Progress monitoring is an important part of every curriculum, but for MTSS, it’s essential to the success of the students and the program. If teachers don’t have data on whether students are improving, or not, and by how much, then they can’t administer proper interventions. And if they don’t have the data, they can’t know if the intervention is appropriate for their learners.
January is an important—and often overlooked—moment in the school year. With state testing just months away, many leaders double down on interventions, tutoring, and Tier 2 supports.
Presented by Dr. Matthew Burns, Fein Professor of Special Education, University of Florida; and Dr. Michelle Hosp, Senior Director of Assessment Innovation, Renaissance
Presented by Lauren LaMont, Educational Consultant, Heart & Hustle Consulting; Leslie Johnson, Instructional Coach, New York City Public Schools (NY); and Keri Hubbard, Chief of Program, National Summer School Institute (NSSI)
The 50th anniversary of the Individuals with Disabilities Education Act (IDEA) is a significant milestone—a celebration of five decades of progress in special education, including expanded access to general education classrooms and AI- and tech-driven innovations.
School attendance across the country is a pressing concern. Post-pandemic absenteeism rates are a primary contributor: Between 2018 and 2022, chronic absences climbed by a troubling 91%, translating into an additional 6.5 million students regularly missing school and crucial instruction.
Elevating Student Well-Being: Integrating Human Skills Instruction into Tiered Intervention Supports
Presented by Miloshi Mehta, Senior Manager Product (Programs), Committee for Children
For years, schools typically had a generalized approach to math assessment and intervention. A teacher would give an exam that tracked student achievement based on course goals, often combining several skills into one exam. The students scoring in the lowest 20% might get interventions, and the other students would move on.
Presented by Dr. Sarah Brown, MTSS Consultant and Author, System Impact Consulting; Laura Glaub, Lead Attendance Social Worker, Madison Metropolitan School District (WI); and Kellie Kilde, MTSS Advisor, Renaissance
Presented by John Eisenberg, Executive Director, NASDSE; Traci Hogan, Assistant Superintendent for Special Education, Greenville County Schools (SC); Julie Weatherly, Esq., Owner, Resolutions in Special Education, Inc.; Phyllis Wolfram, Executive Director, Council of Administrators of Special Education; and Dr. Suzanne Jimenez, National Director, Innovation and Insights, HMH