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A.L.L. Session 3 -MTSS: A Framework to Support All Learners

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Check out this Presentation (4:3) designed by Cindy Jamrog.

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Grades PreK to 5 School-Wide Organizational Practices Resources

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Website for Michigan Association of Intermediate School Administrators

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Structured Literacy: Grounded in the Science of Reading

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Structured Literacy: Grounded in the Science of Reading

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Structured Literacy Grounded in the Science of Reading SOR V18.pdf

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The Reading League: Science of Reading Defining Guide

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The Reading League: Science of Reading Defining Guide

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Literacy Essentials: Disciplinary Literacy in the Secondary Classroom

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Literacy Essentials: Disciplinary Literacy in the Secondary Classroom

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Adolescents and Adults with Dyslexia Fact Sheet

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Adolescents and Adults with Dyslexia Fact Sheet

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Adolescents and Adults with Dsylexia Fact Sheet -- pub reviewed (1).pdf

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Check out this Graph designed by Cindy Jamrog.

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One of the key lessons I have learnt over the last decade is that change is complex and slow. Be it at an individual, group or societal level. So many times in my work I sense an impatience for change. It happens with my coachees who are working on personal transformation or entrepreneurs aiming for organisational development.

In a particular instance, we had just completed an envisioning workshop with a team. The team had come together to create a vision for the organisation. Post the session, in a candid conversation, the founder mentioned how he thinks the team is not feeling the vision. I probed him on what did he mean by that? His response was that I dont hear it from the team that they will walk the extra mile for this vision. They are not owning it. I want the vision statement to be so powerful that the team is ready to put themselves on the line for it. And why cant it happen tomorrow?!

In hindsight this may not seem prudent, but this specific entrepreneur was not the only one to have mentioned this. Entrepreneurs by nature are impatient. This is their light and their burn.

I have found Knoster model extremely helpful at times like these. According to Knoster there are 5 things that go into bringing about a complex change. These 5 inputs are

All these will look different in different contexts. But lack of any one of these inputs will surely lead to different consequences like confusion, anxiety, resistance, frustration and false starts. Seeing the visual is almost like an aha moment for many. I have found it helpful in communicating clearly to my coachee

1. The unique role that each one of the input plays in the change process.

2. Specifically to those who take the first step on this journey and are yearning to see change - Just one input will not lead to an overnight change. Change will take time and happens when multiple inputs come together.

Go ahead and start Knostering with your team!

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5 Components Of Organisational Change - The Knoster Model

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One of the key lessons I have learnt over the last decade is that change is complex and slow. Be it at an individual, group or societal level. So many times in my work I sense an impatience for...

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Check out this US Letter designed by Cindy Jamrog.

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Participant Guide: Administrator Literacy Leadership Series Guide

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Check out this Booklet (US Letter) designed by Lisa Collier.

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Building a New Brain City: Connecting Neuroscience & Educational Practices for Students with Reading

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Screening for Reading Risk: What is it, and Why is it Important?

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Screening for Reading Risk: What is it, and Why is it Important?

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Screening for Reading Risk: What Is It and Why Is It Important?

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An overview of what it means to screen for reading risk, including why it is important, what a screening assessment should include, how to s

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Core Considerations for Selecting a Literacy Screener

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Core Considerations for Selecting a Literacy Screener

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Core Considerations for Selecting a Literacy Screener

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Discover essential factors in choosing the right literacy screener for your school. Learn how a literacy screener can support early interventions.

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The District Assessment Inventory Tool is a resource for building and district level administrators, along with lead teachers, to use to help identify the assessments being used in-district, determine why they are being used, and to decide what data can be collected from their use. This tool can be…

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Discover resources and information for a schoolwide approach to instruction and intervention for older readers.

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Assessment systems for early literacy are much more than arbitrary collections of assessments; the components of such systems must be carefully chosen so that they:

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Assessment is an essential part of the data-based individualization (DBI) process and a multi-tiered system of support (MTSS). Without technically sound assessment, which provides accurate, meaningful information, a teacher has no objective method for determining what a student needs or how to intensify instruction to meet those needs. The close connection between assessment and intervention is at the foundation of the DBI process. This connection is what drives teacher decision making. With the right assessment tools and guidance on how to use them, teachers can make sound, data-based decisions about who needs intensive intervention, when to make instructional changes, and what skills to focus on.

In the tables below, find resources to support the selection and evaluation of screening, progress monitoring and diagnostic assessments.

