TaC Training & Resources

2020-2021 MTSS Series

Targeted Audience: Middle & High School Teams within Same District (Grades 5-9)

In this series, connected middle and high school teams comprised of general and special education teachers, will work to adopt, implement and align evidence-based core/universal and supplemental academic, behavioral and social-emotional practices within a supportive infrastructure and with fidelity.

Targeted Audience: Grade Level Teams (K-2) with the support of their building level principal and related service providers (e.g., Reading Specialists, Speech/Language Therapists, ESL Teachers, School Counselor, School Psychologists, etc.) will work toward fidelity of implementation of Enhanced Core Reading Instruction (Tier 1) and supplemental evidence-based intervention matched to student need (Tiers 2 and 3) (see Enhanced Core Reading Instruction – ECRI https://dibels.uoregon.edu/market/movingup/ecri for additional information).

This series emphasizes PREVENTION, based upon the Science of Reading, with a focus on enhancing early literacy outcomes with a focus on grades K-2 toward reading proficiency status by 3rd grade for ALL students, including students with disabilities.

Target Audience: Grade level teams of ELA general and special education teachers (grades 5-9) as well as related service providers (e.g., ESL teachers, Speech/Language Therapists, Reading Specialists, School Psychologists, etc.)

In this series you will receive training and technical assistance designed to enhance secondary core and supplemental ELA instruction and supplemental services and supports.

Target Audience: Grade Level Teams consisting of the following team members: Building Principal, Special Ed Administrator (optional), ELA Teacher, Science Teacher, Social Studies Teacher, Math Teacher, Special Ed Teachers, ESL Teacher (s), Speech/Language Therapises (optional), Tiered Provider (if available), Family Representative (optional), MTSS and/or Literacy-Focused IU TaC (recommended)

Word Generation is a free, evidence-based curricular resource that offers a series of high-interest, discussable dilemmas designed to promote students’ academic language and argumentation skills. Each of the 72 brief one-week units is delivered daily via fifteen- to twenty-minute activities in ELA, science, social studies, and math classes, and five target academic vocabulary words are incorporated into each of those activities. Students read, discuss, debate, and write about each weekly topic, using the newly taught vocabulary words across the content areas.

Target Audience: MTSS teams who are interested in securing advanced training and technical assistance, as it relates to the use of RTI for SLD Determination and next steps within the Bureau of Special Education’s (BSE) RTI/SLD approval process.

The determination that a child has a specific learning disability (SLD) and is in need of special education is considered a high stakes decision that requires contextualized problem-solving and fidelity of implementation of both systemic and individualized guidelines, practices, and processes.

As the number of schools who pursue approval to use RTI for SLD Determination in Pennsylvania grows, there is a continuous need to balance IDEA mandates with evolving research and policy on what constitutes meaningful Response to Intervention (RTI) and/or growth.