Presenters: Jean Blosser, EdD, CCC-SLP & Nancy Robinson, PhD, CCC-SLP
– B.B., prior course participant
Do you find yourself "losing steam" when striving to individualize services for students in your school-based program? Providing a range of service delivery options for students with a wide variety of disabilities requires a new way of thinking. Don’t be derailed by tunnel vision!
MTSS offers an opportunity for district-wide focus on school improvement that results in access to the curriculum and inclusion for all students. While definitions of MTSS can vary from state to state, MTSS is essentially a comprehensive framework for identifying students who need support, making data-driven decisions, implementing research-based interventions aligned to needs, monitoring student progress, and involving stakeholders.
MTSS applies the components of Response to Intervention (RTI) and Positive Behavior Intervention Supports (PBIS) in a continuum of support for all students in a school-wide and/or district-wide program that includes three tiers: 1) universal support for all students, 2) supplemental support for some students, and 3) intensified support for a few students.
This course explores the basic elements of MTSS and implications for SLP practice. Working within the MTSS framework offers a new paradigm for service delivery that can help you address everyday challenges.
Strategies are suggested for matching each student with the right instruction and intervention, the right service delivery, and the right provider. This evidence-based approach highlights methods and tools for communicating, coordinating, and collaborating.
Course is offered for 0.2 ASHA CEUs – 2 Contact Hours.
Course Overview – Run Time: 2:00:01
– M.D., prior course participant
The content of this online CE course does not focus exclusively on any specific proprietary product or service. Presenter financial and non-financial disclosures may be found in the Presenter & Disclosures area.
Video PowerPoint presentation with author narration & downloadable handout. Stop and re-start the course at any point. Learners retain access to course content after completion for ongoing reference and review.
"The pre-requisites to working with teachers were beneficial to discuss. I liked the examples of resources." N.M. (Feb. 2024)
"Discussing steps 1-5... which can be done by building relationships was helpful. I enjoyed the context for why MTSS was developed." H.H. (Feb. 2024)
"Beneficial implementation strategies and examples. The handout was very helpful and will be a great resource!" E.R. (Feb. 2024)
"MTSS and collaborating with special education teachers, PTs, OTs, IAs on IEP goals and ways to implement strategies in the classroom. I liked being able to pause the course as needed." M.C. (Feb. 2024)
"Discussing how to implement was beneficial. The course was very informative." L.D. (Feb. 2024)
"Better understanding now of the MTSS model and examples of how we as SLPs can fit within the model. I liked the specific examples." L.M. (Dec. 2023)
"Practicing inclusion and promoting MTSS across all domains. I liked the data behind the movement to MTSS." A.G. (Nov. 2023)
"I liked the talk about varying service delivery models. And the charts to rate and think about my current MTSS program." C.G. (Nov. 2023)
"Examples of the specific tiers were beneficial. I liked the visuals." J.A. (Nov. 2023)
"This course was very informational. Discussing the framework of MTSS was beneficial." O.B. (Oct. 2023)
"Implementation of MTSS strategies within the classroom was helpful. The information was easy to listen to, and the instructors were thorough." M.B. (Oct. 2023)
"Collaborative practices and classroom-based services. I liked that my school is doing many of the suggested steps." N.P. (Sep. 2023)
"I liked the information on the tiered support and a clear definition of tier 1-3 support. This course gave a good overview of the MTSS process." J.M. (Sep. 2023)
"Team approach and scheduling/delivery options (eventually reduce and generalize) were beneficial topics. I liked the overall intro into MTSS." K.H. (Sep. 2023)
"The specific ways SLPs can work with teachers were helpful. I liked the examples the presenters gave." K.S. (Aug. 2023)
"The discussion of collaboration was beneficial." V.M. (Aug. 2023)
"Specific examples for interventions were helpful." J.B. (Aug. 2023)
"Collaboration ideas with teachers were beneficial. I liked I could go at my own pace." S.G. (Jul. 2023)
"The MTSS examples were helpful. I liked the examples for different age groups." L.G. (Jul. 2023)
"Ideas for scheduling and thinking about service delivery were beneficial. I liked the way this course helped to frame MTSS and how to think about it for my practice." K.S. (Jun. 2023)
