2026 MiMTSS Conference: Full Schedule

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8:00am EST

Check In and Breakfast

Thursday November 19, 2026 8:00am - 8:45am EST

8:45am EST

Welcome and Introductions

Thursday November 19, 2026 8:45am - 9:00am EST

9:00am EST

Wired to Lead Fast: The Systems Behind Extraordinary Results

Thursday November 19, 2026 9:00am - 10:00am EST

Speakers

David Moore

Superintendent, School District of Indian River County

Thursday November 19, 2026 9:00am - 10:00am EST

Keynote Session

10:00am EST

Transition Break

Thursday November 19, 2026 10:00am - 10:15am EST

Transition

10:15am EST

An Examination of Effective Instruction, Student Behavior, and Anxiety in Classroom Instruction

Thursday November 19, 2026 10:15am - 11:30am EST

This session provides an overview of high-probability practices for fostering student success in the classroom. The focus will be on both practical strategies that teachers can engage in during their typical day and the degree to which teacher-student relationships are important and can be enhanced in simple ways.

Learner Objectives:
Participants will...

Understand that teachers control the probability of success through the practices they select.
Be aware of how simple instructional strategies and the fostering of relationships can be applied in the context of their regular day.

Speakers

Terrance M. Scott, Ph.D.

Professor and Director, University of Louisville

Terrance M. Scott is a Professor and Distinguished University Scholar in the College of Education and Human Development at the University of Louisville where he directs both the Center for Instructional and Behavioral Research in Schools and the Kentucky Reading Research Center... Read More →

Thursday November 19, 2026 10:15am - 11:30am EST

Breakout Session

10:15am EST

Including Students with Extensive Support Needs within the PBIS Framework

Thursday November 19, 2026 10:15am - 11:30am EST

This session explores how schools can meaningfully include students with extensive support needs (ESN) within the PBIS framework so that every student benefits from a cohesive, tiered system of support. Drawing on current research, we will examine common barriers that limit the participation of students with ESN in PBIS, including issues related to accessibility, misconceptions, and resources and training. Participants will learn practical, evidence‑aligned strategies for adapting PBIS expectations, teaching procedures, acknowledgement systems, and data collection practices to ensure students with ESN are fully represented and supported across all tiers. The session emphasizes accessibility, equity, and intentional planning so that PBIS truly functions as a framework for all students.

Learning Objectives:

Identify key research findings on the inclusion of students with ESN within PBIS.
Analyze common barriers that prevent students with ESN from fully accessing PBIS.
Identify strategies to adapt PBIS expectations, teaching routines, acknowledgment systems, and data practices to better support students with ESN across all tiers.

Speakers

Virginia Walker

Professor, UNC Charlotte

Virginia L. Walker is a professor in the Department of Special Education and Child Development at the University of North Carolina at Charlotte. Dr. Walker’s research focuses on positive behavioral interventions and supports for students with extensive support needs (ESN), supports... Read More →

Thursday November 19, 2026 10:15am - 11:30am EST

Breakout Session

10:15am EST

Maximizing MTSS Impact: Team-Based and Collective Leadership for Dyslexia and Literacy-Focused Change

Thursday November 19, 2026 10:15am - 11:30am EST

Implementing MTSS with fidelity to support students with dyslexia and other literacy challenges requires more than frameworks and data. It requires intentional leadership that builds shared ownership, trust, and coherence across systems to ensure all students receive the supports they need. This session explores how team-based and collective leadership serve as critical drivers for sustainable MTSS implementation, continuous improvement, and system-wide impact, guided by Michigan’s MTSS Practice Profile and aligned with evidence-based literacy practices for dyslexia.
Drawing on Michel & Brookhart’s Instructional Leadership in Student-Focused Coaching: Creating Effective Systems to Cultivate Student Success, the session highlights the shift from a top-down, compliance-focused (proving) culture to an omnidirectional, improvement-focused (improving) approach. Leaders will learn how to cultivate collaborative structures that empower educators, align supports across tiers, and move MTSS beyond compliance toward coherence, with a focus on interventions and strategies that address dyslexia and literacy gaps.
Through practical examples and reflective dialogue, participants will explore strategies to build a high-trust culture, balance accountability with support, and lead complex change that strengthens educator capacity and improves outcomes specifically for students with dyslexia and other literacy challenges.

