Videos

MTSS is a framework grounded in data-based decision making. When MTSS teams evaluate office discipline referrals, special education identification, access to advanced placement courses, the ability to disaggregate data becomes imperative. Without this process, decisions and actions may lead to misinterpretation and missing the voices and experiences of historically underserved learners. This session will focus on methods of disaggregating data and how it informs equitable practices, inclusivity and spaces of belonging.

Creating comprehensive inclusive education programs for students with disabilities happens when a student’s educational program focuses on the learning opportunities in general education (Tier 1) across the whole day and specially designed instruction to support individual learning needs across all tiers of MTSS. This session covers the process of creating a comprehensive inclusive education program beginning with a vision for the student, developing an IEP that is grounded in participation in Tier 1 instruction, using the Everyday-at-a-Glance tool to integrate a student’s IEP goals with the general education schedule, team collaboration and co-planning, and data collection.

71. So Much Data, So Little Time! Assessing Your Core AND Tiered Supports within an MTSS Framework We often find ourselves challenged not by the amount of data, but how we efficiently use that data to know what's working and what's not in our schools. Does this sound like you? If so, join this session to learn about ways to capitalize on your use of existing PVAAS and other K-12 data across your tiered supports within an MTSS framework. Discussions will focus on key data from multiple sources, with an emphasis on PVAAS diagnostic reporting, that can inform your decisions about how to best allocate resources and assess if both your core instruction and your tiered supports are supporting the intended outcomes of student achievement and growth. Time will be allotted for participants to review their own LEA/district and school data with this perspective in mind.

This session focuses on the critical aspect of enhancing the quality of school psychological services by addressing the persistence of ineffective or outdated practices. By examining the challenges associated with maintaining low-value practices and implementing strategies to discontinue them, this session aims to empower school psychologists with evidence-based approaches to streamline their interventions, optimize resource allocation, and ultimately improve outcomes for students. Attendees will gain insights into identifying, assessing, and phasing out practices that no longer align with best practices, thereby fostering a culture of continuous improvement and evidence-based decision-making within the field of school psychology.

Social-emotional development, executive functioning skills, and foundational knowledge about literacy and mathematics contribute to the success of all students as they transition from preschool to elementary school. This session is intended to support educators, program directors, educational coordinators, and parents/caregivers working with preschool/Kindergarten students. In this session, we’ll connect research to practice as we focus on methods to improve vocabulary, letter knowledge, print recognition, and comprehension instruction to support young learners.

The elementary and secondary R-TFI 2.0 provides schools with a tool to assess the reading components of a Multi-Tiered System of Support (MTSS) framework. Its purpose is to provide a roadmap for teams to strengthen reading support for all learners within a tiered delivery system, including students with disabilities. This session provides participants an overview of the R-TFI and the data, systems, and evidenced-based reading practices that are critical for MTSS implementation.

The co-development of conceptual knowledge and procedural knowledge leads to mathematical proficiency. What is conceptual knowledge? What is procedural knowledge? How can we provide instruction that promotes the co-development of both forms of knowledge? The focus of this sessions is to identify the instructional tactics educators can provide that will promote students mathematical reasoning and procedural proficiency.

In this talk I will discuss what we know about instructional strategies for students with Developmental Dyscalculia. I will provide a detailed overview of recommendations from research for how to help children with mathematical learning difficulties compensate for and overcome their difficulties.

A great deal has been written and promoted on the use of collaboration in school settings. Recent research and evidence-based practices around collaboration focuses not just on the collaboration but specifically on the intersection of collaboration and the content of that collaboration. This session will identify and discuss when collaboration is likely to improve student outcomes and when it is not. In addition, we will discuss the very recent research on the relationship between problem-solving teams and student outcomes. A great deal has been written and promoted on the use of collaboration in school settings. Recent research and evidence-based practices around collaboration focuses not just on the collaboration but specifically on the intersection of collaboration and the content of that collaboration. This session will identify and discuss when collaboration is likely to improve student outcomes and when it is not. In addition, we will discuss the very recent research on the relationship between problem-solving teams and student outcomes.

This session will provide participants with an overview of CICO, steps for developing a CICO system for your school, considerations for implementation, and strategies for troubleshooting. Procedures for running effective Tier II meetings will also be discussed. Example decision-making criteria and products will be provided.