"The discussion on really providing classroom-based services, training, and co-teaching with colleagues was helpful and reinforcing for me." M.C. (Jun. 2023)
"Concise and to the point. Collaborating with teachers, reading specialists and other special area teachers on how to implement speech/language into lessons was beneficial." K.J. (Jun. 2023)
"I liked the slides describing the language and communication needs of children in the classroom and ways to collaborate with and support teachers in a teamwork approach." A.M. (Jun. 2023)
"The topic of dosage of services probably helped me the most. This discussion also helped nudge me to collaborate more with the reading specialists in our school. I am certain we could benefit from finding ways to work together! The presenters did a really nice job organizing the course around a theme. This course kept me engaged." L.K. (Jun. 2023)
"Specific examples on how to implement this framework into SLP practice. The 6 steps of collaboration were beneficial." K.C. (Jun. 2023)
"Discussion of different ways to collaborate with classroom teachers was beneficial." H.M. (Jun. 2023)
"I liked the delivery models and case studies." C.S. (Apr. 2023)
"The topic of how SLPs fit within the MTSS framework was beneficial. I liked the examples of MTSS being used in real schools." D.L. (Apr. 2023)
"Learning how to view your caseload differently and looking at the caseload using the MTSS model was beneficial. I have the presentation notes to review when I am working towards understanding and using the MTSS more with my caseload, teachers, and collaborators." H.O. (Mar. 2023)
"I liked the in-depth discussion about the stages of collaboration and reshaping my thinking of how to provide a wide range of service options and how to share responsibility for interventions and successful learning." M.D. (Mar. 2023)
"This course provided insight into re-thinking service delivery model and learning the stages of collaboration with stakeholders, i.e., teachers and other providers. It provided insight in the workload vs. caseload approach to services." M.D. (Mar. 2023)
"The discussion on the support provided in different tiers at the Urban Elementary School District level was beneficial. I liked learning at my own pace. I was able to revisit topics that I was unsure of and gain a better understanding." A.R. (Mar. 2023)
"I liked the resources and websites for further follow up." A.C. (Mar. 2023)
"This course was very organized and thorough." K.L. (Mar. 2023)
"I liked the suggestions that can be implemented in the school system. Learning tiers of support was beneficial and how they can help in the classroom." M.K. (Feb. 2023)
"Six stages of collaboration applied to MTSS were beneficial. I liked the pace, presentation, and the handouts." M.C. (Feb. 2023)
"Practical examples and opportunities for self-reflection. I liked discussion of SLP role." A.P. (Jan. 2023)
"Knowledge that someone appreciates the usefulness of Speech Pathologists." L.L. (Jan. 2023)
"Good resources. I liked the charts." K.T. (Jan. 2023)
"I liked the classroom observation and subsequent teacher consultation. Good visuals (i.e. 3 tiered pyramid)." S.S. (Dec. 2022)
"Course was informative. The strategies and approaches were beneficial." K.S. (Dec. 2022)
"Learning implementation - seeing what MTSS could look like in my school." C.R. (Nov. 2022)
"Learning how our field can implement MTSS in varying circumstances was beneficial." M.S. (Nov. 2022)
"I liked the information regarding the 6 stages of collaboration. Course contained a lot of helpful information concerning various tiers of support and need as well as ideas of how to change service delivery location and method." C.B. (Nov. 2022)
"Loved the visuals which helped clarify the information." G.J. (Oct. 2022)"Easy to understand and concise presentation. I have tried to be a part of my school's MTSS team for the past year. This course gives me more support to be a part of the planning and implementation of it all." B.B. (Oct. 2022)
Jean Blosser, EdD, CCC-SLP, is passionate about creating systems in our schools that ensure therapists and educators provide high-quality, outcomes-based services for children with disabilities. To Jean, collaboration is essential! Jean is an entrepreneur, professor, innovator, author, teacher, researcher, and leader in school-based services. She has held leadership positions in schools, universities, professional organizations, and business. Throughout her career, she has mentored hundreds of aspiring school-based therapists, encouraging them to be innovative, to coach, and to collaborate with their education partners and families, to make services educationally relevant and meaningful to children so they can participate and succeed in their classrooms.