Learning Objectives:

Describe the core themes of Instructional Leadership in Student-Focused Coaching (Michel & Brookhart, 2026) and how they support MTSS implementation, continuous improvement, and targeted literacy supports for students with dyslexia.
Explain how team-based and collective leadership drive MTSS implementation, system coherence, and sustainability, with attention to literacy and dyslexia-focused interventions.
Analyze the shift from top-down, compliance-focused (proving) approaches to omnidirectional, improvement-focused (improving) approaches in leading MTSS and literacy instruction for students with dyslexia.

Speakers

Dawn Brookhart

Consultant, Ed Cap Consulting, LLC.

Dawn Brookhart, M.A.T., M.Ed., is an instructional leader and systems strategist with three decades of experience helping schools, districts, and state agencies translate research into effective, sustainable practice. A committed advocate for the science of reading, she empowers educators... Read More →

Thursday November 19, 2026 10:15am - 11:30am EST

Breakout Session

10:15am EST

Small Group Instruction in the Structured Literacy World

Thursday November 19, 2026 10:15am - 11:30am EST

In the science of reading era, strong whole-group Tier 1 instruction must inform small-group practice. This session explores "teacher table" necessities that prioritize phonemic awareness, decoding, and encoding. These small-group activities are designed for easy implementation alongside any SOR-based curriculum. Join Jake in exploring a sample planning process that prioritizes well-paced warm-ups, memory anchors, and connected text.

Learning Objectives:

Identify where small groups fit into the larger literacy landscape
Explore the necessary sections of a structured literacy small group
Contrast sample student needs and will determine priorities within the suggested small group planning format.

Speakers

Jake Daggett

Literacy Director, K-5, Greater Holy Temple Christian Academy

Jake is an Ohio native who began his teaching career in Milwaukee, WI in 2015. Having specialized in literacy instruction, Jake built a following on social media for his engaging and rhythmic phonics lessons and evidence-based structured literacy practices, even landing him on The... Read More →

Thursday November 19, 2026 10:15am - 11:30am EST

Breakout Session

10:15am EST

The Impact of Cognitive Load on Instructional Design

Thursday November 19, 2026 10:15am - 11:30am EST

Working memory is not a passive observer in the learning process — it is the gatekeeper and active participant that determines the extent and quality of our learning. It is a critical factor that explains why the learning process can be more labor-intensive for some students than for others. By understanding the limitations of working memory, we can make sense of students' challenges as they transition from acquisition to fluency, from fluency to generalization, and from generalization to adaptation. This is a critical consideration for educators and instructional designers in guiding the development of instructional strategies and materials that foster learning.

Learner Objectives:
Participants will...

Describe constrained and unconstrained skills and how they relate to cognitive load.
Describe the three different load types and how they impact learning outcomes.
Summarize the effectiveness of backward design in maximizing learning outcomes.
Explain when and why exposure to content that students lack essential prerequisite skills can have negative consequences.
Summarize the effectiveness of alignment of instructional materials, lesson routines, and academic language across tiers to reduce extraneous load.
Identify common causes of cognitive overload and how to manage them to increase learning and improve student outcomes.

Speakers

Jamey Peavler, Ed.D.