Screening

Accurate universal screening sets the foundation for a successful tiered system of support and understanding student risk levels. In some cases, screening can be used to identify students who need intensive intervention right away.

Progress Monitoring

With progress monitoring, assessment is used to measure growth for students already at risk for poor learning or behavioral outcomes. Decision rules provided by the progress monitoring tool tell teachers when they should make an intervention change.

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Assessment is an essential part of the data-based individualization (DBI) process and a multi-tiered system of support (MTSS). Without technically sound assessment, which provides accurate, meaningful information, a teacher has no objective method for determining what a student needs or how to intensify instruction to meet those needs.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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K-3 Screening and Progress-Monitoring Assessments Request for Submission

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K-3 Screening and Progress-Monitoring Assessments Request for Submission

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Vendor Assessment Request for Submissions FAQ

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Vendor Assessment Request for Submissions FAQ

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IES Practice Guide: Assisting Students Struggling With Reading...

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IES Practice Guide: Assisting Students Struggling With Reading...

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Assisting Students Struggling with Reading - Response to Intervention and Multi-Tier Intervention in the Primary Grades.pdf

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IES Practice Guide: Reading Interventions in Grades 4-9

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IES Practice Guide: Reading Interventions in Grades 4-9

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Providing Reading Interventions for Students in Grades 4–9.pdf

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Successful implementation of intensive intervention using data-based individualization (DBI) is more likely to occur in schools that have a well-functioning tiered system of support, commonly called a multi-tiered system of supports (MTSS), response to intervention (RTI), or positive behavioral interventions and supports (PBIS), depending on your location and area of focus. Intensive intervention is considered the most intense level of intervention and also may be known as Tier 3.

DBI is an approach to intensive intervention that builds on the lower tiers of the system. The quality and fidelity of Tier 1 and Tier 2 supports, the use of valid and reliable progress monitoring measures, and the implementation of data-based decision rules and data meeting structures essential to MTSS set the foundation for successful implementation of intensive intervention through DBI.

Districts and schools working with NCII from 2011 to 2016 found that solid Tier 1 and Tier 2 foundations allowed staff to focus efforts on DBI implementation. Specifically, they were able to more easily identify and target the small group of students (only about 3 to 5 percent of a school's population) who needed intensive intervention. They noted that, at times, it was necessary to go back and refine their Tier 1 and 2 systems in order to better focus on the students with the most severe and persistent needs. Read the full report to learn more about lessons learned to support implementing intensive intervention.

Tools and Resources Related to MTSS and Intensive Intervention

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Multi-Tiered System of Supports: Intensive Intervention| NCII

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Learn about data-based individualization tools and resources related to the relationship between intensive intervention and multi-tiered system of supports.

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Lexia Learning Systems https://www.lexialearning.com/Assets/img/logo.svg 1984 978-405-6232 info@lexialearning.com 300 Baker Avenue, Suite 320 Concord MA 01742 USA

Michigan LETRS®
Science of Reading
Professional Learning Course

Empowering Michigan educators to improve student literacy through evidence-based professional learning

As part of Public Act 144 of 2022, the Michigan Department of Education is excited to extend the science of reading professional learning initiative.

The Michigan LETRS Science of Reading Professional Learning Course will provide sustained and job-embedded professional learning about the science of reading, at no cost to educators. These impactful courses are based on Lexia's LETRS (Language Essentials for Teachers of Reading and Spelling) for elementary educators, LETRS for Administrators, and LETRS for Early Childhood Educators

Who is eligible to register?

Any Michigan pre-K-6 educator currently teaching in any Michigan public school or public charter school (Select Register for LETRS to sign up.)

Pre-K-12 SPED endorsed teachers (Select Register for LETRS to sign up.)

Elementary administrators, those in leadership roles, and district-level administrators (Select Register for LETRS for Administrators to sign up.)

Literacy coaches (Select Register for LETRS Accelerated Cohort to sign up.)

What are the course dates?

LETRS® is accredited by the International Dyslexia Association®

One Michigan District's LETRS Journey

The Michigan LETRS Science of Reading Professional Learning Course is part of the state's comprehensive plan to apply millions of dollars in federal relief to improve student literacy. The LETRS course of study gives teachers the skills they need to teach language and literacy to every student, even those with reading challenges like dyslexia.

Participation is on a first-come, first-served basis so reserve your seat now. Participants will earn valuable CEUs or PLUs!

What is LETRS?

