Applying a Systematic Approach to Intervention Within an MTSS Framework, Cosey, Summer 2024

Course Number:	EDU 5710 S24
Instructor:	Allison Cosey, M.S./C.A.S.
Location:	Online
Dates and Times:	June 18 – July 9, 2024. Zoom meetings on Tuesdays from 9:00 am - 12:00 pm. The remainder of the course is asynchronous using Canvas.
Credits:	3 Graduate Credits
Tuition:	$1,195

Course Description

Tiered intervention practices have been brought to the forefront in Vermont’s education system. Act 173 and VTmtss have thoughtfully brought change to systems throughout the state to meet the needs of our struggling students. These changes have forced educators and systems to engage in a variety of learning around new programs, curriculums, teaching methods, time management, and how to effectively serve our students within an ever-changing world. This course aims to look at intervention practices through a problem-solving approach from start to finish. Beginning with screening for needs to identify specific skill deficits and moving into designing interventions, we then move onto how to make needed changes to plans, what and how to progress monitor, how to interpret the data, and the most important part- what does this all mean for our students? We will take a comprehensive look at how an intervention is formulated, carried out with integrity, and how the data that is collected can support decision making. Students will walk away from this course with an understanding of how to develop and carry out an intervention plan that aligns with VTmtss and Act 173.

Audience: All educators K-8; classroom teachers, academic interventionists, EST coordinators, school counselors, school psychologists, special educators, administration, and anyone who is hoping to better understand how to put intervention practices into place.

Course Goals & Objectives

Course Goals:

Understand how to identify academic and social-emotional skill deficits through universal screening measures
Understand how to develop an intervention plan and make goals based on evidence-based practices
Understand progress monitoring data and how to use that data to inform decision making
Understand how to intensify interventions using various methods
Be able to apply a problem-solving approach to students in need of intervention supports through a case study

Course Objectives:

Students will be able to identify methods used in their schools/districts or that they have researched independently to identify skill deficits at a universal level.
Students will be able to develop an intervention plan based on an identified skill deficit.
Students will be able to make a goal and identify progress monitoring tools to track that goal through a SMART goal format.
Students will have an understanding of rate of improvement in identification of specific learning disabilities.
Students will be able to identify ways to intensify an intervention based on lack of response to the current intervention plan.

Course Schedule:

Live online meetings will take place on the following dates from 9:00am-12:00pm

June 18th

June 25th

July 2nd

July 9th

Instructor

Allison Cosey, M.S., C.A.S.

Allison graduated from the University at Albany in 2016 with a Master's in Educational Psychology and Methodology and in 2018 with a Certificate of Advanced Study in School Psychology. Since then, she had made her career and home in Vermont, currently working in Slate Valley Unified School District. In addition to the traditional assessment role of a school psychologist, she has worked alongside district administration in the reshaping of the school's MTSS/EST systems. She found a passion early on in her studies in the area of early intervention of learning and social-emotional needs and continues to pursue this area in hopes to help more students feel successful in school and in life.