Graduate Reading Science Program Director, Assistant Professor, Mount St. Joseph University

Jamey Peavler is an Assistant Professor and Program Director of the Graduate Reading Science Program at Mount St. Joseph University. Before joining The Mount, Jamey served as the Director of Training for the M.A. Rooney Foundation, providing Orton-Gillingham training for teachers... Read More →

Thursday November 19, 2026 10:15am - 11:30am EST

Breakout Session

10:15am EST

Tier 2 is More than Just CICO: How to Identify and Adopt Evidence-Based Tier 2 Interventions

Thursday November 19, 2026 10:15am - 11:30am EST

We will briefly review five categories of Tier 2 interventions and how they can meet varying Tier 2 student needs. Then, we will present how Teams can use the Hexagon Tool to evaluate interventions for evidence of effectiveness and whether it will meet existing Tier 2 needs.

Learning Objectives:

Identify evidence-based interventions that address student needs associated with conduct issues, hyperactive/inattentive behaviors, social skills, emotional symptoms, and co-occurring academic needs.
Learn how to use the Hexagon Tool to evaluate the supporting evidence, contextual fit, and feasibility of prospective Tier 2 interventions.
Compare and contrast the fit of two different Tier 2 interventions using fictional case study data.

Speakers

Sara Estrapala, Ph.D.

Assistant Professor of Special Education, University of Missouri

Dr. Sara Estrapala is an Assistant Professor in the Department of Special Education in the College of Education and Human Development at the University of Missouri in Columbia, Missouri. Her research focuses on Tier 1 and Tier 2 Positive Behavior Interventions and Supports (PBIS... Read More →

Thursday November 19, 2026 10:15am - 11:30am EST

Breakout Session

11:30am EST

Lunch

Thursday November 19, 2026 11:30am - 12:30pm EST

12:30pm EST

Lunchtime Showcase

Thursday November 19, 2026 12:30pm - 1:00pm EST

1:00pm EST

Differentiating a Phonics Block for Above, Below, and Multilingual Learners

Thursday November 19, 2026 1:00pm - 2:15pm EST

We have made great progress in implementing a strong, interactive Tier 1 phonics block across many states. However, many questions remain: how do we support learners above and below grade level? How do we best serve multilingual learners during Tier 1? What decisions can we make that are both pre-planned and adaptive during live instruction? Join Jake for a model on how to put differentiation into action during your daily phonics instruction.

Learning Objectives:

Contrast adaptive and pre-planned differentiation in Tier 1 structured literacy
Engage in sample, call-and-response multilingual learner supports such as motions and articulatory gestures
Identify key supports for below and above-level readers and spellers.

Speakers

Jake Daggett

Literacy Director, K-5, Greater Holy Temple Christian Academy

Thursday November 19, 2026 1:00pm - 2:15pm EST

Breakout Session

1:00pm EST

From Research to Practice: Structured Literacy Leadership Using the SAILS Instructional Model

Thursday November 19, 2026 1:00pm - 2:15pm EST

Join Dawn Brookhart in this interactive session to explore the transformative power of the SAILS Instructional Model—a comprehensive, research-based framework designed to elevate literacy outcomes for all students, particularly those with reading difficulties, including dyslexia. Grounded in the work of Hasbrouck & Denton (2005), Hasbrouck & Michel (2022), and Michel & Brookhart (2026), the SAILS Instructional Model emphasizes transparency, alignment, and collective accountability to ensure instruction is both equitable and effective.
The SAILS Model includes five interconnected components: Standards, Assessment, Instruction & Intervention, Leadership, and Sustainability, which together provide a roadmap for building coherent, high-trust literacy systems. Participants will learn how to set non-negotiable literacy goals, align instruction and assessment across MTSS tiers, and use Student-Focused Coaching to foster collaboration, fidelity, and sustainable impact. Practical tools and strategies will support implementation across classrooms, schools, and districts, improving literacy outcomes for all learners.

Learning Objectives:

Describe how the SAILS Instructional Model integrates the science of reading, MTSS, and structured literacy to support students with dyslexia and other reading challenges.
Apply collective leadership strategies to align SAILS components—Standards, Assessment, Instruction & Intervention, Leadership, and Sustainability—for sustainable literacy improvement. Identify actionable steps for creating coherent, high-trust systems that enhance educator capacity and improve literacy outcomes across classrooms, schools, and districts.

