Videos

Students have a 75% chance of dropping out of school if they miss two or more days of school a month, or their behavior is interfering with school success, or they fail English Language Arts or math. This session is an overview of the State Systemic Improvement Plan (SSIP) to increase graduation rates for students with disabilities. The benefits of using an Early Warning System (EWS) and other effective strategies/resources will be presented to support students who are off-track for graduation.

The elementary and secondary R-TFI provides school leadership teams with Tier 1 actionable data and multidisciplinary teams with advanced tier (Tiers 2 and 3) actionable data to continuously improve implementation efforts for the reading components of an MTSS framework. This session is designed for schools contemplating using the R-TFI to inform implementation planning. Guidance will be provided for which items to prioritize if schools are either getting started implementing the reading components of an MTSS framework or continuously improving implementation efforts. Coaching resources will also be provided.

Providing comprehension instruction that is systematic and meets students’ individual needs is difficult. With an overwhelming number of research-based reading comprehension strategies available, it is often a daunting task to select strategies and plan instruction that will be effective for improving students’ comprehension. In this session, participants will learn frameworks for creating intentional comprehension lessons that will support students in constructing deep and meaningful representations of texts. We will focus on three areas which have been shown to positively impact comprehension including knowledge building, vocabulary acquisition, and inference generation. We will also cover solutions to common roadblocks for implementing effective comprehension instruction. Literacy educators will leave the session with practical research-supported strategies and essential resources to add to their comprehension teaching toolbox.

Traditional service delivery models have focused on removing students receiving specially designed instruction from their general education context, curriculum, and peers. This traditional model is ineffective and inequitable. To equip schools to develop inclusive service delivery models, this session focuses on several conceptual and practical resources that guide practitioners in re-thinking how services are provided to students within all tiers of instruction in a more equitable and inclusive manner.

In this interactive question-and-answer session, a diverse panel of educators will share their experiences in improving equity in learning environments and ensuring equitable access, opportunities, and belonging through school-wide systems of support.

Response to Intervention (RTI) is a data-based approach to the early identification and support of students with learning and behavioral needs. Learners who receive RTI are provided with interventions that increase in difficulty to expedite their learning. In order to best serve students, it is imperative that many different types of school personnel understand how to implement RTI and what to do with the data. For example, speech language pathologists, school psychologists, general educators, special educators, and more can serve as a collaborative team who work together to effectively support RTI in the school. Similar to RTI in that it seeks to meet the needs of all students, Universal Design for Learning (UDL) provides multiple avenues for engagement, representation, action and expression in the classroom to support the diversity of learners. This panel will discuss how school personnel can work to advocate for the intersection of RTI and UDL so that learners of all ability levels can be supported in an inclusive and cohesive learning environment. Response to Intervention (RTI) is a data-based approach to the early identification and support of students with learning and behavioral needs. Learners who receive RTI are provided with interventions that increase in difficulty to expedite their learning. In order to best serve students, it is imperative that many different types of school personnel understand how to implement RTI and what to do with the data. For example, speech language pathologists, school psychologists, general educators, special educators, and more can serve as a collaborative team who work together to effectively support RTI in the school. Similar to RTI in that it seeks to meet the needs of all students, Universal Design for Learning (UDL) provides multiple avenues for engagement, representation, action and expression in the classroom to support the diversity of learners. This panel will discuss how school personnel can work to advocate for the intersection of RTI and UDL so that learners of all ability levels can be supported in an inclusive and cohesive learning environment.

95. MLL with Disabilities and Translanguaging: A Winning Approach Towards Academic Success Translanguaging is a beneficial practice for students with disabilities who often have very varying abilities. The flexibility in language practices afforded by translanguaging enables the teacher to meet students where they are at, and allows them to adjust their language, literacy, and cognitive loads to meet the needs and strengths of students with disabilities. This session will look at the intersection of academic progress and language acquisition for students with disabilities and how translanguaging assists students in advancing in both areas.

Foundations of Secondary Formative Assessment: Strategies that support relationships and student outcomes.

This session focuses on enhancing student success at Tier 1 through the strategic optimization of Assistive Technology (AT) supports within secondary classrooms. As educational teams strive to provide inclusive and effective learning environments, the integration of AT tools becomes paramount. This session delves into the practical approaches, benefits, and challenges of leveraging AT support to meet diverse student needs. Participants will gain a well-rounded understanding of the benefits of Assistive Technology supports in secondary classrooms and will be equipped with actionable strategies to optimize their implementation, ultimately leading to increased student success at Tier 1.

Even the best evidence-based practices need to be used at the right time to improve learning. It is not as simple as good instruction vs. bad instruction. The right instruction at the right time is necessary for improved academic outcomes. In this session, we will help teachers sort their instructional practices by stages of learning so they can be matched to students’ needs.