As President of Creative Strategies for Special Education, she provides consulting services nationally to K-12 schools, universities, health care agencies, state departments of education, and professional associations. She loves engaging in training activities, strategic planning, program design/development/management, strategies for mentoring new professionals, and innovative instruction and intervention services for children with learning and communication disabilities.
Much of her work has focused on developing a unique, systematic approach for planning and delivering collaborative therapy services and improving student outcomes. Jean’s publications include numerous books, chapters, articles, clinical products, and resources for related services professionals, teachers, and parents including School Programs in Speech-Language Pathology: Organization and Service Delivery; Outcomes Matter in School Service Delivery; Speech Remediation: A Parents’ Guide to Understanding and Helping; Let’s Talk Today! A Calendar of 365 Daily Activities For Teaching Language Skills At Home; and Integrating the Core Curriculum into Service Delivery. She has been named a Fellow of The American Speech-Language-Hearing Association, the American Council on Education, and The Ohio Speech and Hearing Association.
Financial — Jean Blosser is presenter of online CE courses offered by Northern Speech Services; receives royalties.
Financial — Jean Blosser is creator of the "Let’s Talk Today! A Calendar of 365 Daily Activities For Teaching Language Skills At Home"; receives royalties.
Financial — Jean Blosser is the President of Creative Strategies for Special Education; ownership interests.
Financial — Jean Blosser is the author of School Programs in Speech-Language Pathology: Organization and Service Delivery published by Plural Publishing; receives royalties.
Nonfinancial — Jean Blosser has no relevant nonfinancial disclosures.
Nancy B. Robinson, PhD, CCC-SLP, is Professor Emerita at San Francisco State University in the Department of Speech, Language and Hearing Sciences in the Graduate College of Education. With her colleagues, Drs. Gloria Soto and Patti Solomon-Rice, Dr. Robinson developed graduate specialization in Augmentative and Alternative Communication (AAC) that includes a graduate certificate for SLPs and related professionals in AAC. Through a series of federal grants funded by the USDOE/Office of Special Education Programs, most recently Project AAC for ALL, Drs. Robinson & Soto have prepared SLPs and Special Educators to provide AAC services with children and youth with culturally and linguistically diverse backgrounds.
Over the course of her career, Dr. Robinson served as Interdisciplinary Training Director at the Center for Disability Studies at the University of Hawaii from 1988-1998 where she and a team of colleagues provided outreach to improve service systems for individuals with disabilities and their families in US Pacific Jurisdictions. During her time in the California State University system from 1998-2019, first at Chico State and then San Francisco State, she served as a faculty member and in several administrative roles including Interim Dean in the Graduate College of Education at SF State. Dr. Robinson co-authored of two books: Assistive Technology for Young Children: Creating Inclusive Environments with Dr. Kathleen Sadao and AAC in the Schools: Best Practices for Intervention with Dr. Gloria Soto. In 2013, she was recognized as a CSHA Fellow of the Association and in 2014, CSHA Honors of the Association.
Financial — Nancy Robinson is a presenter of online CE courses sponsored by Northern Speech Services; receives royalties.
Nonfinancial — Nancy Robinson has no relevant nonfinancial relationships to disclose.
This program is offered for 0.2 ASHA CEUs (Intermediate Level; Professional Area).
ASHA CEUs: NSS online courses are registered with ASHA and are offered for ASHA CEUs. The number of ASHA CEUs is noted above. Note that 0.1 ASHA CEU = 1 contact hour = equals 1 CEE.
ASHA CE Registry: During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.
ASHA CEUs: Attendees must meet at least one of the following conditions in order to be eligible to earn ASHA CEUs:
If an attendee is not an ASHA member or CCC holder but meets any of the above criteria, they may inform the ASHA CE Registry of their eligibility by visiting this site.
Licensing Boards: Most state licensing boards DO accept CEUs earned online (usually classified as home-study credits). Some state boards do, however, place a limit to the number of credits that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any credit limits related to home-study courses prior to registering for this course.