Speakers

Dawn Brookhart

Consultant, Ed Cap Consulting, LLC.

Thursday November 19, 2026 1:00pm - 2:15pm EST

Breakout Session

1:00pm EST

Leveraging Student Voice in Behavior Intervention Planning

Thursday November 19, 2026 1:00pm - 2:15pm EST

Providing opportunities for student voice can improve the cultural responsiveness of interventions and lead to stronger outcomes. I will describe a framework for embedding student voice in behavior interventions to address needs across general and special education settings and include findings from a pilot study of a new behavior intervention.

Learning Objectives:

Describe the relationship between self-determination, behavior, and student voice.
Identify the necessary components for effectively incorporating student voice within behavior interventions.
Describe strategies for incorporating student voice across behavior intervention design decisions: writing operational definitions, setting goals, and evaluating progress.

Speakers

Sara Estrapala, Ph.D.

Assistant Professor of Special Education, University of Missouri

Thursday November 19, 2026 1:00pm - 2:15pm EST

Breakout Session

1:00pm EST

Maximizing the Benefit of Small Group Instruction

Thursday November 19, 2026 1:00pm - 2:15pm EST

Instructional time spent in a small-group setting is a precious commodity. We must use it thoughtfully and intentionally because even the most well-designed independent activities are less effective than time with a skilled teacher. Therefore, our first goal is to prevent the number of students who require small-group interventions. We can accomplish this by solidifying our core instruction and rethinking how we deliver targeted interventions. When many students need specific skill support, we can provide that intervention within our whole-group lessons. This requires data-driven decision-making and thoughtful planning to identify which skills need whole-group versus small-group instruction. We can then reserve small-group instruction for targeting skills that few students need. Effective small-group instruction is targeted and data-driven. It is designed to give students additional practice and feedback on a specific skill. It does not replace Tier 2 and 3 interventions, but may enhance and reinforce that instruction. We should ask ourselves what a specific student or group of students needs that differs from everyone else in the class. That answer sets the purpose for small-group instruction. If each small group receives the same or similar instruction, the instruction is not targeted and does not justify the small-group structure.
Learner Objectives:
Participants will...

Summarize the importance of reducing independent work time in small-group instruction.
Describe how targeted, skill-specific interventions increase efficiency.
Summarize the impact of fluid student groupings in improving student outcomes.
Explain the purpose of universal screeners and how to use this data to understand the scope of instructional needs.
Summarize the purpose of diagnostic assessments and their connection to differentiation.
Identify the purpose of progress-monitoring tools and their connection to evaluating instruction.
Examine data-based decision-making models for small-group instruction.

Speakers

Jamey Peavler, Ed.D.

Graduate Reading Science Program Director, Assistant Professor, Mount St. Joseph University

Thursday November 19, 2026 1:00pm - 2:15pm EST

Breakout Session

1:00pm EST

MTSS and Adolescent Literacy: Planning for Literacy Interventions to Accelerate Growth

Thursday November 19, 2026 1:00pm - 2:15pm EST

This professional learning session provides secondary educators with critical information to implement MTSS in middle and high school settings. Too often, secondary interventions focus on homework help and accommodating struggling readers, rather than teaching the skills necessary for literacy. This session will prepare educators to implement MTSS systems and structures and to use a flowchart to align student interventions with assessment data. The literacy instruction needs of secondary struggling readers are diverse, but with appropriate interventions, all students can be taught to read. This begins with strong tier-one literacy instruction across content areas and is sustained by data-informed interventions.

Learning Objectives:

Review systemic changes necessary to implement MTSS at the middle school and high school level. Identify skill deficits for struggling readers
Align student interventions to assessment data to benefit struggling adolescent readers.

