Achieving Equity and Opportunity: Access to Quality Learning Through Tiered Supports. June 21-22, 2017.
Picture of Utah Valley Convention Center in Provo, Utah
Dr. Tiffany Anderson; Superintendent, Topeka, Kansas. Leadership and Equity: Accountability in Action. 'We often hear about school districts that struggle with high poverty, low test scores and budget problems. But one district has faced all of these and achieved remarkable results. In just over three years, Superintendent Tiffany Anderson...has lead a dramatic turnaround in one of the worst-performing systems in Missouri.'
Linda Gojak; President, National Council of Teachers of Mathematics (NCTM), 2012-2014. Visible Learning In Mathematics. 'To be truly prepared to do the work called for in the 21st century, whether in a STEM field or in the work of everday life, students must be able to reason about the world around them. The [Core Standards in Mathematics] call for understanding and reasoning to be a part of each child's mathematical education. We cannot afford to miss such an opportunity.'
Featured Speakers. Margaret Heritage, Formative Assessment; Amanda Vanderheyden, MTSS / Mathematics; Margo Izzo, Post-school Transition; Mary Louise Hemmeter, Preschool.


You can sign up for the following workshops when you register for the 2017 UMTSS Conference. There is no additional cost.

Two-Day Preschool Strand Workshop

June 21-22, 2017
You will be required to attend all of the preschool strand sessions during the conference on June 21-22. Presenter: Dr. Mary Louise Hemmeter, Vanderbilt University
Implementing the Pyramid Model in Early Childhood Settings: Supporting All Children’s Social Emotional Development

The Pyramid Model (Fox et al., 2003; Hemmeter, et al., 2006) is a framework for organizing research-based practices for use in early childhood classrooms to promote social -emotional competence and prevent and address children’s challenging behavior. The Pyramid Model inlcudes the implementation of universal practices to support the active social-emotional learning and behavior of all children, secondary practices to address the needs of children who are at-risk, and tertiary or individualized practices for children who present the most persistent challenging behavior. Pyramid Model practices are research-informed interactional and instructional support practices for young children and reflect the developmental nature of young children’s social-emotional competence and challenging behavior. Further, Pyramid Model practices are designed to be implemented in the variety of classrooms (e.g., Head Start, child care, public Pre-K) that serve young children with and without disabilities (Fox & Hemmeter, 2009; Hemmeter, Fox, & Snyder, 2013).

The focus of this session will be on implementing Pyramid Model practices to support the inclusion of all children in an early childhood classroom. The session will be organized as follows:

  1. Introduction
    • Research on effective instruction in early childhood classrooms
    • Importance of social emotional development as a domain of learning and as an instructional context
    • Overview of the Pyramid Model as a framework for organizing effective interactional and instructional practices
  2. What does the Pyramid Model look like in early childhood classrooms?
    • Nurturing and responsive relationships with children, families and colleagues
    • Creating supportive environments
    • Designing and implementing effective instruction around social emotional competence
    • Designing individualized interventions for children with the most persistent challenging behavior
  3. Supporting the implementation of the Pyramid Model in early childhood classrooms
    • Practice based coaching to support effective implementation
    • Other programs supports

Two-Hour Transition Workshop

June 22, 2017
The workshop is limited to 25 participants
Presenter: Barb Blakeslee
Students with disabilities often make the transition from special education services to adulthood seemingly aimless, uncertain, and unable to advocate for themselves. In this 2-hour “My Transition Portfolio” workshop, participants will understand how students can learn to determine their futures by actively developing a portfolio that conveys their dreams, life story, selfies, favorite things, career plans, strengths, needs, IEP, and personal information. As they develop their portfolio, students are taught to use their voice to describe the content of the document, and, in the process, advocate for themselves. Participants will examine the student-friendly My Transition Portfolio book, its 14 keys, and how it prepares a student to transition from school to employment, postsecondary education, and independent living. Rather than write individual Summaries of Performance for each student – as per IDEA requirement (34 CFR §300.305(e)(3)) – teachers can work with students to create valuable portfolios that can assist in acquiring future services, applying for jobs, and advocating for oneself. The portfolio provides comprehensive approach to addressing the transition needs of students the use of a student workbook, notebook and complementary mobile app. Centered on intuitive prompts, My Transition Portfolio is a comprehensive companion guide specifically developed to unlock self-determination in youth and young adults with disabilities. Targeted users include students ages 14-21+ with Autism, Intellectual and Developmental Disabilities as well as students who are Deaf/Hard-of-Hearing.

Workshop participants will:
1) Gain a greater understanding of practitioner approaches to establish and reinforce self-determination.
2) Receive free content for trial use within the secondary classroom setting.
3) Receive information for free digital content on mobile devices for use within community-based activities.