Additional accrediting agencies by which Northern Speech is an approved CE provider:
Course Completion Timeframe:
You have unlimited time to complete our online courses. You may log off and log on as often as you’d like to in order to complete all sections of a course.
However, completion dates are based on Eastern Standard Time. Therefore, if you need your CEUs by a certain date, be sure to complete the course test before 11:59pm EST on that date. For example, if you need CEUs before January 1st, you will need to complete the course test before 11:59pm EST on December 31st.
Access to course materials and content does not expire, even after completing the post test. You may continue to review course material by logging into your NSS account, clicking the My Online Courses tab, and then viewing your desired course.
Certificate of Completion:
On successful completion of the post test (80%), a certificate will be immediately available for download and/or printing. This certificate will include your name, date of completion (based on Eastern Time Zone, USA/Canada), and number of contact hours (CEUs / CEEs). Please note that CEUs are awarded on the date of successful test completion, not the date of course enrollment. Please ensure that you successfully complete the post test prior to any licensure renewal dates.
ASHA CE Registry Submission:
During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.
Purchase orders are currently not accepted for online orders, if you wish to submit a purchase order please do so at firstname.lastname@example.org or fax to 888-696-9655.
What is an Online Course?
Our Online Courses consist of video, audio, and/or text content and are offered for ASHA CEUs. Unlike a webinar, which requires participants to be logged on and at a computer at specific times, our Online Courses are available to you at any time, from any device, via your NorthernSpeech.com online account. You may work at your own pace and start and stop your course as you wish. Your course will conclude with a short post test. On successful completion of the post test (>80%), a printable certificate of completion is presented to you.
Northern Speech is an ASHA CE Provider and our online courses are registered with ASHA and offered for ASHA CEUs. Please note that successful completion of the online post test is required prior to the awarding of CEUs. Please contact your state licensing board for acceptance policies related to CEUs earned online. Please note that courses offered for university students are not applicable for CEUs.
Registering for an online course:
You may browse all online courses by clicking the Continuing Education tab above, then Online Courses. Once you find a course, click Enroll Now, and you will be asked to either log into your existing Northern Speech account or create a new online account. Once you’ve entered your account information and provided your credit card payment, your course will be immediately available to you.
Accessing your purchased course or returning to a purchased course:
You will be able to access your online course by logging into your Northern Speech account and then clicking the My Online Courses tab on your profile screen. Click the course you would like to start or to resume. From there, proceed through the course sections until you are ready to complete the post test. You do not have to complete your course all at once. You may log on and off as you wish.
Each online course concludes with a post test consisting of multiple choice or true & false questions. Scores of 80% or greater are required for successful course completion and awarding of CEUs. You may revisit course materials and retest as needed to achieve a passing score.
Number of CEUs offered:
We offer courses from 1 to 21 contact hours. Each course will note the number of CEUs offered. Please note that 0.1 CEU = 1 contact hour = 1 CEE.
State licensing boards and online CEUs:
NSS is an ASHA CE Provider and most state licensing boards DO accept ASHA CEUs earned online (usually classified as home-study credits). Some boards do, however, place a limit to the number of CEUs that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any CEU limits related to home-study courses prior to enrolling in an online course.
Our course formats include: text, audio, video, and PowerPoint with author narration. Each course will note the format on the course description page. Most courses include closed captioning.
Most of our online courses provide a link to download the accompanying handout as a PDF file.
Groups of 3 or more are eligible for a 20% discount on each registration on most of our online courses. To receive this discount, registrations need to be processed together via the "Group Rates" tab on the Online Course of your choice.
For our online courses to function best, we recommend that you update your computer to include the newest version of your Internet browser (Safari, Chrome, Firefox, Edge, Internet Explorer, etc.) and newest version of your computer's operating system. Also a high-speed Internet connection is recommended (cable or DSL). Speakers or headphones will be required for many of our courses as many contain audio components.
Course Cancellation Policy:
A purchased online course can be exchanged, refunded, or transferred to another individual if contact is made with NSS (via phone or email) within 30 days of purchase and the course materials have not been viewed or downloaded.
Please click here for any special needs requests, and we will do our best to accommodate them.
| Contact Us |