Videos

Social-emotional development, executive functioning skills, and foundational knowledge about literacy and mathematics contribute to the success of all students as they transition from preschool to elementary school. This session is intended to support educators, program directors, educational coordinators, and parents/caregivers working with preschool/Kindergarten students. In this session, we’ll connect research to practice as we focus on methods to improve vocabulary, letter knowledge, print recognition, and comprehension instruction to support young learners.

The elementary and secondary R-TFI 2.0 provides schools with a tool to assess the reading components of a Multi-Tiered System of Support (MTSS) framework. Its purpose is to provide a roadmap for teams to strengthen reading support for all learners within a tiered delivery system, including students with disabilities. This session provides participants an overview of the R-TFI and the data, systems, and evidenced-based reading practices that are critical for MTSS implementation.

The co-development of conceptual knowledge and procedural knowledge leads to mathematical proficiency. What is conceptual knowledge? What is procedural knowledge? How can we provide instruction that promotes the co-development of both forms of knowledge? The focus of this sessions is to identify the instructional tactics educators can provide that will promote students mathematical reasoning and procedural proficiency.

In this talk I will discuss what we know about instructional strategies for students with Developmental Dyscalculia. I will provide a detailed overview of recommendations from research for how to help children with mathematical learning difficulties compensate for and overcome their difficulties.

A great deal has been written and promoted on the use of collaboration in school settings. Recent research and evidence-based practices around collaboration focuses not just on the collaboration but specifically on the intersection of collaboration and the content of that collaboration. This session will identify and discuss when collaboration is likely to improve student outcomes and when it is not. In addition, we will discuss the very recent research on the relationship between problem-solving teams and student outcomes. A great deal has been written and promoted on the use of collaboration in school settings. Recent research and evidence-based practices around collaboration focuses not just on the collaboration but specifically on the intersection of collaboration and the content of that collaboration. This session will identify and discuss when collaboration is likely to improve student outcomes and when it is not. In addition, we will discuss the very recent research on the relationship between problem-solving teams and student outcomes.

This session will provide participants with an overview of CICO, steps for developing a CICO system for your school, considerations for implementation, and strategies for troubleshooting. Procedures for running effective Tier II meetings will also be discussed. Example decision-making criteria and products will be provided.

Reading comprehension is a complex behavior that requires coordination of multiple cognitive and academic skills. Despite decades of research in this area, progress remains stagnant for U.S. adolescent students on both national and international tests of reading achievement. Reading comprehension research is an important part of the Science of Reading. We have a robust research base that has not made its way into practice. In this session, we will consider why students struggle with reading comprehension and what research says we can do to help them. We will take a deep dive into current comprehension research to consider which teaching strategies have evidence and which do not.

All students succeed when they feel like they belong, are valued for their strengths, and have a voice. Understanding the dimensions of belonging provides a means for teachers, teams, and schools to create meaningful actions that increase the belonging of all students, families, and staff. As we think about students with disabilities, particularly students with extensive support needs, and their peers without disabilities, building engagement and friendships are central to learning across the day and across their communities.

This session will introduce the Strategic Instruction Model (SIM) and provide an overview of the comprehensive collection of flexible evidence-based strategies and routines which can be leveraged to empower teachers and students. Participants will be provided with an introduction to SIM, a story of implementation, a sampling of student artifacts, and teachers' reflections.

Data analysis for decision-making is essential at every stage of MTSS implementation, ranging from individual students to the district level. School psychologists, administrators, intervention providers, special educators, general education teachers, and other members of MTSS problem-solving teams are all responsible for ensuring data drive decision making. In this panel, we will discuss how to use data to drive decision-making and, more specifically, how to measure and interpret response to intervention (RTI for) students with academic, language, and behavioral concerns. Data analysis for decision-making is essential at every stage of MTSS implementation, ranging from individual students to the district level. School psychologists, administrators, intervention providers, special educators, general education teachers, and other members of MTSS problem-solving teams are all responsible for ensuring data drive decision making. In this panel, we will discuss how to use data to drive decision-making and, more specifically, how to measure and interpret response to intervention (RTI for) students with academic, language, and behavioral concerns.