Speakers

Michelle J. Elia, EdD

Assistant Professor, Marietta College

Dr. Michelle Elia is an assistant professor at Marietta College, teaching undergraduate and graduate courses in reading science. A special education teacher at heart, she has served in diverse roles at the school, regional, and state levels. As a professional learning provider, Elia... Read More →

Thursday November 19, 2026 1:00pm - 2:15pm EST

Breakout Session

1:00pm EST

Supporting the Behavioral Needs of Students with Extensive Support Needs: The Power of Communication

Thursday November 19, 2026 1:00pm - 2:15pm EST

Some students with extensive support needs (ESN) may have elevated behavioral support needs that necessitate individualized behavior support plans. In this session, information about building and implementing individualized, communication-based supports to address these behavioral support needs will be shared with a particular focus on function-based thinking.

Learning Objectives:

Identify the role of function-based thinking in designing individualized behavior intervention plans for students with ESN.
Identify communication-based supports to include in individualized behavior intervention plans for students with ESN.

Speakers

Virginia Walker

Professor, UNC Charlotte

Thursday November 19, 2026 1:00pm - 2:15pm EST

Breakout Session

1:00pm EST

The Basics of Classroom Management and Responses to Escalating Misbehavior

Thursday November 19, 2026 1:00pm - 2:15pm EST

This session provides an overview of the basic foundations of effective classroom management - including scheduling, the physical environment, and responding to behavior. Videos will be used to demonstrate high-probability responses to typical student escalations and misbehaviors.

Learner Objectives:
Participants will...

Understand how misbehavior can be prevented through effective classroom management.
Be aware of high-probability strategies for responding to misbehavior in an effective manner.

Speakers

Terrance M. Scott, Ph.D.

Professor and Director, University of Louisville

Thursday November 19, 2026 1:00pm - 2:15pm EST

Breakout Session

2:15pm EST

Transition Break

Thursday November 19, 2026 2:15pm - 2:30pm EST

Transition

2:30pm EST

Beyond the Benchmark: Designing Instruction that Works for Every Student

Thursday November 19, 2026 2:30pm - 3:45pm EST

Using the MDE MTSS Practice Profile as our guide, we leverage a robust Tier 1 foundation to differentiate support across all tiers. We ensure that data-based decision-making is the driver of instructional change at every level. Our tiered system uses the evidence-based practices from UFLI Foundations, Collaborative Literacy, and The Reading Comprehension Blueprint Activity Book by Nancy Hennessey and Julia Salamone. By focusing on the Learning Hierarchy, we match instructional routines to a student's specific stage of learning (Acquisition, Fluency, Generalization, or Adaptation), ensuring interventions are precise and effective.

Participants will receive sample data sets, data analysis guidelines, progress-monitoring and intervention templates, and guidelines for drafting student success plans.Basis for Data-Based Decision Making and Evidence-Based Curricular Resources.

Learning Objectives:

Participants will analyze data to identify areas of student need.
Participants will use the Learning Hierarchy to identify a student's current stage and determine the next instructional steps needed to build skill fluency.
Participants will work in small groups to develop targeted Student Success Plans using data samples.

Speakers

Dr. Denise Lilly

Executive Director of Elementary Education, Plymouth-Canton Community Schools

Dr. Denise Lilly serves as Executive Director of Elementary Education for Plymouth-Canton Schools. With experience as an elementary principal, middle and high school teacher and administrator, and Director of the Diversity, Equity, and Inclusion Department, she champions inclusive... Read More →

Jan Douglas, Lori Monteith, & Dr. Denise Lilly

K-5 Curriculum Coordinator /Literacy COSA/Executive Director of Elementary Education, Plymouth-Canton Community Schools

Lori Monteith

District Literacy Coach, Plymouth-Canton Community Schools

Lori Monteith is the Literacy COSA for Plymouth-Canton Schools. With experience as an elementary teacher, literacy interventionist, and instructional coach, she partners with educators to shift mindsets and implement research-based strategies aligned with the science of reading, driving... Read More →

