri
The goal of the Missouri State Personnel Development Grant is to improve literacy outcomes for all students, especially students with disabilities, by providing high-quality professional development focused on implementation of evidence-based academic and behavioral practices and systems, with an
2022 Vermont
In response to a notice inviting applications from the Office of Special Education Programs at the U.S.
2022 Kansas
The 2022–2027 Kansas SPDG will capitalize on momentum from the 2017–2022 SPDG by scaling up implementation of a tiered system of trauma-informed school mental health practices.