Social, Emotional, Behavior Pathways: Our Journey
Join us in our journey of developing Multi-Tiered System of Supports (MTSS) social, emotional, & behavior pathways. Our pathways include: screening/assessment procedures, multiple tier levels, diagnosis criteria, tier focus, tier level interventions, progress monitoring, and time frame and certification for progress. The challenges we were facing with student behaviors made evident the need to develop a system of supports for students to address social, emotional, and behavioral learning in addition to academic learning. These were developed to mirror our academic pathways with tiers of support and interventions. We will share our development process, how information was rolled out to staff, and lessons learned along the way. Resources will be shared to assist schools in their own journey to develop a system to support all learners.
Michael Kaiser, M.Ed., is the 7-12 Principal at Grafton Public Schools. Michael oversees the MTSS program and its implementation at the junior high and high school level to provide all students with the best opportunities to succeed academically and behaviorally in school. As the school leader, he works to support both teachers and students by outlining evidence-based instruction and interventions while ensuring appropriate access to resources and supports. He also collaborates with the school team to create an MTSS system that can be implemented with fidelity, is sustainable over time, and utilizes data-based decision making. Prior to becoming a school administrator, Michael was a 7-12 science instructor.
Jackie Midgarden, M.S., is the Multi-Tier System of Supports (MTSS) Coordinator and PreK-2 Instructional Coach with Grafton Public Schools. Jackie coordinates MTSS staff development activities for the school district. She provides training, consultation, and support to school administrators and staff to facilitate implementation of the MTSS framework. MTSS activities focus on high-quality instruction and interventions matched to student need, data based decision making; and fidelity of MTSS implementation. Prior to the joining Grafton Public School System she was a speech language pathologist.
Jill Olson, PhD., currently serves as the elementary principal at Century Elementary School in Grafton, ND. She promotes a shared leadership approach in her school and strives to foster opportunities for continuous learning and growth for students and staff. She is passionate about the development of social, emotional, and behavior pathways because of the high needs and risk-factors impacting students and families within the district. The MTSS teams aims to provide the framework, training, and support for staff so they feel equipped to meet the academic and behavioral needs of all students. Jill has 18 years of teaching experience which includes middle school Title I reading, elementary classroom, elementary reading coach, curriculum director, and middle school principal.
Toni Votava, M.S., is a Special Education Teacher and Behavior Consultant in the Grafton Public School system. She has served students with varying developmental abilities age 3 through Grade 4. Mrs. Votava provides case management and educational support to students with varying developmental abilities. In addition, she works to assist teachers and other staff members with interventions and approaches to increase student success when dealing with difficult behaviors. She collaborates with team members to increase the understanding and interventions available to classroom teachers in order to implement classroom management and behavior modification strategies within the elementary school setting.