Online Learning

/Online Learning
Online Learning 2018-11-28T11:55:51+00:00

Online Learning is currently one of the Teaching and Learning Opportunities offered by the Illinois MTSS Network. We have partnered with Center for the Advancement and Support of Educational Initiatives at Illinois State University to offer our trainings through OnlineIMPACT.

OnlineIMPACT is a web-based professional learning program for K-12 teachers and administrators in Illinois.  It offers workshops that help educators stay apprised of new and emerging educational trends and develop new skills that will foster continued success in the classroom. Convenience and cost effectiveness are among the many benefits to this type of learning environment. This “anytime, anywhere” access to professional development opportunities provides a more flexible approach to learning that’s designed to fit any schedule.  And, because workshops are offered virtually, participants save time and money.  The Illinois MTSS Network is excited to Partner with the Center for the Advancement and Support of Educational Initiatives to bring you the following teaching and learning opportunities.

Catalog of Trainings by Content Area

COACHING Series Information

Millions of dollars are spent annually on professional learning; current research indicates that it provides little to no impact on student achievement or adult behavior change. One evidence-based practice (EBP) that turns the curve from ineffective to effective professional learning is coaching. Coaching as an EBP increases the likelihood that the knowledge, skills, and dispositions acquired during professional learning opportunities will be implemented and sustained. The coaching modules in these series highlight the essentials of coaching as an EBP and support the practical application of concepts to implement a coaching system.

DATA Series Information

The purpose of the online learning Data Series’ is to inspire schools and districts to commit to a continuous school improvement framework that will result in improving teaching for every teacher and improving learning for every student through the comprehensive use of data.  When schools and districts use a framework for continuous school improvement, along with comprehensive data analysis, they understand how they are getting their results – what is working and what is not working – and move away from a singular focus on compliance toward a commitment to continuous improvement.  This learning will be accomplished in three series: Leading a Culture of Effective Data Use, Engaging in Data-Based Problem Solving, and Engaging in Planning to Reach the Vision.

EARLY LITERACY Series Information

This professional learning series focuses on using research to inform literacy instruction. Specifically, this series focuses on addressing the question: “What Do We Know About Best Practices for Early Literacy Instruction?” Within this series, we respond to questions educators frequently ask when planning for and providing effective literacy instruction. The focus of these modules is research – what research tells us about literacy knowledge and skills, and what it tells us about implementing effective reading instruction for All students.

FAMILY Series Information

This is a series of learning opportunities and tools developed to support parents/families in actively partnering with their school districts and participating
in the educational decision-making process for their child/children.


Implementation Drivers are key components of capacity and infrastructure that influence a program’s success. They are the core components needed to initiate
and support classroom, building, and district level change as well as create an enabling context for the new ways of work. When integrated and used collectively, these drivers ensure high-fidelity and sustainable program implementation.


This learning series presents the critical components of Schoolwide Positive Behavior Support (SWPBS). The series is comprised of six modules addressing major topic areas: Overview of SWPBS, Building Leadership, Behavioral Expectations, Teaching System, Acknowledgement System, and Discipline System. Individual mini-modules in each topic area focus on key components of developing a SWPBS system.  It is recommended that members of a building leadership team meet after each module to complete valuable application activities.

OTHER Series Information

Trauma Informed Practices

  • Childhood Trauma – Consequences for the Brain

In this four-part series, participants will be introduced to the concept of developing a trauma-informed lens to view student behavior in the school setting. Participants will learn how traumatic experiences can impact a child’s brain development and health. The Adverse Childhood Experiences (ACEs) study will be explored, and participants will learn about the long-term health implications of childhood trauma. Participants will also explore case-study examples to identify ways in which traumatic experiences can affect student academic performance and behavior in the classroom.