Thursday November 19, 2026 2:30pm - 3:45pm EST

Breakout Session

2:30pm EST

Levers for Literacy Success in Adolescent Literacy

Thursday November 19, 2026 2:30pm - 3:45pm EST

Adolescents who struggle to read often struggle to learn. While secondary educators are not expected to teach students how to read within their content classes, every teacher plays an essential role in helping students access complex texts, build knowledge, and deepen comprehension. This session explores the high-impact instructional "levers" that improve literacy across all disciplines without sacrificing content instruction.
Participants will learn practical, evidence-based routines that can be embedded into daily instruction in any content area classroom. When paired with appropriate Tier 2 and Tier 3 interventions within an MTSS framework, these practices improve access to grade-level content, strengthen comprehension, and accelerate learning for all students—especially those with persistent literacy difficulties.

Learning Objectives:

Provide a rationale for the implementation of content area literacy in core instruction across disciplines as a component of an MTSS framework.
Identify levers for improving comprehension across disciplines to accelerate achievement. Practice routines to be embedded in every content area.

Speakers

Michelle J. Elia, EdD

Assistant Professor, Marietta College

Thursday November 19, 2026 2:30pm - 3:45pm EST

Breakout Session

2:30pm EST

Not All Programs Are Created Equal: Selecting an Evidence-Based Intervention Program

Thursday November 19, 2026 2:30pm - 3:45pm EST

This session focuses on strengthening participants' ability to evaluate and select a validated intervention program using research-based frameworks, ensuring alignment with student needs and evidence-based practices. This highly interactive session will include connections to Public Act 146 and the National Center on Intensive Intervention's (NCII) Taxonomy of Intervention Intensity: Academic Rating Rubric.

Learning Objectives:

Identify the dimensions of the Taxonomy of Intervention Intensity
Understand how to select evidence-based intervention materials that support equitable, data-driven decision-making and improved learner outcomes.

Speakers

Melissa Nantais, Ph.D., BCBA

K-12 Literacy Dyslexia Specialist, Michigan's MTSS Technical Assistance Center

Dr. Nantais is a K-12 Literacy Dyslexia Specialist with the MiMTSS Technical Assistance Center. Melissa focuses on an integrated MTSS framework and intensifying intervention instruction at the advanced tiers. Before joining the TA Center, Melissa worked as a school psychologist, educational... Read More →

Thursday November 19, 2026 2:30pm - 3:45pm EST

Breakout Session

2:30pm EST

Stronger Together: Building MTSS Teams from the Ground Up

Thursday November 19, 2026 2:30pm - 3:45pm EST

In this session, we will explore the critical role of robust team structures in the successful implementation of a Multi-Tiered System of Supports (MTSS). Participants will see examples from two school districts on how to design, sustain, and align teams at both the district and building level to create a seamless, data-informed framework that addresses both academic achievement and behavioral health. Whether you are in the early stages of MTSS adoption or looking to refine your current collaborative practices, this session provides actionable strategies to ensure your teams are not just meeting, but effectively driving improved student outcomes through tiered support.

Learning Objectives:

Participants will identify the essential conditions for sustainable team health, including scheduled time, shared leadership, and systematic professional development.
Participants will see how to establish collaborative structures to support district K-12 cohesion of an integrated MTSS model that's driven by data-based decision making.

