Breakout Sessions

1. Teaming

The unique knowledge and expertise young people have about their experience in schools is an often underutilized resource in improvement efforts, particularly as it relates to improving attendance and chronic absenteeism. Given how complex and often multifaceted chronic absenteeism is, incorporating youth voice related to root causes and desired supports can help educators collaboratively build solutions that have a greater likelihood of success.

Learning Objectives: 

1. Increased knowledge of the conditions necessary to support authentic student voice and engagement in improvement efforts

2.  Increased knowledge of tools and resources to support student voice and engagement in improvement efforts

3.  Increased knowledge of how to amplify student voice in developing strategies to improve attendance

Target Audience:

District and Building Administrators Student Services Personnel (school counselors, school psychologists, school social workers) MTSS/PBIS/SEL/Attendance Leads

2. Student assessment 101 (and 401): Using Universal Screening data across the cascade

In this session, we will define a comprehensive assessment system and focus on Universal Screening, its purpose and use. Whether you are a teacher, coach, principal or district leader, you have an important role to play in using screening data to identify students in need of more support and to review the outcomes of those supports. This session will focus on the basics of using screening data at each level of the cascade while diving deeper into advanced topics including how special educators and English language specialists are essential partners in conducting universal screening and how “grown-up” data (e.g., fidelity, capacity) can be considered alongside “kid data” to better meet the needs of all students. Examples will be drawn from Acadience Reading K-6 data displays within Acadience Learning Online, but participants will be able to generalize their learning across data systems and grade bands.

Learning Objectives:

1. Participants will describe the value of centering equity in their data-based decision making process. 2. Participants will define equity, inclusion and belonging as it connects their specific context. 3. Participants will describe methods to detect disproportionality in education.

Learning Objectives:

Participants will: 1) Understand the role screening data plays within an MTSS to identify students in need of more support and to review the outcomes of those supports 2) Identify essential questions to ask at the class, grade, school and district levels when examining universal screening data, including questions specific to the inclusion of students with disabilities and students learning English 3) Consider additional data sources to include in future decision making

Target Audience: Teachers, specialists, instructional coaches, principals and district leaders

3. Implement a Step-by-Step Problem-Solving Process: K-8 School Reading Example

In this session, learners will observe how to implement Systems Problem Solving Consultation (SPSC), which is a model of continuous improvement, and will learn how to lead a K-8 school team through systems change in 10 meetings. Learners will become familiar with tools that they can use to guide a team through a systems change. A K-8 school will be used as an example as the team addresses a school-wide reading concern.

Learning Objectives:

1. By the end of this session, learners will observe how to implement Systems Problem Solving Consultation (SPSC) in a school. 2. By the end of this session, learners will be able to describe ways to lead a team through systems change in 10 meetings. 3. By the end of this session, learners will identify tools that they can use to guide a team through a systems change.

Target Audience:

School administrators, teachers, school psychologists and social workers, and other school team members

4. Evidence Based Instructional Practices

During this session, we will discuss attention to transfer as one of the seven dimensions of the taxonomy of intervention intensity and focus on ways to intentionally promote transfer/ generalization and integrate intervention strategies into classwide reading instruction.

Learning Objectives:

Participants will: 1. Define attention to transfer as a dimension of the taxonomy of intervention intensity 2. Describe specific examples of how to attend to the transfer/generalization intentionally of skills between intervention and classroom settings 3. Summarize key considerations and strategies for promoting attention to transfer

Target Audience: 

Classroom Teachers, Special Education Teachers, Interventionists, Instructional Coaches

5. Understanding the Tiers of Multi-Tiered Systems of Support at the School Level: A Framework for All Learners

Dive into the essential elements of a Multi-Tiered System of Support (MTSS) and gain a deeper understanding of its tiered framework. This session will define the purpose and function of each tier, from universal supports for all students to targeted and intensive interventions. Explore how MTSS integrates academic and behavioral supports into a seamless system that addresses the needs of students across all grades and abilities. Attendees will leave with a clear understanding of how the tiers of support work together at a school level to create an inclusive and effective educational environment.

Learning Objectives: 

1. Define the key components of district-level infrastructure needed to support a Multi-Tiered System of Support (MTSS). 2. Identify implementation steps and strategies for developing a robust and scalable district-level tiered support system. 3. Analyze lessons learned from real-world examples to anticipate challenges and refine district-wide MTSS implementation efforts. 4. Develop strategies for incorporating diverse and critical perspectives into the creation of MTSS infrastructure. 5. Understand how a clearly defined system of support enhances transparency, facilitates collaborative problem-solving, and improves student outcomes through data-driven decision-making.

