Association of School Psychologists of Pennsylvania (ASPP)
Event Description
Title: Integrated Multi-Tiered Systems of Support and the Role of the School Psychologist
Date/Time: Wednesday March 4th 8:30-10:00am Virtual
Presenter: Dr. Timothy Runge, NCSP
1.5 hours of Act 48, PSYCH, and NASP CPD are available
Cost: $10 (Cost covers the processing of Act 48 hours, PSYCH, and NASP CPD)
Session Description:
Schools often implement fragmented academic and/or social-emotional-behavioral Multi-Tiered Systems of Support (MTSS) frameworks despite evidence suggesting that an Integrated MTSS (I-MTSS) model is more effective and efficient. This session will examine the essential components of I-MTSS, including the integration of evidence-based academic, behavioral, and social-emotional instruction and interventions, a continuum of assessments, and data-based decision-making processes across the tiers. Further, district and building-level leadership, infrastructure, professional development, and continuous improvement processes will be reviewed. The integral role of the school psychologist – as a systems-level change agent – will be highlighted. Attendees will identify practical actions they can take within their own contexts to move I-MTSS implementation forward.
Objectives:
Attendees will:
Brief bio - Runge: Bio:
Timothy J. Runge, PhD, NCSP, is an Educational Consultant with the Pennsylvania Training and Technical Assistance Network, Central. He is the co-lead of the Multi-Tiered Systems of Support (MTSS) initiative and serves on the Learning Engagement and Environment and School Psychology – Response to Intervention (RTI) initiatives. Dr. Runge was previously a school psychologist in public schools and a school psychology faculty member at Indiana University of Pennsylvania. His interests include integrated MTSS frameworks; measurement of RTI; the use of RTI for the identification of specific learning disabilities; equitable practices in school systems; school-based behavioral health; and comprehensive school psychological services.
Date/Time: Wednesday March 4th 8:30-10:00am Virtual
Presenter: Dr. Timothy Runge, NCSP
1.5 hours of Act 48, PSYCH, and NASP CPD are available
Cost: $10 (Cost covers the processing of Act 48 hours, PSYCH, and NASP CPD)
Session Description:
Schools often implement fragmented academic and/or social-emotional-behavioral Multi-Tiered Systems of Support (MTSS) frameworks despite evidence suggesting that an Integrated MTSS (I-MTSS) model is more effective and efficient. This session will examine the essential components of I-MTSS, including the integration of evidence-based academic, behavioral, and social-emotional instruction and interventions, a continuum of assessments, and data-based decision-making processes across the tiers. Further, district and building-level leadership, infrastructure, professional development, and continuous improvement processes will be reviewed. The integral role of the school psychologist – as a systems-level change agent – will be highlighted. Attendees will identify practical actions they can take within their own contexts to move I-MTSS implementation forward.
Objectives:
Attendees will:
- Describe Integrated Multi-Tiered System of Supports (I-MTSS)
- Identify integrated instruction and interventions practices
- Identify integrated assessments practices
- Identify integrated data-based decision-making process and procedures
- Identify infrastructure to support I-MTSS
- Examine school psychologists’ role in I-MTSS
Brief bio - Runge: Bio:
Timothy J. Runge, PhD, NCSP, is an Educational Consultant with the Pennsylvania Training and Technical Assistance Network, Central. He is the co-lead of the Multi-Tiered Systems of Support (MTSS) initiative and serves on the Learning Engagement and Environment and School Psychology – Response to Intervention (RTI) initiatives. Dr. Runge was previously a school psychologist in public schools and a school psychology faculty member at Indiana University of Pennsylvania. His interests include integrated MTSS frameworks; measurement of RTI; the use of RTI for the identification of specific learning disabilities; equitable practices in school systems; school-based behavioral health; and comprehensive school psychological services.