Speakers

Eileen Derengowski

MTSS Coordinator, Walled Lake Consolidated School District

Eileen Derengowski is an MTSS Coordinator with Walled Lake Consolidated School District. She has worked in education since 2004. Eileen started her career at the Van Buren Intermediate School District on the west side of the state as a school social worker. In 2015, her and her family... Read More →

Christine Russell

Directors of MTSS, Oxford Community Schools

Dr. Christine Russell is the Director of MTSS for Oxford Community Schools working from Preschool to 12th grade. Her background is in the areas of school psychology, behavioral management, and data based decision making. She has a Doctorate in Special Education from Western Michigan... Read More →

Thursday November 19, 2026 2:30pm - 3:45pm EST

Breakout Session

2:30pm EST

The Power of Explicit Instruction: Voices from the Explicit Instruction Facilitator Network

Thursday November 19, 2026 2:30pm - 3:45pm EST

Through authentic stories, lessons learned, and evidence of impact, members of the Explicit Instruction Facilitator Network will share how participation in the Network strengthened instructional practices, enhanced educator capacity, and contributed to improved student outcomes. Attendees will gain practical insights into the implementation process, explore factors that supported successful adoption, and examine strategies for sustaining and scaling explicit instruction across diverse educational settings.

Learning Objectives:

Describe the role of the Explicit Instruction Facilitator Network in building educator capacity and supporting instructional improvement.
Identify key practices, supports, and conditions that contributed to successful implementation and sustainability of explicit instruction.

Speakers

Julie Bourke, NBCT

K12 Literacy Dyslexia Consultant, MiMTSS TA Center

Julie is a nationally board-certified teacher in early/middle childhood literacy with experience as a classroom teacher, an interim elementary principal, and an early literacy coach. Since joining the MiMTSS TA Center in 2024, she has supported schools and teachers across the state... Read More →

Johanna Toth

K-12 Literacy Dyslexia Consultant, MiMTSS TA Center

Johanna has experience as a middle school English Language Arts teacher and interventionist. Since joining the TA Center in 2024, she has supported teachers across the state with Tier 1 secondary literacy instruction, focusing on explicit instruction. She currently co-leads the Explicit... Read More →

Thursday November 19, 2026 2:30pm - 3:45pm EST

Breakout Session

2:30pm EST

Using Data to Support Thriving Classrooms

Thursday November 19, 2026 2:30pm - 3:45pm EST

Join the Merrill Elementary team as we share our journey of strengthening classroom PBIS implementation through the intentional use of data. Over the past two years, our team has developed systems and practices to assess classroom PBIS implementation, use data to guide professional learning and coaching, and embed classroom data into existing school improvement structures. Participants will leave with practical tools, lessons learned, and actionable strategies for using data to enhance classroom practices and improve student outcomes.

Learning Objectives:

Participants will identify tools to assess classroom PBIS implementation aligned to the TFI 3.0.
Participants will develop feasible approaches for collecting and using implementation data to guide training and coaching.
Participants will explore strategies for integrating classroom implementation data into existing systems to strengthen implementation and improve outcomes.

Speakers

Valerie Vandlen

SEBH Professional Learning Specialist, MiMTSS Technical Assistance Center

Valerie's focus at the MiMTSS Technical Assistance Center is on developing and training content related to social, emotional, behavioral health supports for improving the overall well-being and instructional environment for students and staff. Prior to working at the TA Center, Valerie... Read More →

Beth Glazier

MTSS Coordinator, Merrill Community School District

Beth Glazier has served as the Multi-Tiered System of Supports (MTSS) Coordinator at Merrill Community Schools for the past eight years. In collaboration with the MiMTSS Technical Assistance Center, Beth has successfully led her team in systematizing the district's MTSS framework... Read More →

Jenn Miller

Instructional Coach and Interventionist, Merrill Community School District

Jenn Miller is an Elementary Instructional Coach and MTSS Interventionist at Merrill Elementary in Merrill, Michigan. She is passionate about fostering a school culture where both students and staff can thrive. Through her work supporting instruction, intervention, and collaboration... Read More →

Rebecca Zimmerman

Elementary Principal, Merrill Community School District

Rebecca Zimmerman is the Principal at Merrill Elementary in Merrill, Michigan. Now in her 25th year in education and fifth year as a principal, she is passionate about building a positive school culture where students and staff are challenged to grow, embrace learning, and reach their... Read More →

Thursday November 19, 2026 2:30pm - 3:45pm EST

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