Just-in-Time Support vs. Intervention: Why the Distinction Matters in MTSS

About the Presenters

Dr. Bonnie Cochran is National Director of Innovation and Insights at HMH. Dr. Cochran consults with school and district leaders around issues related to data, student achievement, and strategic planning. She previously served the Paulding County School District in Dallas, GA, for 31 years, in roles spanning from teacher to Associate Superintendent. She served as President of the Georgia Association of Curriculum and Instructional Supervisors and on the Board of Directors for the Georgia Association of Educational Leaders.

Marie Garrido Zoeller is a district curriculum supervisor of secondary language arts and reading in Broward County Public Schools. With over 25 years in education, she has served as a reading and language arts teacher, literacy coach, and district leader, focusing on improving outcomes for adolescent readers.

She leads large-scale literacy initiatives and supports schools in implementing evidence-based practices, strengthening instruction and intervention, and building coherent systems of support. Marie is currently completing her doctorate at Johns Hopkins University, where her research centers on the role of leadership in advancing effective literacy instruction. She is passionate about inspiring and connecting educators to create meaningful change for students.

Sarah Jay is the Executive Director of Equitable Multi‑Tiered Systems of Support (MTSS) for Boston Public Schools, where she leads the district’s systemwide MTSS implementation across 117 schools. In this role, she focuses on building consistent, data‑informed, and inclusive support structures that ensure students receive the right level of support at the right time. Sarah has played a key role in advancing instructional decision making through technology, including the thoughtful integration of AI‑enabled tools such as Panorama Solara.

Her work emphasizes embedding clear pedagogical guardrails into data and AI systems to support equity, rigor, and educator clarity. Previously, Sarah served in multiple instructional and leadership roles within Boston Public Schools, including Data Inquiry Facilitator, Spanish Department Chair, and New Teacher Coordinator. She holds a master’s degree in bilingual/bicultural education from Teachers College, Columbia University, as well as a principal license. Sarah is recognized for her leadership in instructional improvement, systems alignment, and the practical application of data to support equitable outcomes for all students.

Serita Dodson is a School Improvement Strategist with Frisco Independent School District (Texas) and brings more than two decades of experience in K–12 education. Her work focuses on supporting campus and district leaders in strengthening instructional practices, building leadership capacity, and improving student outcomes across schools. Serita’s professional background includes experience as a principal, assistant principal, and instructional leader, with a foundation in early elementary education.

Throughout her career, she has been deeply involved in school improvement efforts, leadership development, and systems‑level work designed to support high levels of learning for all students. She holds advanced degrees from Texas Woman’s University and maintains Texas principal certification. Serita is recognized for her practical, school‑based perspective and her commitment to building structures that support instructional clarity, coherence, and continuous improvement.