Developed by Dr. Louisa Moats and leaders in the field of literacy, LETRS teaches the skills needed to master the foundation and fundamentals of reading and writing instruction-phonological awareness, phonics, fluency, vocabulary, comprehension, and written language.

LETRS professional learning for elementary educators is an investment in teachers' literacy knowledge and professional practice. Teachers gain essential knowledge to master the fundamentals of literacy instruction required to transform student learning.

LETRS for Early Childhood Educators professional learning provides deep knowledge of literacy instruction for the youngest learners. The more children know about language and literacy before they begin kindergarten and first grade, the better equipped they are to succeed in literacy learning and beyond.

LETRS for Administrators equips instructional leaders to create systems and structures in their schools and districts to achieve high levels of academic performance and growth in literacy.

Rané Garcia

Director of Diversity, Equity, & Inclusion

Michigan Department of Education

Shelly Proebstle

Michigan Department of Education

Kimberly St. Martin, Ph.D.

Assistant Director, Michigan's MTSS

Technical Assistance Center

"Teachers are the most important factor in student success. Informed teachers can explain language to students, including sounds, spellings, and word meanings that might be confusing. They use lessons based on reading science and understand the process of learning to read and write. Research proves it. Science matters."

Louisa Moats, Ed.D., Author of LETRS

Resources

A host of resources related to LETRS, the science of reading, and Structured Literacy is available to give you additional insight.

How Can We Help?

State Contact

Kellie Flaminio

Early Literacy Grant Coordinator

Office of Educational Supports
Michigan Department of Education

Lexia Contacts

Brandie Turner

State Professional Learning Solutions Account Executive

Jamie Bouchelle

LETRS State Success Manager

A Cambium Learning® Group Brand

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LETRS professional learning for Michigan Pre-K-3 educators!

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Empowering Michigan educators to improve student literacy through evidence-based professional learning As part of Public Act 144 of 2022,...

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Deon Butler - Learning to Read: The HOW and WHY of my Journey

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Deon Butler - Learning to Read: The HOW and WHY of my Journey

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Structured Literacy Session 1: The Who, What, How and Why of Structured Literacy

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Structured Literacy Session 1: The Who, What, How and Why of Structured Literacy

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Structured Literacy Session 1: Who, What, How, and Why of Structured Literacy

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Structured Literacy Session 2: Phonemic Awareness and Phonics for Effective Instruction

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Structured Literacy Session 2: Phonemic Awareness and Phonics for Effective Instruction

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Structured Literacy Session 2: Phonemic Awareness & Phonics for Effective Instruction

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Structured Literacy Session 3: Foundational Writing Skills: Handwriting and Spelling

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Structured Literacy Session 3: Foundational Writing Skills: Handwriting and Spelling

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Structured Literacy Session 3: Foundational Writing Skills: Handwriting and Spelling

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Structured Literacy Session 4: Supporting Comprehension with Sentence-Level Writing

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Structured Literacy Session 4: Supporting Comprehension with Sentence-Level Writing

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Structured Literacy Session 4: Supporting Comprehension with Sentence-Level Writing

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Misunderstandings of the Science of Reading

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Misunderstandings of the Science of Reading

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Identifying and Teaching Students with Significant Reading Problems

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Identifying and Teaching Students with Significant Reading Problems

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Essential Coaching Practices for Elementary Literacy

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Essential Coaching Practices for Elementary Literacy

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Structured Literacy Session #5: Vocabulary and Morphology - Essential for Comprehension

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Structured Literacy Session #5: Vocabulary and Morphology - Essential for Comprehension

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Structured Literacy Series Session 5: Vocabulary and Morphology - Essential for Comprehension

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Sort by topic (Literacy, Literacy: Elementary, Literacy: Intermediate, Literacy: Secondary, Advanced Tiers, etc.)

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IES Practice Guide Module Videos: Providing Reading Interventions for Students in Grades 4-9

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IES Practice Guide Module Videos: Providing Reading Interventions for Students in Grades 4-9

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Providing Reading Interventions for Students in Grades 4–9 (REL SW-PRISMS)

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These videos are part of modules within the REL Southwest Toolkit entitled Providing Reading Interventions for Students in Middle School (PRISMS). Each video…

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MDE K-12 Literacy & Dyslexia Law Website

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MDE K-12 Literacy & Dyslexia Law Website

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Early Literacy - Read by Grade Three Law

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In March 2026, MDE will open an evidence-based Tier 1, class-wide elementary reading curricula RFS that will remain open until September 30, 2026. MDE will conduct reviews of submissions and update the lists using the following schedule: