One size fits none. Teachers know that’s true for their students, whether they are on, below, or above grade level. And for students who need extra assistance to reach proficiency, there can be even more variation. During the edLeader Panel “Just-in-Time Support vs. Intervention: Why the Distinction Matters in MTSS,” educators and leaders discussed how to build an MTSS system that meets each student where they are and gives staff the support they need.
Throughout middle and high schools, students struggle to read at grade level. Districts must prioritize adolescent literacy for teachers to be able to support their students.
We’ve all heard it: Professional learning communities (PLCs) sound good in theory, but in practice, educators question the impact and prefer more time for instruction or lesson planning. During the edLeader Panel “PLCs That Change Instruction: A Data-to-Action Playbook From the Field,” educators from Falling Creek Middle School shared how incredibly powerful PLCs can be when they are grounded in real classroom practice and designed to meet the needs of every learner.
Presented by Dr. Bonnie Cochran, National Director of Innovation and Insights, HMH; Marie Garrido Zoeller, Curriculum Supervisor for English Language Arts, Broward County Public Schools (FL); Sarah Jay, Executive Director of Equitable Multi-Tiered Systems of Support, Boston Public Schools (MA); and Serita Dodson, School Improvement Strategist, Frisco Independent School District (TX)
Presented by Emily Lutrick, Ed.D., Experienced Education Leader, Director of Assessment & Intervention Adoption Strategy, Amplify
Presented by Ursula Rockefeller, Instructional Designer, Falling Creek Middle School (VA); and Lisa Persinger, Title 1 Math Coach, Falling Creek Middle School (VA)
Moderated by Justin McElwee, Enablement Manager, Wayground (formerly Quizizz)
Presented by Karrie Schoettler, Instructional Coordinator, Multilingual Education Department, San Diego Unified School District (CA); Kate Crist, Founder and Director, Education 4500; Lynne Kulich, Ph.D., Head of Growth for Literacy, MGT; and Jen Knapp, Speech and Language Pathologist, Strategic Initiatives Manager, Really Great Reading
Presented by Tim Odegard, Ph.D., Professor of Psychology and Chairholder, Chair of Dyslexic Studies, Middle Tennessee State University
Moderated by Terrie Noland, Ph.D., CALP, Senior Advisor of Educator Initiatives, Learning Ally
Presented by Lucy L. Payne, Ph.D., Author, Educator, University of St. Thomas; and Sue Strom, Author, Educator, Wayzata Public Schools (MN)
Moderated by Heather Brooke, Vice President of Professional Learning, Teacher Created Materials
