Research suggests that most reading failure can be prevented in the primary grades through early screening, effective instruction, and intensifying intervention as needed – the central elements of the Multi-Tiered Systems of Support (MTSS) approach to educational service delivery. However, many elementary schools fail to realize the critical role of classroom reading instruction as the key contributor to the power of prevention. When too many students are at risk, even well-resourced intervention systems are quickly overwhelmed and it becomes difficult to provide intensive intervention. This session will explore how universal screening data can be used for focusing on student needs and designing a universal system of reading support that reduces risk, increases intervention effectiveness, and improves reading outcomes for all students.

Participants In This Session Will Learn

• To understand MTSS as the coherent framework for implementing the science of reading and integrating reading initiatives across general and special education systems in elementary schools
• To view classroom reading instruction as primary prevention of reading failure
• To state the purposes of assessment within MTSS, how to select tools for each purpose, and how to use assessment data in the collaborative problem-solving model
• To explore variables related to improving the effectiveness of the Tier 1 system including instruction, curriculum, scheduling, grouping, teacher knowledge and service delivery

 Best People For This Session

Educators working in K-3

• School Psychologists
• Principals
• District Administrators
• Reading Specialists
• Coaches
• Classroom Teachers