SLPs: Making Sense of MTSS – A System of Supports for ALL Students

Discover how speech-language pathologists can make a meaningful impact within a Multi-Tiered System of Support (MTSS). This session covers MTSS essentials, the SLP’s role at every tier, and real-world strategies to boost collaboration, overcome barriers, and enhance language outcomes for all students.

Explore Course

This course equips speech-language pathologists to effectively support language development within a Multi-Tiered System of Support (MTSS). Participants will learn MTSS fundamentals, explore the SLP’s role across all tiers, and apply practical strategies to overcome barriers, foster collaboration, and improve student outcomes.

Registration includes a copy of our "Maximizing SLP Impact Through MTSS" practice implementation handout.

Presenters

Trish Geraghty
M.Ed.
Trish Geraghty, an accomplished educational leader with 20+ years of experience, excels in curriculum development, instructional design, and professional development. Her proven track record includes successful support for schools, districts, educators, and students. Committed to ensuring universal access to high-quality learning, Trish is a visionary advocate for inclusive education. Her innovative approach to curriculum development reflects a keen understanding of evolving standards. Trish's transformative influence extends beyond traditional boundaries, actively contributing to the broader advancement of education. A catalyst for positive change, she inspires excellence in others, shaping the future of education through unwavering commitment and visionary leadership.
Amy Anson
M.S. CCC-SLP
Amy Anson is a veteran speech-language pathologist with 27 years of experience. After earning her master's degree from the University of Utah in 1997, she has worked with populations ranging from preschool children to adults. Throughout her career, she has held several leadership roles, including leading a large team of school-based speech-language pathologists, serving as president of the Arizona Speech-Language-Hearing Association, and working as a special education director for three years. Additionally, she has shared her expertise by teaching in a speech-language pathology assistant (SLPA) training program and serving on the advisory board at the college level.

Learning Objectives

Describe the core components of a Multi-Tiered System of Support (MTSS) and how it aligns with equitable, whole-child practices.
Identify specific ways speech-language pathologists can contribute to language development supports across all MTSS tiers.
Apply evidence-based strategies to address common barriers and enhance collaboration within MTSS teams.

Agenda

7 minutes	Welcome & MTSS Foundations
13 minutes	Why MTSS Matters for SLPs
15 minutes	SLP Roles Across the Tiers
12 minutes	Barriers and Practical Solutions
8 minutes	Making It Real: Scenarios
5 minutes	Wrap-Up & Call to Action

Disclosures

Financial Disclosures:	Trish Geraghty is receiving compensation for this course. Amy Anson is receiving compensation for this course.
Non-Financial Disclosures:	Trish Geraghty has no non-financial relationships to disclose. Amy Ansonhas no non-financial relationships to disclose.
Content Disclosures:	Trish Geraghty has no additional content information to disclose. Amy Anson has no additional content information to disclose.

ASHA

This course is offered for .1 ASHA CEUs, Introductory Level, Professional Area

To earn ASHA CEUs you must complete the courses by viewing them, provide course feedback, pass the exams with a score of 80 or more, provide your ASHA credentials, and confirm submission.

SLPs: Making Sense of MTSS – A System of Supports for ALL Students: $29.00
Discover how speech-language pathologists can make a meaningful impact within a Multi-Tiered System of Support (MTSS). This session covers MTSS essentials, the SLP’s role at every tier, and real-world strategies to boost collaboration, overcome barriers, and enhance language outcomes for all students. Includes access to the recorded course and optional ASHA reporting.