Target Audience:

Administrators, Coaches, Lead Teachers, District Curriculum Directors

6. Teaming

The science of reading is a vast body of experimental and quasi-experimental research that informs what and how to teach reading. MTSS is the framework for contextualizing the research to the specific needs and resources of the students and adults in each school. This session will articulate the key findings in the reading research and illustrate how MTSS can be used to implement those findings.

Learning Objectives: 

1. Understand the key findings in the reading research 2.Learn the essential components of MTSS 3. Explore how the reading research gets implemented in a MTSS framework

Target Audience: Elementary teachers, MTSS coordinators, principals, district administrators

7. Student assessment 101 (and 401): Using Progress Monitoring and Diagnostic data across the cascade

This session will continue the conversation around a comprehensive assessment system but focus on Progress Monitoring and Diagnostic assessments. Whether you are a teacher, coach, principal or district leader, you have an important role to play in using (or supporting the use of) progress monitoring and diagnostic data to plan, implement and evaluate support. This session will focus on the basics of using (or supporting) progress monitoring and diagnostic data at each level of the cascade while diving deeper into advanced topics including how general outcome measures and mastery measures can be used in a complementary fashion and how “grown-up” data (e.g., intervention frequency and fidelity) can be considered alongside “kid data” to better meet the needs of all students. Examples will be drawn from Acadience Reading K-6 data displays within Acadience Learning Online, but participants will be able to generalize their learning across data systems and grade bands.

Learning Objectives: 

Participants will: 1) Understand the roles progress monitoring and diagnostic data play within an MTSS to plan, implement and evaluate support 2) Identify the specific questions to consider at the class, grade, school and district levels when examining (or supporting the use of) progress monitoring and diagnostic data 3) Consider additional data sources to include in future decision making.

Target Audience: 

Teachers, specialists, instructional coaches, principals and district leaders

8. Implement a Step-by-Step Problem-Solving Process: Large K-8 School District Behavioral Example

In this session, learners will observe how to implement Systems Problem Solving Consultation (SPSC), which is a model of continuous improvement, and will learn how to lead a large school district team through systems change in 10 meetings. Learners will become familiar with tools that they can use to guide a team through a systems change.A K-8 school district will be used as an example as the team addresses a district-wide behavioral concern.

 Learning Objectives

1. By the end of this session, learners will observe how to implement Systems Problem Solving Consultation (SPSC) in a district. 2. By the end of this session, learners will be able to describe ways to lead a team through systems change in 10 meetings. 3. By the end of this session, learners will identify tools that they can use to guide a team through a systems change.

Target Audience

School or district administrators, teachers, school psychologists and social workers

9. Evidence Based Instructional Practices

When viewed as a needs-based model for differentiation, a Multi-Tiered System of Supports (MTSS) is a promising way to simultaneously ameliorate reading difficulties and provide enrichment opportunities. This tiered service delivery model can be leveraged to provide systematically intensified support for students who require additional practice as well as students who require additional challenges at a faster pace. Thus, this session will detail the importance of serving highly-skilled, gifted, and twice-exceptional students within a comprehensive MTSS framework​. The session will also outline professional learning needs and instructional implications.

Learning Objectives:

Participants will understand: (1) the importance of serving highly-skilled, gifted, and twice-exceptional students within a comprehensive MTSS framework;​ (2) the professional learning needs of educators; and (3) the instructional implications of tiered enrichment services.

Target Audience:

K-12 general educators, K-12 administrators, pupil services coordinators

10. Building District-Level Infrastructure for Tiered Support Systems

District teams play a pivotal role in establishing the foundation for effective Multi-Tiered Systems of Support (MTSS). This session will guide participants through key implementation steps for creating district-level infrastructure to support tiered systems. Learn from critical lessons gained during this process, including strategies to ensure diverse perspectives are meaningfully integrated. Attendees will explore how clearly defining a system of support fosters transparency, enabling data-driven conversations and collaborative problem-solving to improve student outcomes. This session provides actionable insights for district leaders aiming to strengthen their MTSS framework.

Learning Objectives: 

1. Define the purpose and function of each tier within a Multi-Tiered System of Support (MTSS), including universal, targeted, and intensive interventions. 2. Understand how MTSS integrates academic and behavioral supports to address the diverse needs of students across all grade levels. 3. Analyze how the tiers of support work together to create an inclusive and effective educational environment. 4. Identify key components of a seamless MTSS framework that fosters equity and accessibility for all students. 5. Develop a clear understanding of the role and impact of each tier in meeting student needs holistically.

Target Audience: 

District Leaders, Coaches, Administrators